Using Data for Accountability: How data is collated & interpreted in Special Schools in England

Colm Davis & Rona TuttUsing Data for Accountability:How data is collated & interpreted in Special Schools in EnglandThe natural distribution curve a reminder for politicians!Below AverageAbove averageSignificant learning difficultiesGifted (& talented)

Statutory measures:EYFS Profile (new Profile from Sept 2012)Y1 Phonics screening check (new June 2012)End of KS1 (teacher assessment)End of KS2 (tests) + SPAG test (2013)End of KS3 (teacher assessment)End of KS4: GCSEs/other accredited courses, plus destination measuresEnd of KS5: A Levels/other accredited courses, plus destination measures (new July 2012)

Measuring the progress of all pupils

PhonicsRadiant Way ReadersBr-ing the p-o-t A-n-n for the c-o-d

Dick said Look, look, look. Look up, up, up.Happy Trio ReadersLook and say

LolitaLady Chatterlys LoverReal booksThe Joy of Sex

NLSword level or sentence level workIndependent workPlenary sessionWhole class textsPhonicsReal booksLook and sayNLScoveGoveremovelovemovedoveMagic e: o e example Gove

ot oskvapect

otoskvapectvaporising jar otter ectoplasm(Usually white) oskar(My best friend)

Reading Education Assistance Dogs (READ)

A paws in faws-fed fonics.for those groups of pupils whose cognitive ability is such that their attainment is unlikely ever to rise above low, the judgements on achievement should be based on an evaluation of the pupils learning and progress relative to their starting points at particular ages and any assessment measures held by the school, but should not take account of their attainment compared to national benchmarks.

The evaluation schedule for the inspection of maintained schools and academies, Jan 2012

High aspirations and a focus on enabling CYP to be as independent as possible led most reliably to the best achievement

Charlie Henry, HMI: National Lead for disability and SEN

Measuring the progress of those with low attainment

For those working below age-related expectations:See Progression (Guidance) 2010 - 11For pupils with SEN working below NC level 1:use Performance scales (P scales)There are 8 levels:P1-P3 have same performance descriptions for English, Maths & ScienceThese are each divided into 3 sub-levels, eg P1i, P1 ii, P1 iii etcP4-P8 cover all NC subjects, including PSHE, and RE

Measuring progress in other ways

The Engagement Profile and scale

B Squared

PIVATSProvision mapping

Pen portraits / pupil profiles / case studies AfA (Assessment for All)

Life beyond levels..For the last few years, most of the data has been based on NC levels / P scales. Now, the DfE has decided that levels will go, although the P scales will remain.

They have just brought out their response to the consultation on how to measure progress now that levels are not part of the new national curriculum.

Life WITHOUT Levels in a NI Special School....Can our system stand up to public scrutiny?What does a data rich NI environment look like?Is it the same in every school?Is there a systems approach in schools?What type of data been collated in your school?

Life without an agreed NI Special School System of Data CollectionWhy do you collate data?Is there a value added dimension?Can data be used for comparative purposes?Is it linked into school improvement?How do you describe progress to parents?Does data inform planning?

Life where Teacher Assessment is trusted in a NI Special SchoolWhat moderation procedures and check mechanisms do we use?Is it possible to have an agreed and uniform system across NI Special Schools?How can we use SIMs /C2k to help standardise, record and track progress within the school & NI?3 Case Studies for discussion.

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