pupils’ outcomes, because they were have SEND, but also be from a previously linked to the old system of disadvantaged minority ethnic using National Curriculum levels and background. Schools should consider that a new system should be more how they unpick and address the flexible in assessing the varying needs different background factors which of pupils. Instead the review present the greatest barriers for recommended the introduction of a learning. See background factors statutory duty to assess pupils not below. engaged in subject-specific learning against the following seven aspects of cognition and learning: responsiveness, curiosity, discovery, anticipation, persistence, initiation, and investigation. Submission of this data to the DfE was not recommended, but it stated that the information should be available to parents and carers. The latest DfE guidance on P scales (June 2017) states that P scales are a statutory duty reporting teacher “for assessments in English, mathematics and science to the Department for Education at the end of key stages 1 and 2. P scales can also be used for reporting teacher assessments to parents in other national curriculum (not subjects and at other times” statutory). Schools should evaluate how well they their SEND pupils. Beyond ‘know’ As no statutory decision has been academic outcomes data collection, it made about a change to the reporting is the deep understanding of an SEND of outcomes for SEND pupils who are pupil and its family’s needs which is learning below national standards for important. The background story of a curriculum tests, schools continue to pupil’s family and community use the P scales. However, many experiences, health and wellbeing, schools have begun to use published preferred ways of learning and assessments, or develop their own interacting, peer group interaction, assessments, of pupils’ aspirations and hopes for the future responsiveness and engagement in are vital. learning. The use of P scales is from Year 1 and should not be used in It is also important to know how well all Reception. EYFSP should be used in who are teaching and supporting a Reception. pupil have and use comprehensive understanding to plan the most Analysis of pupils’ outcomes should appropriate and successful activities consider the complexity of pupil which lead to optimum outcomes. groups and schools should evaluate This is most difficult to evaluate in how well they do this. A pupil may
pupils’ outcomes, because they were previously linked to the old system of using National Curriculum levels and that a new system should be more flexible in assessing the varying needs of pupils. Instead the review recommended the introduction of a statutory duty to assess pupils not engaged in subject-specific learning against the following seven aspects of cognition and learning: responsiveness, curiosity, discovery, anticipation, persistence, initiation, and investigation. Submission of this data to the DfE was not recommended, but it stated that the information should be available to parents and carers. The latest DfE guidance on P scales (June 2017) states that P scales are a statutory duty “for reporting teacher assessments in English, mathematics and science to the Department for Education at the end of key stages 1 and 2. P scales can also be used for reporting teacher assessments to parents in other national curriculum subjects and at other times” (not statutory). As no statutory decision has been made about a change to the reporting of outcomes for SEND pupils who are learning below national standards for curriculum tests, schools continue to use the P scales. However, many schools have begun to use published assessments, or develop their own assessments, of pupils’ responsiveness and engagement in learning. The use of P scales is from Year 1 and should not be used in Reception. EYFSP should be used in Reception. Analysis of pupils’ outcomes should consider the complexity of pupil groups and schools should evaluate how well they do this. A pupil may have SEND, but also be from a disadvantaged minority ethnic background. Schools should consider how they unpick and address the different background factors which present the greatest barriers for learning. See background factors below. Schools should evaluate how well they ‘know’ their SEND pupils. Beyond academic outcomes data collection, it is the deep understanding of an SEND pupil and its family’s needs which is important. The background story of a pupil’s family and community experiences, health and wellbeing, preferred ways of learning and interacting, peer group interaction, aspirations and hopes for the future are vital. It is also important to know how well all who are teaching and supporting a pupil have and use comprehensive understanding to plan the most appropriate and successful activities which lead to optimum outcomes. This is most difficult to evaluate in