B Squared Ltd. © 2015 · 1) Squared’s current P1(i)-3(ii) levels enable me to show the breadth and depth of my teaching 2) Squared’s current P1(i)-3(ii) levels accurately allow

B Squared Ltd. © 2015

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B Squared Ltd. A2 Building,

Cody Technology Park, Farnborough,

HANTS. GU14 0LX

Thursday 25th June 2015

Re. Many thanks from the team! Dear valued customers, B Squared are currently striving to improve the early levels of our skills continuum. As such, we created and released a short survey to ask the opinion of experienced teachers regarding the development of children operating between P1(i) and P3(ii). The survey is now closed and we really appreciate all your ideas and suggestions about the assessment of children who work at these levels. The following document aims to sum up the findings of the survey, highlighting what you, as a collective, think about the assessment needs of these learners and what we can do to help towards this. You have certainly given us a lot to think about and we shall endeavour to do our best to help you and the children you assess. Once again, many thanks - none of this would have been possible without you! Following on from this survey, I have begun working with selected schools to identify key developmental milestones that will allow us to put together a new assessment framework. I will be liaising with specialists and working closely with teachers to ensure that B Squared can optimise our assessment tools to help you work effectively with the children in your class. If you feel that you can offer more help and advice in this area or would like further information then please contact me via email: [email protected] Yours faithfully,

Alex Hurle (and the rest of the team at B Squared)

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B Squared P1(i)-P3(ii) Survey Below is the list of questions we put to you. Your position in the school: How many full years have you taught in the UK for? What is your S.E.N. experience? Please indicate how much you agree or disagree with the following statements:

1) B Squared’s current P1(i)-3(ii) levels enable me to show the breadth and depth of my teaching 2) B Squared’s current P1(i)-3(ii) levels accurately allow me to show all the progress that is being made by

my pupils 3) Grouping skills by National Curriculum subjects is the most helpful way to show the progress being

made by children who operate at these levels 4) The skills of a child operating at these levels differ depending on their age 5) It is important to identify how an assessment point is achieved (observation / on request / responding

to incidental events) 6) Indicating a child’s level of enjoyment to stimuli is a useful reflection of ability

Assessment points are more useful when they are:

Assessment points should be written using:

Does age affect the skill observed or just the context it is taught in?

What are the key areas of development for children who operate at these levels? How would you like to be able to represent the breadth of study for children who progress slowly through these levels? What else could B Squared do to improve Connecting Steps?

I disagree I marginally disagree I neither agree nor

disagree I marginally agree I agree

specific and provide examples broad and open to teacher

interpretation or other (please explain)

child-friendly language to share with non-teaching staff and parents

precise technical language to help with the moderation of achievements

or other (please explain)

Age affects the variety and types of skills

Age only dictates the context of the teaching, the skills are the same

or I believe... (please explain)

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Breakdown of Entries From our original paper based assessments, through our first desktop programs and on to our latest cloud based V4 software, B Squared have worked with over 3000 schools in the last 18 years. We distributed the survey to our current customer database which includes mainstream primary schools, special schools, specialist units and nursery schools. Many staff would not have had experience of working with children operating between P1 and P3 but we were overwhelmed by the response.

Survey Reach

Schools 505 respondents from over 265 schools took part in our survey

Countries by Entries UK Locations by Entries United Kingdom 98.61% 498 London 15.45% 78 Isle of Man 0.40% 2 Sheffield 2.77% 14 Turkey 0.20% 1 Cambridge 2.38% 12 New Zealand 0.20% 1 Leeds 1.58% 8 Jersey 0.20% 1 Liverpool 1.58% 8 Cyprus 0.20% 1 Cardiff 1.58% 8 Romania 0.20% 1 High Wycombe 1.58% 8 Cockermouth 1.19% 6 Leicester 1.19% 6 Chelmsford 1.19% 6

Average Time for Completion 0hrs 17mins 15secs

Information from Views Entries Conversion rate

Email campaign 1090 491 45.05%

Social media 122 0 0.00%

SLD forum 55 14 25.45%

Total 1267 505 39.86%

All respondents were either B Squared users or subscribers to the

SLD-forum.

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Respondent Demographics

Entrants were asked to declare their job role, teaching experience and experience of working with children who

have special educational needs.

35% of respondents claimed to be in-class

teaching staff, with 10 or more years’ worth of teaching experience and

currently working in an S.E.N. setting.

TA or HLTA12

Teacher229

Subject or Department Leader

101

SENCo

10

Assisstant or Deputy Headteacher

94

Headteacher25

Other34

RESPONDENTS BY JOB ROLE

First year

201-2 years

123-5years

47

5-10 years

108

10+ years

318

RESPONDENTS BY TEACHING EXPERIENCE

None

3Other

46 Previously worked in a

special school13

Currently work in a

special school443

RESPONDENTS BY S.E.N. EXPERIENCE

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Levels of Agreement Entrants were asked to indicate how much they either agreed or disagreed with the following six statements. The entrants from the SLD-forum were not asked to give an opinion on statements 1 or 2.

39% of respondents felt that our P1-3

framework enabled them to show the

breadth and depth of their teaching.

51% felt that

B Squared needed to develop to enable teachers to show

this.

61% of respondents felt that B Squared’s

current P1-3 framework did not showcase all the

progress made by pupils working at

these levels.

39% of respondents strongly felt that

grouping skills by NC subjects was

unhelpful.

0

50

100

150

200

250

300

350

I agree I marginally agree I neither agree nordisagree

I marginally disagree I disagree

56

137

47

110

141N

o. o

f Res

po

nd

ents

Opinion

B SQUARED’S CURRENT P1(i)-3(ii) LEVELS ENABLE ME TO SHOW THE BREADTH AND DEPTH OF MY TEACHING

0

50

100

150

200

250

300

350



60

104

28

112

187

No

. of R

esp

on

den

ts

Opinion

B SQUARED’S CURRENT P1(i)-3(ii) LEVELS ACCURATELY ALLOW ME TO SHOW ALL THE PROGRESS THAT IS BEING MADE BY MY PUPILS

0

50

100

150

200

250

300

350



8773

53

95

197

No

. of R

esp

on

den

ts

Opinion

GROUPING SKILLS BY NATIONAL CURRICULUM SUBJECTS IS THE MOST HELPFUL WAY TO SHOW THE PROGRESS BEING MADE BY CHILDREN WHO OPERATE AT THESE LEVELS

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Levels of Agreement cont’d.

58% of respondents did not believe that

age affected the skills that were being

tracked.

64% of respondents strongly felt it was

important to identify how an assessment

point had been achieved.

72% of respondents felt that a child’s perceived level of

enjoyment during an activity was a

reflection of ability.

0

50

100

150

200

250

300

350



186 179

75

36 29

No

. of R

esp

on

den

ts

Opinion

INDICATING A CHILD’S LEVEL OF ENJOYMENT TO STIMULI IS A USEFUL REFLECTION OF ABILITY

0

50

100

150

200

250

300

350



322

117

41

15 10

No

. of R

esp

on

den

ts

Opinion

IT IS IMPORTANT TO IDENTIFY HOW AN ASSESSMENT POINT IS ACHIEVED

0

50

100

150

200

250

300

350



75 80

56

109

185

No

. of R

esp

on

den

ts

Opinion

THE SKILLS OF A CHILD OPERATING AT A LEVEL DIFFER DEPENDING ON THEIR AGE

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Writing Assessment Points Entrants were asked to specify characteristics that were important in the writing of assessment points. They were asked to choose from a variety of options.

0

50

100

150

200

250

300

350

...specific and provide examples ...broad and open to teacherinterpretation

…(other opinion)

342

121

42

No

. of R

esp

on

den

ts

Opinion

RESPONDENTS FIND ASSESSMENT POINTS MORE USEFUL WHEN THEY ARE…

0

50

100

150

200

250

300

350

...child-friendly language ...precise technical language …(other opinion)

353

106

46

No

. of R

esp

on

den

ts

Opinion

RESPONDENTS THINK THAT ASSESSMENT POINTS SHOULD BE WRITTEN USING...

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Writing Assessment Points cont’d.

0

50

100

150

200

250

300

350

...affects the variety and types ofskills

...only dictates the context of theteaching

…(other opinion)

112

317

76

No

. of R

esp

on

den

ts

Opinion

RESPONDENTS BELIEVE THAT AGE...

Respondents felt that “SMART”er assessment points were more useful than messier targets and examples helped them identify

teaching activities.

Respondents also felt that it was important to be able to share A.P.s with non-teaching individuals (parents, assistants, etc.).

Respondents believe that age only affects the context of the lesson

not the skills being assessed.

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Areas of Development Entrants were asked to identify the key areas of development for children operating between P1 and P3. A comprehensive list of their responses follows. They have been anonymised but have not been modified and appear exactly as they were submitted.

1. communication and social interaction

2. Experiencing Participating Learning to communicate through

response in any given way to a stimulus

3. Interaction and experience of the world around them, responding to

and relating to stimuli or events

4. Play, social, emotional

5. Generally social skills but it differs depending on the needs of the

child.

6. Communication.

7. PSHE, Communication, cognitive and physical development - not that

dissimilar to the prime areas in the foundation stage curriculum.

8. 1. To develop looking and listening skills. 2. To develop

concentration. 3 to make choices. 4. To communicate likes and

dislikes 5. To develop the skills of participation and anticipation.

9. I feel there should be less assessment academically and more

assessment socially.

10. Physical skills, visual skills, self help/appropriate life skills, listening

and responding, communication skills.

11. Reacting to stimulus, intentional exploration, beginning to

communicate more or recognise familiar

12. Participation engagement giving an indication that they are

motivated and will respond to what they are being asked to do

communication knowing that they have to do something to get their

needs met or something that they want

13. Learning to learn behaviours. Explorative play, and sensory

experiences.

14. Increasing awareness Response Being proactive

15. Communication (PECS/signing/utterances/body language) Personal

care Fine and gross motor skills

16. Cognitive, physical, self help/ independence. Communication

17. Interaction with others; recognition of self; skills of exploration;

reaction to environment and surroundings; self-help skills.

18. Social communication emotional regulation and the ability to use or

access transactional support.

19. Communication and interaction Independent skills

20. Soft skills, literacy (strong emphasis on phonics), numeracy, PHSE

(with an emphasis on managing emotions), life skills

21. Communication, gross and fine motor skills, response,

22. Independence skills Usable life skills

23. Initiating, making choices, responding, gestural responses in contect..

interpreted by familiar adults... Communication Phse social

knteraction NC subjects are meaninhless ... communication is

applicanle to all... but there is s huge divide between ambulent PMLD

and "wheelchair" bound PMLD pupils. Unfortunately not linear

progression... there must be lateral progress recorded.. some pupils

will never progress beyond P4 because of cognitive limitstions. They

can though learn responses in various contects.

24. children at these levels take small steps, there needs to be more

scope to record the smaller steps these children take.

25. Independence

26. Gross and fine motor skills Communication and understanding Self

care

27. Initial response and to and exploration of the environment and

people within it.

28. Increasing their involvement, interaction with key people and

responding to stimulus- sensory experiences, environment. Engaging

in their learning. Developing very early communication skills.

29. Social and communication skills together with using and applying the

skills in real life.

30. Depends on the nature of child's additional need. Motor skills are

important. Physical skills. The academic areas are less important for

PMLD children.

31. Communiction

32. Engagement and response

33. Communication Physical Ps he Cognition

34. Communication Social interaction

35. Communication, involvement and motivation. Focus and attention

levels

36. Communication and interaction Response to stimuli Experiential

learning

37. communication and interaction, response and engagement levels,

physical developmental, cognitive understanding

38. PSHCE, communication, physical

39. Speaking, listening and commuinication

40. Key Skills and developmental milestones

41. Tolerance of others Interaction skills Ability to attend to activities

Exploring opportunities with support Engagement and motivation

42. Encountering wide range of experiences; learning cause and effect;

making choices

43. Communication Social skills Independence

44. Self help skills Communication Independence Social skills

45. Social interaction. Controlling their environment. Making choices.

Developing practical skills.

46. These areas are already covered sufficiently.

47. Communication, physical development & personal and social

development (possibly also basic skills (to include visual and auditory

responses etc) and computing (including switch progression and

skills))

48. communication physical - fine and gross motor cause and effect

49. Showing independence in their progress

50. Physical, communicAtion, cognition, independence

51. Showing progress no matter how small

52. The format should replicate the EYFS development matters, e.g.

Prime areas are the building blocks to the more 'academic' learning.

53. Response Reaction Engagement

54. To show an emerging awareness of activities and experiences. To

respond and react to familiar people, events and objects. To begin to

communicate with adults and their preferences. To begin requesting

events. activities and needs through given choices. To begin to

anticipate events.

55. Self help skills, fine mmotor skills

56. sensory, observation, cooperation, independence, awareness of self,

awareness of others

57. Development in Focus and Attention, Eye contact, Switch use,

Communication.

58. Communication Cognitive Social Self Help (if appropriate i.e. not for

pupils with complex physical difficulties)

59. Bridging the gap between pupils at these levels and those who are

working at P4 and above. Demonstration of lateral progress, not just

linear. Far more examples of attainment in different subject areas to

provide ideas for Practitioners. Whilst the objectives are the same at

these levels, context will always be different. We strive for variety

and creative ideas are massively important at this level.

60. Language and communication,understanding and relating to the

environment and personal /social/emotional development. Especially

taking into consideration those on the Autistic Spectrum

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Areas of Development cont’d.

61. engagement, enjoyment, participation

62. Communication and interaction Self help and independence skills

63. Communication skills Consistent responses Choice making

64. Communication Cognition Personal and social skill development

65. Personal skills

66. Social interaction Skills for maximisising independence

Communication

67. achievement across a level rather than upwards Ability to generalize

skills

68. Communication skills and interaction. Personal skills physical

development Sensory based learning Response

69. Communication and response. Response can range from eye pointing

to operating a switch to using PECS for exchanges.

70. Exploration, engagement and experiences. Responses and how they

respond

71. Engagement, ability to cope with supported participation,

generalisation and applivation of skills and experiances

72. Increasing their levels if engagement.

73. in science , we sometimes need specific examples to show progress.

74. This varies depending on the needs of these pupils, although the

skills observed as mentioned above may not be age dependent the

areas and rates of development will be different depending on the

needs of the pupil. By this I mean an older student with pmld may be

working on the same skills and area of development as a very young

student with pmld (just in a different context) . Whereas a young

student with sld or asc may be working at these early p levels but

only because they are young, they may well progress though them

quickly and in a more linear way For a student with pmld :

communication, physical (& sensory) development, cognitive

development and social and emotional development are all key

areas. For non pmld more subject based areas may be more

appropriate.

75. Communication Cognition Physical well being Personal,social and

emotional

76. Communication, cognition , physical and independence

77. Ability to communicate Responses to stimuli Sensory ability

Awareness of the world

78. Communication, cognitive, social, independence, motor.

79. Communication Physical development

80. Keeping them motivated and on task

81. The levels do not represent all disabilities like physical disabilities

those children not able to physically write and speak.

82. N/A

83. Communication, independence (of movement, response etc), ICT

(switches and communication devices), physical skills toward

independent movement/walking.

84. Areas of development are Communication Interaction Independence

85. Communication is key - establishing a functional mode to be used.

Understanding of the world and sensory exploration.

86. All inclluded in Routes for Learning

87. Tolerance of stimuli Gross and fine motor skills Reactions to stimuli

Self help skills and co-operation

88. Social and interaction: it would be useful to have assessment just for

social skills

89. Life skills, self help skills, independence, appropriate methods of

communication

90. Self help communication

91. Motor skills, communication, life skills

92. movement response with early independence skills

93. Communication Physical ability

94. Developing contingency awareness and a sense of control over

people, objects and their environment.

95. Physical milestones and communication

96. communication and mode of communication

97. Personal and social interaction, development of holistic

understanding, life skills, use of language to communicate and

express

98. Awareness of and response to others, their environment and things

in their environment First steps in communication Cause and effect

Tracking First steps in physical development (if appropriate)

99. Responding to stimuli, awareness of their surroundings, participation

at very basic levels from being passive, encountering, attending,

participation etc

100. Communication, interaction, independence

101. Self-help skills. Learning to learn.

102. Communication, interaction, independence

103. Cognition, understanding the world, communication etc.

104. Functional use of hands, communication other than words (eye

pointing, reaching etc), intentional movement

105. Communication Social Ability and Interaction Motor Skills and

Physical Development Personal Care and Self-regulation Developing

independence and Personality Life Experiences

106. Motor skill development Attendance to the learning/activities

Communication development Interaction skills/relationship

development Behaviour regulation Awareness of structure/

expectation

107. Social emotional, related to all key subjects

108. I work in a special school but very few of our children work at this

level so I do not feel I can help you

109. participation .....including by physical, verbal (as in using a sound or

verbal word), eye movement / sign of recognision of event Following

an event either by motion /copy/ eye and how this progresses... Time

invoved and participating Recognition of event and knowing/ being

aware of next step

110. social interaction and self awareness

111. Cognitive and communication skills. Noticing and responding to

stimuli, demonstrating rejection, redirecting attention to a second

stimuli, cause and effect, object permanence, tracking, initiating

interactions.

112. Communication, social skills and physical development.

113. Responding to stimulus and matching skills

114. Communication and independence . Physical needs , social needs

115. Communication physical development social development

116. Making them different per subject. For example you do not need to

make eye contact to write but you need eye contact for

communication

117. Children operating at these levels regardless of age show a similar

range of responses to stimuli across the subjects. A lot of their

development is based on there position within the world and their

interaction with the world around them.

118. Communication Physical Visual Tactile Social Auditory

119. the broad areas of development - communication - making their

needs known; social and emotional - enjoying experiences alone and

with others; physical development - following physio programs as

appropriate; intellectual or cognitive development - recognising,

selecting and using images and symbols

120. Engagement and interaction

121. Communication, response, expression & some awareness of their

world

122. The key skills at these levels are key functional skills and span actoss

a curriculum

123. Definitely communication is the area I would focus on, and with

some pupils choice making and some self help skills. Perhaps sensory

development through whichever medium works for the child.

124. communication, exploration, physical skills, early learning and play

skills

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125. Life skills

126. Communication Wellbeing

127. Communication and interaction Physical development Cognitive

development Personal, social and emotional

128. The Development Matters Early Years Areas would be more

appropriate than NC

129. communication ability to engage with objects/activities/people self

help

130. Language and speech, Space shape and Measure

131. Understanding of the world in which they live. Basic life skills

132. social skills. structure.

133. Communication Physical skills Sensory Skills Interaction Awareness of

self Independence

134. Communication - developing and sustaining interactions with others

Establishing consistency of responses - this may take years and it

would be useful to have sub levels to allow for minute steps of

progress to be made Development of pre-cursor skills to

understanding cause and effect Awareness of others and how they

can have an effect on something/somebody - again needs to be in

sub levels as progress is very slow and needs to be consolidated

before moving on. Can consolidation of skills be built into the

assessment? At higher end, focus on initiation of an interaction/

effect - include the different levels of support that may be required

e.g. physical, gestural, verbal prompts Need to gauge responses to a

variety of stimuli to ensure the skill is consistent Is there any way of

linking into schemes such as Routes for Learning?

135. Engagement and participation in activities. Eye contact. Acceptance

of help/support. Sitting at a workstation/activity. Motor skills.

136. Communication PSED social skills Physical Development

Cognition

137. Communication Skills. Awareness Skills.

138. self esteem, repetition of skills, creative approach

139. Communication - both expressive and receptive Awareness and

exploration of the world around them Enjoyment and participation in

the Arts Physical development Social interactions, confidence and

enjoyment of being with others.

140. Response to creative stimuli as well as environmental Intentional

communication Physical tolerance-gross motor

141. - Communication Skills: Speaking, listening, reading and writing. - Self

-help skills: PSH: Personal, Social and Health skills. - Physical Skills:

Movement and Manipulation skills. - IT Skills: Modelling and

Controlling and Communicating and Handling Information. - Problem

Solving Skills. (As described in the Key Skills Curriculum). The B-

Squared P-scales criteria may be more effective and easier to assess

against if some crietria were more closely linked to their counterpart

key skill criteria at the same tier of attainment.

142. Communication and understanding of the need to communicate to a

range of others about needs, wants and preferences. Attention and

observation and awareness of those around them and others around

them. Interest in objects, items and responses to what is presented

to them or what they can see. Personal, Social and Emotional skills

and awareness of well being.

143. Communication & language Cognition & thinking Social and

emotional Orientation, motor and mobility Expressive arts

144. Communication, Social Skills, Emotional Development

145. Communication

146. communication physical sensory ict - switch work etc

147. Social skills, life experiences and life skills development. Especially for

older children who due to their own individual needs will struggle to

progress onto high level P levels. In turn enriching life skills

development and different experiences to enhance their education

should be seen as more important.

148. Communication, physical & creative developemt cooperation with

adults to develop independence as far as possible

149. communication self awareness environmental awareness social

interaction

150. Communication Social development

151. Communication - in whatever forms. Exploration and experience -

repetition of experiential learning.

152. Engagement, Interaction, Exploration and emerging communication

153. Lots of visual activities and touching and exploring items.

154. PSED, Communication, Physical, Thinking: These areas rather than

subject heading are more useful and meaningful.

155. To demonstrate skills in a variety of situations - generalise each skill

beyond a specific session with a specific set of equipment or

resources To be able to demonstrate their skills with more than just

one familiar person

156. cognitive development personal and social skills fine motor

development communication

157. At this level the key areas are engagement and responses

158. interest, engagement and communication of shared experience

leading over time to focus on essential skills needed for dignity and

most independence achievable even if coactively experienced. Most

of all it is being able to be involved in one's world and anticipate and

contribute to experiences shared with in the community of home

life, class group and school and community.

159. Engagement with their environment

160. I feel the social, communication and personal progress made by

pupils in these lower p levels are not easily reflected in b squared but

are vital to their overall progress. e.g. relating to new staff, new

pupils, beginning to recognise new symbols and using utterances

which show intonation linked with gesture but which do not qualify

as speech. Reacting to new environments with interest e.g. on visits.

Also co-operating with adults in e.g. personal care routines while

addressed to some extent in PHSE lifestyles I feel the activities listed

are too high in the levels e.g. 3ii skills are very numerous and show

high levels of co-operation especially as the all of pupils I have

taught in P1-P3ii have been incontinent and are therefore using

pads/nappies and it may take a long time/patience/strategies and

use/understanding of symbols/objects of reference to progress onto

use of toilet which would be a great achievement but not easily

recorded.

161. self help independence communication

162. Intentional communication (verbal, non verbal - body language,

signing....) Response to stimuli awareness of world around - adults

and peers SPECIFIC SELF CARE MILESTONES - small steps to achieving

this Considering that reciting the alphabet or counting might be an

obsession for a autistic learner, who has no other skills....

163. motivation/ cause and effect

164. breath of experience and interests. promotion and maintenance of

physical and mental health. Expansion of ability, motivation and

opportunity to communicate.

165. Communication Physical movement Self care and daily living skils

Making choices Thinking skills - making logical decisions to solve

practical problems

166. There are many areas of development-, most of which are not going

to be able to be logged on a form. It would be beneficial to be able to

attach videos and field notes to the account.

167. Communication and language PSHE Physical development

168. Communication

169. Communication Self help Self determination

170. Communication

171. Responsiveness to stimuli and engagement in activities. It would be

helpful for them to be linked in with curriculums such as Routes for

Learning for this skill set.

172. Independence/basic life skills Early communication - imitation, turn

13



taking etc Enjoying being with others Making basic choices /decisions

173. Seld selecting

174. they need to have targets set that are specific to their development,

for example some autistic, hearing impaired students can not engage

in conversation or maintain eye contact, or join in an activity that is

lead by their peers. the key areas are speaking and listening,

communication, understanding of tasks.

175. Development of the fundamentals of communication and

interaction

176. Communication, exploration, physical development, personal and

social development

177. The ability to engage in a task, and communicate with others

178. communication physical skills

179. Communication, choice making, ICT use of assistive technology, self

help skills

180. Communication and interaction

181. Encounter and experience, any form of participation and awareness.

Sensory experience, development and awareness. Consistent

reactions to familiar experiences. Cause and effect. Intentional

communication.

182. Communication and interaction Visual skills Fine and gross motor

skills Cause and Effect Phonics Rebound winstrada and additional

observations Intensive interaction Eye gaze

183. Communication Social interactions cognitive development

184. Key areas are efforts to communicate & efforts to move.

185. Same as EYFS

186. recognising lateral progression of skills, i.e. skills /attainment

achieved in new contexts

187. communication and general development

188. Communication, motor skills, Sensory cognition, life skills and social

skills.

189. Communication Cognitive Development Personal and Social Physical

Development

190. Social interactions sensory experiences and re-actions behaviours

physical movements enjoyment levels

191. The children I work with are PMLD children so I find that too often I

am having to put 'not applicable' which increases the percentage ? I

don't think that this form of assessment works well for my children.

192. Lots of hands on experiences, through adult led activities and play

based activities.

193. The needs are too varied to say. It is often intentional

communication that keeps them at this level. So the assessment

points could acknowledge that skills can be demonstrated in a

number of ways.

194. English Mathematics Self Help - with a level descriptor would be

useful.

195. communication

196. Generalising skills

197. Moto skills and social and communication skills.

198. More emphasis on communication, social skills and accessing the

community.

199. Responding to interaction with adults And pères

200. Engagement Communication and Interaction Independence Physical

skills Cognitive Skills

201. any form of communication pre verbal and verbal

202. Language, independence, self-determanism, physical/sensory

development

203. Communication! Behaviour. Independence. Mostly we have to find

which areas of the National Curriculum and subjects relate to these.

Clearly there are obligations re: recording progress, measuring

attainment etc against NC subjects but these are the key areas

Alternatively... English, receptive and expressive. PSHE and probably

PE.

204. communication, showing a response/reaction to people/activities/

environment

205. the very small steps of development that BSquared takes into

account which would be taken for granted ( i.e. in a normal child's

development). Small steps that show that there is development.

206. Communication Cognition Self help Physical

207. Response, enjoyment, holding attention, looking, listening, reaching

out

208. Communication is the first priority. Any potential avenues of physical

therapy and sensory stimulation alongside communication goals to

maximise levels of independence should be pursued. Widening the

levels of experiences for these individuals is very important but I

don't believe the national curriculum really holds any relevance for

them.

209. Our children are individually based on ability rather than age. They

could be in year 6 and still be working at a 5 year olds skill and

thinking level.

210. Showing preference moving towards an understanding of cause and

effect. Awareness of other around them Sowing intent of action

predicting response/effect

211. developing attention and coordination skills

212. Communication Physical development Sensory awareness and

response

213. Cognition and thinking Movement and orientation Expressive arts

Communication and language Social and emotional

214. Not having all sub sections the same i.e. literacy 3ii are all the same -

it causes plateaus for students.

215. These can be seen in other assessment tools such as QUEST.

However, over generalising these areas is unhelpful due to the

unique nature of the learners. There is little place in BSquared (and

other tools) for students who are hearing / visually / physically

impaired as much of the criteria becomes non applicable. Also, as

students get older, they have a different curriculum, linked to work

experience (often practical tasks such as cooking, pottery, gardening,

delivering items around school etc.), or community participation and

inclusion. They often make great progress in these areas but there is

nowhere in BSquared to record it. Or, BSquared insists on using

terminology such as 'play' and 'toys' etc. which are unsuitable for

older learners. Equally, students might really struggle to complete a

level for the reasons stated above. They might actually be able to

carry out tasks at a higher level which is clear from their responses or

understanding, but cannot reasonably express this through 'spoken'

language, or cannot physically carry out the action as described.

216. Communication, fine and gross motor, sensory, social development,

physical development.

217. I would use the EYFS goals for P level key areas of development.

218. Cognition Physical development Sensory skills

219. Learning through play

220. social and independence skills are the key to achieving objectives

within these level. Communication and interaction have a significant

impact upon the ability to participate with most of the criterion the P

levels/b squared targets and achieve them consistently. Children

who have ASD may reach high levels within Bsq however their social

skills/communication e.g. Ability to recount an event/participate with

a conversation etc significantly impair their ability to ever achieve a

high percentage within certain levels.

221. Personal, communication

222. x

223. Routes to Learning approach where an individualised route can be

shown Cognition, communication, problem solving. Interaction and

responding

224. Speech and language development, using objects of reference, 1/2

key word understanding for the higher children Oral, fine and gross

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motor skills - these are the things I focus my lessons around with my

lower ability children. I focus on the foundations in order to then

move on when the child is ready.

225. Routes to Learning approach where an individualised route can be

shown Cognition, communication, problem solving. Interaction and

responding

226. Physical, Language and Communication, Cognition, SElf Care and

Independence.

227. Physical and cognitive abilities

228. Key areas are the prime areas.

229. social interaction motor ability awareness of and response to stimuli

230. Communication and Language Attending to tasks Social game

development Emotional Regulation through coping strategies

Transactional support

231. Multi sensory Awareness of others Awareness of their surroundings

The beginnings of cause and effect The beginnings of skill

transference

232. Social skills, emotional regulation, communication, gross and fine

motor etc - I work in ASD

233. communication Physical development social development personal

care

234. Communication Personal and social development Life skills

235. To enjoy a varied curriculum differentiated by the teacher and TAs,

also to develop self help skills.

236. I would suggest that the areas of development are closely linked to

the curriculum for pupils with PMLD that many schools are adopting

e.g communication, physical skills, cognition and personal care and

independence

237. understanding key words taking part involvement recognition

gesture

238. Attention, willingness to participate/tolerance of activities, multi

sensory skills, physical developments at appropriate levels, ability to

indicate likes/dislikes/preferences

239. Communication Cognition Self Help Physical Development

240. Communication, fine and gross motor, use of ICT, early play skills,

social

241. understanding the task.

242. Communication, interaction, physical and sensory skills, behaviour

and independence

243. pre-intentional - intentional, indicating "more" of an object/item,

"choosing", appropriate "protest"

244. Experiential lessons and showing some form of interest in the world

around them.

245. communication, social interaction, response to stimuli

246. Being able to express themselves. Co-ordination Co-operative play.

247. Communication , PSE

248. B Squared would do well to make links with Routes for Learning and

MAPP

249. Communication Independence

250. Communication Gross and fine motor skills Cognition Social and

Emotional development

251. Communication Cognition Independence Social

252. I find that it is important to develop a sense of preference for

children at this level. They will not have much independence in their

lives and therefore it is essential that they begin to learn that they

have a voice. It is also good for children to experience many different

things and it would be useful to somehow show that children are

experiencing some of the milestones however not achieving them.

This is often the case with children on the lower p levels. it takes a

long time to achieve some of the sub-levels and would be a great

tool to show other professions, parents and inspectors this as

evidence to what we are working towards.

253. Independence and responding to adult supports toileting is a huge

issues for us

254. Communication Interaction attention awareness choice making

255. The key areas are: * Encountering * Awareness * Attention &

Response * Engagement * Involvement

256. social skills Sensory responses.

257. social interaction and responses , response to stimuli, self-help and

independence skills, physical capability

258. Understanding, language and independence

259. Communication Social skills Sensory development Development of

exploratory skills Physical skills Early cognitions

260. I usually have children that operate from P6 upwards as we are an

inner city secondary school with excellent SEN provision.

261. Social and emotional skills seem to be covered poorly on the current

assessment. also focus on participation, reaction to stimuli/

environment/people. Adaptation skills. Motor/sensory development.

Enjoyment/respond.

262. ?

263. Reacting to a stimulus.

264. Engagement Communication Motor Skills Concentration

265. Communication, self-help skills, Physical development, social skills,

SENSORY exploration

266. Sensory, very small steps and responses.

267. This is hard to answer to children with autism, they can vary wildly

depending on how the child is fixed within their condition.

268. I feel the key areas for development for children who operate at

these levels are being able to tolerate another person in their

personal space, to be able to interact in a meaningful way with

others, be that at the level of responding to or initiating interaction,

being able to engage in motivating, familiar activities for short

periods of time, to be able to follow a simple one step instruction, to

be able to explore different environments and manage when

transitioning from one area to another, to be able to accept changes

to the normal routine, and generally begin to develop early

independence skills as appropriate to their abilities.

269. Language and communication Social skills Practical skills

270. You need to show development of sensory awareness,

communication and personal social skills. These are fundamental to

build the rest.

271. Sensory exploration Development of awareness Simple cause and

effect Remembering familiar tasks/resources and their purposes

272. Communication and Language Physical Development PSHE/Life

skills/Independence Cognitive Development Environmental Control/

Technology to control

273. I believe there are 5 key areas which pupils working at this level need

the most input in: Communication (including choice making etc)

Physical development Sensory Learning skills Personal Independence

274. Communication Physical skills including gross, fine motor, sense of

where they are in space(vestibular & proprioception) Sense of self

Sense of the world around them ...

275. understanding; communicating; social interaction

276. Communication - it leads all other development

277. Development of; Ability to attend Ability to focus Ability to tolerate

278. Communication skills: Expressing preference Choice making Tracking

visually Vocalisations with intent Physical skills ( not for all) Cognitive

skills Social skills

279. Self help skills. Communication and interaction. Physical

development linked to physio and OT.

280. Communication

281. ability to communicate with the world, to express in whatever

format they chose or is most appropriate needs, wants, desires and

emotions. independence, the ability to have control over their world,

either themselves or though communicating that to another

relationships with others.

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282. Communication and attention

283. Developing basic skills across all areas of the curriculum

284. Communication. I work with autistic children. Although B2 is useful

for measuring some kinds of progress, it does not really fully assess

the children's progress in terms of communication. Many of our

children are non verbal so for the EYFS assessments, they cannot get

past the Speaking assessments which specifically measure verbal

communication. Our children are using AACs very effectively but we

cannot reflect this in B2 assessments.

285. Very basic skills: basic fine motor, hand-eye co-ordination, memory

retention.

286. Communication - level of understanding Sensory processing Both

motor skills Interacting with others Confidence building Listening

skills Focus - how long Behaviour - different stages - progress Care for

others - feelings Interests and hobbies Fun tools

287. Develop interaction skills and relevant forms of communication

Develop and follow simple daily routines Explore and use their

senses appropriately through a wide range of activities Begin to

make independent choices

288. Receptive and expressive Communication - from pre-intentional to

early intentional Social interaction and early attachment/ emotional

development Sensory processing - from experiential to

understanding and early manipulation (varies with specific

impairments) Physical development - from body awareness to a core

set of physical skills (varies according to need) Access to ICT and AAC

technology where appropriate - Soundbeam, Eyegaze, switches

musical development - experience and early pre-intentional and

intentional creativity

289. communication, early cognitive development and motor skills

290. Engagement

291. The most important area of development is to develop

communication skills and contingency awareness, i.e. if I say/do this,

then that happens. Also, to develop the awareness that they can

make a difference to the world around them through decisions,

however small. Passivity and learned helplessness are very quick to

take hold and these must actively be addressed.

292. Communication

293. Communication - the establishment of a yes / no response Physical

development - many are hindered by physical limitations or sensory

impairments. generalising skills to many different areas self help

skills - encouraging independence in feeding etc.

294. broad experiences physical/emotional/social skills we also use the

MSI curriculum which shows small steps whether skills are specific or

generalised

295. In addition to the curriculum there are other skills linked to health,

physical progress and social skills so as each child is different so are

the key areas for each student. The main priority for one pupil may

be communication but for another pupil it may be physical

outcomes.

296. language, communication, physical ability to carry out necessary task

297. Communication leading to an ability to control the environment

increasingly appropriately.

298. Ability and willingness to communicate or interact with others

Generalising skills e.g. if can indicate wanting 'more' of one activity to

then use that to ask for 'more' of a range of activities.

299. Communication. Sensory awareness. Interaction with environment/

people.

300. Cognition, physical, communication, sensory.

301. Sensory Communication Motor Social and Emotional Cognitive

302. Comunication Independence Physical and sensory

303. Developing knowledge of the world in which they live, starting to

understand social rules and communcating on levels where they can

be understood by others.

304. Visual awareness Voluntary intentional exploration

305. Generalised development with lots of details linking in to subject can

be the most helpful way of demonstrating this group

306. Multi modal Communication- Communicating choice and need

Sensory Engagement Physical/ Motor Self help skills

307. Cause-effect, anticipation, reaching, basic choice making (indicating

like and dislike), two-way interaction, brief eye gaze with people in

immeidate environment, indiciating refusal (for something/soemone

to stop), enjoyment in interaction.

308. Social and communication skills.

309. Engagement, attention, concentration, retention, responding to

stimuli, emotional regulation, enjoyment, interaction,

communication.

310. 1 Communication. 2 Choice making skills. 3 Cognition.

311. Using a skills based criteria which is not based on National

Curriculum subjects.

312. for older children skills and assessments need to be linked to life

skills

313. Depends on the child.

314. Social and Emotional Motor Cognitive Communication Sensory

315. Engagement; experience; social skill; anticipation and development

of communication through both verbal and non verbal means

316. physical, verbal, cognitive

317. some children are unable to imitate sounds , vocalise their

thouights, or exchange symbols. tthese children then get @stuck@

as there is no provision for children with very limited language

abilities. we as a school are not allowed to move onto next level until

current level is achieved. some of opur peoples will be stuck due to

their inability to explain.

318. Gross motor fine motor speech and language sensory/kinaesthetic.

319. Communication Physical skills Social/Personal skills inc eating and

drinking

320. Using the skills they have and transferring them to real life situations,

thus making them functional at the level of the student.

321. Communication, thinking skills, computing, _PSHE, Science, Physical

skills, creative skills, Citizenship

322. Cognition and understanding Communication Physical development

PSHE Environmental ICT e.g. using a switch to activate a blender, or

using eye gaze to turn on a light

323. Small achievable steps

324. Their experience and enjoyment of tasks as well as numerical data

such as seeing 10 metres in front of them as their focal point.

325. Developing their communication skills Broadening their

understanding of what happens in different places to develop their

anticipation skills.

326. Sensory cognitive, communication, social, motor, life skills

327. Sensory development Early Cognitive /Thinking skills, e.g. object

permanence, exploration, play, causality. Communication and social

interaction skills, e.g. requesting, initiating communication,

interaction, understanding of communication cues. Motor Skills

including gross and fine motor, mobility, body awareness. Personal/

Living Skills, e.g. hygiene, eating and drinking, dressing and washing,

awareness of self.

328. *Sensory exploration *Social interaction *Using objects purposefully

*Engaging with people and objects *Play *Communication

329. Independence Ability to communicate wants and needs Beginning to

show some awareness of adults and peers Beginning to interact with

their surroundings

330. emotional regulation and communication

331. How long have you got?? Main key areas are the development of

language to be able to express and receive information, and the

move from concrete to abstract thinking. These affect all subject

areas.

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332. Notices stimuli, Reacts to close contact with familiar adult, Responds

to very obvious stimulus, 4 Demonstrates brief memory for

previously presented stimulus, Responds to familiar voice or other

personal identifier, Responds to range of stimuli, Supported 1:1 turn-

taking with adult, Responds to own name, Responds consistently to

one stimulus, Briefly follows moving stimulus

333. communication skills; shared attention and eye pointing cognition

skills; understanding where they are in space (proprioception),

learning to use vision, touch, sound etc to learn about the world

around them emotional and social development; i can engage with

people and act on the world physical developmnet: gross and fine

motor movement

334. Social/emotional/behavioural/mathematical/literal

335. social skills

336. * Communication * Self-Help and Independence skills * Cognition

* Areas that child enjoys eg. art, craft, music ie. areas child may enjoy

as they get older eg. leisure activities * ICT - I Pad/Touch Screen etc.

- can link with communication and cognition

337. COMMUNICATION - Responding, Interacting, Communicating(eye

contact, eye pointing, gesture, body language. In 3 key areas in

Everyday Activities , In care routines, with Sensory stimuli

COGNITION Awareness of Stimuli, of people, of objects, of

activities using all functional senses Exploration of

objects, materials and substances all parts of body to be used

Control make objects move deliberately, use switch intentionally,

container play, book skills PHYSICAL Body Awareness massage,

body movements, spatial awareness Fine Motor

Reaching, Grasping. Releasing, Manipulation Gross motor

Sitting, Standing, Walking, Mobility indoor,

outdoor, water PSHE Eating and drinking

Dressing and Undressing Toileting Cleaning

teeth Brushing Hair Washing and showering

Expressive Arts creating art and design to explore , to create

an end product, to use tools Music listen ,

respond, interact via music, music as part of a group, music for self

occupation Dance/Drama responding to dance and

drama, experience dance/drama productions, interact via dance/

drama productions

338. communication physical and self help and social skills

339. fine and gross motor skills (including physical development)

communication and language development sensory integration PSHE

(including life skills)

340. Intentional communication and making choices.

341. Reaction Anticipation Expectancy of a repeated behaviour Expression

of Pleasure or displeasure Mimicking familiar behaviours responses

Engagement The beginnings of intentional communication

342. communication

343. Cognition, Communication, Physical Skills and Self care and

Independence.

344. Anticipation, co-activity, self-awareness, awareness of others,

communication, interest in materials provided

345. communication and early learning skills. Pupils at this level generally

have profound and multiple learning difficulties therefore the pupils

progress laterally across the P levels through experience rather than

mastering.

346. intellectual/understanding, physical, maturity

347. Sensory, social and interest

348. social, functional, physical, independent, structured, larning

349. Communication, social interaction, independence skills

350. Physical development - reaching, grasping, etc. Interaction -

responding, initiating, etc Communication - switches, photos,

symbols Retention of skills - but there needs to be clear definition of

what this means at different levels between P1-3

351. Communication, responding to stimuli, beginning to understand

cause and effect.

352. Developing skills to enhance independent living skills

353. communication cognition social interactions physical abilities

354. communication Social Skills Physical Sensory engagement

355. Communication Sensory Physical

356. Our young adults look to develop their independent living skills in

every subject they attend. By implementing literacy and numeracy

skills into each lesson, we give the students the opportunity to

develop the basic skills they will use in the future.

357. Awareness of others, enjoyment of others, informal methods of

purposeful communication with others (body langauge, facial

expression, vocalization etc), formal communication with others

(signs, speech, symbols) Awareness of objects, exploration of objects,

awareness of cause and affect, control of cause and effect, trial and

error, simple problem solving skills sensory development -

experience, explore, show preferences to a wide range of stimuli

covering all of the senses physical development - from head control

right through to walking over obstacles and fine motor skills

emotional development

358. Basic communication and interaction skills. Listening skills and

making simple choices. Motor skills. Social and life skills.

359. Physical skills, learning to walk, to sit aided or unaided, to move their

body or specific body part

360. I think the key areas of development for children working in this area

are cognition, sensory, communication, motor, emotional and social .

we have recently moved away from National curriculum and I find for

these children this is a much better way of recording progress as you

can then focus on many different areas and as a teaching assistant I

find it better when filing work as its much easier to group the work

into appropriate areas.

361. Communication Fine Motor skills Gross motor skills PSHE - self help

362. sensory cognition, communication, social, motor and life skills

363. Communication is a key area for all pupils. When working with pupils

working at these early levels of development it is essential that we

understand their attempts at communication and encourage them to

express their needs through gesture, eye contact and vocalisation as

much as possible. It is therefore important that there is room for

accurate teacher interpretation of communications from pupils with

visual/hearing impairments and particularly for pupils who have very

limited movement in arms and hands as some assessment points

cannot be met by these pupils even if they are cognitively able to

understand certain concepts, e.g. reach and grasp, banging objects,

etc.

364. Towards independence, self help, socialisation and play skills.

365. COMMUNICATION, COMMUNICATION, COMMUNICATION! In every

area of their lives. Being EXPECTED to participate in whatever way

they can, it may be the smallest of movements or the quietest of

sounds. Having fun! Being as independent as possible, with the

correct amount of support when necessary. Having the opportunities

to be included in a real and not tokenistic way. Key areas are actually

the same for every child; to have the chance to develop to their full

potential and live their lives as 'rounded' individuals. Being ACTIVE

not passive participants who can indicate their likes and dislikes and

make choices. See also the notes in the 'assessment points are

more useful when they are:' and 'Does age affect the skill

observed.....' sections above.

366. The accurate assessment and target setting for those pupils that do

not learn in a linear manner. This can be difficult to do for complex

needs pupils with short term memory issues and therefore they

appear not to make any progress at a certain level but may be

achieving elsewhere.

367. Communication Cognitive Physical Sensory

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368. Language

369. Communication Responses to sensory stimuli Responses to people

Awareness of environment Interaction with the objects / places

Interaction with people Independence / self help Physical

development

370. communication, social interaction and self help

371. Motor skills and communication

372. Social skills - Communication/ interaction.

373. Communication, responding to obvious stimuli, expressing

preferences, understanding cause and effect

374. Exploration, imitation, tactile experiences

375. Spiky profiles can be difficult to manage

376. communication life skills independence skills

377. As B Squared already highlights it is the sensory experiences in the

world around them and how they interact with those experiences.

378. reactions, initiation of communication, motor skills.

379. Understanding number

380. Personal, Social and Emotional skills are most important at the age I

currently teach. Giving them a wide variety of tactile experiences.

381. key life skills

382. Communication and physical - eg the progress children make

through tolerating standing frames, walkers, bicycles hydrotherapy

etc.

383. Developing responses to stimuli, adults and the environment

Developing ways to communicate needs/desires developing basic

understanding of cause and effect Developing motor skills

384. Communication PSED - Relationships (Social and Significant/Familial)

Self Advocacy Personal well-being (Emotional and Physical)

Awareness of Time/Sequence of events in the context of Action and

Reaction eg. A familiar sound/smell/object initiates reaction and

understanding that a particular event will follow (or sequence of

events)

385. Their response to experience or activity Communication

386. Eye contact Social skills communication self-help skills enjoyment

engagement

387. Reading, writing, speaking (most important). Basic addition and

subtraction, multiplication and division not nearly so important.

Ability to use a calculator is very important, and some knowledge of

place value so they can understand the answer the calculator gives.

Basic knowledge of money, although concept of change is often far

too hard. Forget shape and data handling, these are not important.

As long as they know circle, square, rectangle and triangle that is

fine. Some basic knowledge of weight, length and capacity, but it is

often too hard and not worth spending too much effort on. Ability to

use a computer in a basic way that satisfies their needs. No need to

learn Powerpoint or Excel. Word is good. Surfing the net but not

shopping or spending money online is good.

388. Attention/listening Communication Physical

389. levels of access to the tasks and skills and how they are able to

exhibit these.

390. Needs to be simplified; if Maths and English descriptors are the same

why are the steps so different.

391. Cognition (understanding the world), Self care and Independence

and Transferral of skills into new settings.

392. Sensory input and learning Communication and language Social and

emotional.

393. Developing interactions with the people around them. Developing

cause and effect and communication skills

394. Physical and motor skills (including the physical stamina to engage in

learning activities) Communication (including Tassels and other

communication systems that allow a child to understand their school

day) Cognitive development PSHE and self help skills

395. level of engagement, showing a different response to differing

stimuli

396. that there reaches a point that they can no longer progress beyond

P3ii due to their disabilities (ie) visual impairment for example

essence of the how long it can take for pupils within this range to

achieve a small step, but not have all the little stages ( steps) in

between to indicate the learning journey they have been on

397. length of time and level of engagement with a task type of

engagement with adults

398. clearer definition and examples of alternative communication or

specific alternatives for children with certain barriers to learning

owing to their own specific SEND

399. Children need a broad and balanced curriculum which is age

appropriate and meaningful to real life situations. The areas of

development are all about the sensory input and providing the

children with a variety of experiences to be able to learn new skills

through using their senses.

400. Improvements in communication skills

401. The foundations of learning skills which are applicable to a number of

areas. These could easily be attributed to NC subjects, the EYFS

curriculum, or any other curriculum! It depends how each school

wishes to play it. So in that respect, more assessment frameworks

should be offered 'off the peg'. Personally, if we are to have high

aspirations for students, then these P1-P3 skills should be regarded

as the building blocks for subjects (or whatever able curriculum that

school has) as an assumption should be made that they might reach

that level in the future. However, I have colleagues whom strongly

believe that the NC has no place in a PMLD classroom and would

argue for a separate framework.

402. awareness prediction enjoyment

403. Being able to make even the simplest of choices To show any signs of

comunication To show some interest in what is going on around

them To respond to stimuli To respond to people / adults and then

peers

404. responding to different stimuli and giving a consistent response

observing responses providing learning opportunities in a variety of

familiar contexts to develop over learning

405. interaction/ communication with others interaction/ attention to and

with the environment - increasing 'exploration' of objects and

materials as tolerance grows. development of motor skills - both fine

and gross as appropriate to individuals, bearing in mind some pupils

may never for example achieve 'walking', 'grasping' etc - so how are

they 'progressing'

406. Interaction with others and equipment, physical activity, awareness

of surroundings, communication of needs/ enjoyment/dislikes,

experience of the outside world.

407. engagement with an activity. Social skills, communication systems

and methods, indication of the level of support a child needs to

participate with a learning activity. Sensory activities/learning

experiences, feeding and drinking skills.

408. communication, choice making, interacting and responding to

stimuli. Having an awareness, exploring, control and early problem

solving, sequence and patterns.

409. Eye contact Reaction Verbalising Movement Control

410. Communication Fine and gross motor skills attention

411. For my pupils there areas of development are making obvious

choices. Noticing cause and affect, tracing movement, eye contact.

Knowing named people. Understanding basis routines.

412. Tracking Engaging/showing interest Response stimulation/motivators

413. A focus on sensory development

414. Communication skills, whatever form they might take. This is always

a high concern for parents, and it is very helpful for teachers and TAs.

415. Learning at this level is at a very early stage of development and

students need support to help them to explore and interpret the

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world. Students often have difficulty in making sense of that world

due to learning difficulties and associated medical, sensory or others

such as Autism. Students need many opportunities to handle and

test out objects, look for patterns and sequences in experiences and

generally extend focus from the immediate to things further away.

Students need to experience the same activities over and over again

in order to be able to learn from them.

416. Communication is key and paramount.

417. Level of interaction and functional engagement with the world

around them.

418. Communication Physical development (fine motor and gross motor)

Personal and social development Engagement with learning

419. Fine and gross motor skills, Self- help skills, independence skills,

matching/sorting, commenting or requesting (sometimes with

communication aids), eye tracking, maintaining focus on task,

following simple instructions, williangly taking part in an activity

420. communication, physical

421. unfortunately education always has to prove progress in core

subjects of literacy and numeracy. Life skills and PSHE are important

areas for these children

422. emotional resilience and well-being Communication Independence

and self-esteem

423. social skills life skills

424. communication, Physical, social, confidence, use of vision, hearing,

responses.

425. communication, making choices, engagement ,

426. Communication Interaction and responses Exploration and making

sense of their world

427. Independence skills

428. To briefly interact with sensory resources . To learn to communicate

by pressing a switch either coactively or independently. To learn to

interact with TAC Pac resources or other sensory resources in a

sensory environment. To learn how to track a light. To learn how to

make simple choices between two objects. TO learn how to briefly

interact during Bag Book sessions or other sensory stories. To learn

how to explore resources in a water tray.

429. social interaction exploration communication

430. engagement with stimuli and people

431. Self Help (life skills)

432. Personal, Social and Emotional Development Communication and

Language Physical Development

433. Initiation, consistency of response, lenbgth and breadth of attention

434. Independence Emotional regulation Social communication

435. Being able to communicate When pupils do not have the skills to

communicate their understanding independently - teachers need to

be able to record how they know that pupil has shown the skill i.e.

observation, written, practical, oral

436. I feel the key areas for these students are communication, cognition,

physical and self help and independence

437. speach cocentration self help skills reading writing

438. Communication Gross and fine motor skills Thinking skills - choice

making / ability to influence their environment Independence -

ability to co-operate with adults, ability to relax sufficiently because

they are confident with familiar adults, etc. Personal and social skills,

including self-help skills

439. use of appropriate resources and activiities need to reflect ability of

these children. It is difficult to find age appropriate actiiities to

develop their cognitive understanding and physical development

especially when they have regressive disabilities or conditions.

440. communication pre intentional to intentional, responding to events

and stimuli and interacting with others. Cognition or Skills for

learning: awareness of and exploration of a range of stimuli Physical:

gross motor and fine motor as well as sensory development

Emotional and social development.

441. Communication Engagement and Interests Quality of Life

Opportunity ICT Multi-sensory exploration

442. Engagement and interaction with objects and people in their

environment.

443. For the children that I generally work with, the key areas are -

Communication skills and Listening and Attention skills.

444. Communication and language PSHEE Cognitive skills Motor

development

445. Social skills making connections self help skills personal care

communication skills basic skills i.e. following instructions, exploring

the environment

446. Na

447. I would contend that the key areas of development for children who

operate at these levels are in line with the Prime areas of Learning in

the EYFS: that being Physical Development, Personal, Social and

Emotional development and Communication and Language. I say this

because these areas are the foundations upon which all other

learning can be built; and for children working at the lower P levels,

these are the areas that will make to greatest difference when it

comes to not only enhancing their lives, but also to faciliatate later

development.

448. Communication, personal and social skills - self care, sharing,

interaction with adults and peers, exploring and sensory experiences.

449. Small specific steps of achievement

450. maybe have more scope for sensory areas of development ie visual,

tactile, physical, auditory, as some students may have a greater

ability in some areas than others on account of their disability

451. the key areas at these lower levels are communication, interaction

with others, recognition of people and places, acceptance of routine

452. Communication - how and what they communicate, eye contact,

vocalisations Engagement Interaction Response time, responses to

different stimulus Confidence

453. To engage, enjoy and show attention. They do not learn by following

subject based assessment models

454. Cognition, Movement, Perception, Communication

455. response. attention.

456. Communication, Cognition, Independence and Physical

Development. Using the four areas as main drivers and adding an

array of vehicles to drive progress across.

457. Levels of independance Respond to stimuli Ability to reject Seek

atttention

458. Key to development is the child learning to communicate needs/

choices with a variety of people. learning to look, listen and attend

to objects/people/activities and showing response to these.

Participating and responding to directed activities. Being able to

spontaneously communicate needs and wants rather than relying on

adult prompting Learning to attend for periods of time. Being ready

to focus and attend - in terms of levels of arousal.

459. Communication

460. Communication skills Sensory development

461. communication

462. Having a linear approach so that they are consolidating the skills in a

variety of contexts

463. Communication, motor skills,

464. That they are individualised and specific and help show a progressive

development from the early stages of possible learning difficulties

465. communication. Specicific physio targets

466. The key areas of development for children who operate at these

levels are sensory stimulation and awareness of immediate context /

others. Interacting with a key person at home and at school - that is

to say the early beginnings of communicative skills. The other key

areas are early cognition skills, gross motor / physical skills and self

19



help / independence skills. We base our personalized plans for our

pupils who are operating at these p levels on these four areas of

development. We then use B squared as it is now - linked to the

structure of the National Curriculum subjects from p level 1. This

never seems to enable our assessments within B squared to

comprehensively reflect the progress ( or not) of the individual.

Having said this, there is absolutely nothing better than B squared for

us to turn to in our school assessment system and data recording for

our children who operate at these levels. We also work from Routes

for Learning (Wales). But this does not tick all of our assessment

needs for any individual pupil either. Therefore - communication,

cognition, physical development and self care / independence are

the key areas for our children at these levels. Thank you.

467. A post 16 assessment that is skill based rather than curriculum based

more independence skills - skills they will need for future. More IT

focused skills related to current world.

468. Social and emotional.

469. Communication. Independence. Becoming proactive rather than

reactive. Experiencing a wide variety of activities, both liked and

disliked. Developing responses using both strong and impaired

senses. Making choices.

470. Showing reaction to adults. Showing engagement or interest in

activities.

471. engagement and participation

472. communication and social/self help skills

473. Communication Cognition Self-Care and Independence

474. Maths and English

475. Communication, independent movement in both gross and fine

motor skills, responses to all sensory input. Self help skills,

particularly face and hand washing, teeth cleaning, dressing and

progress towards independent eating skills.

476. Social development Listening skills Attention

477. social skills and confidence communication skills fine/ gross motor

skills

478. The development of fine and gross motor skills, the development of

visual skills - locating, tracking, seeking, the development of

communication and interaction skills, cause and effect skills with

contingency awareness, choice making skills which comes under

communication, likewise with responding to sensory experiences and

stimuli.

479. Early communication skills fine and gross motor skill development

expressing preferences early interaction skills

480. Communication, cognition, physical (but not just focusing on their

hands) and self-help

481. Physical skills Visual and hearing skills Tolerance of adult input

Awareness levels

482. Communication

483. I feel that communication and language is the key area of

development for pupils at these levels.

484. For some it is about maintaining rather than gaining skills, for others

it is about generalising a response across a range of stimuli /

environments The quality of a response is often an indicator of

progress - e.g. length of time an individual looks towards a stimuli

485. They can demonstrate consistency within the skills especially when

presented in different contexts as they move through school.

486. Communication -from using objects of reference to gestures,

vocalisations. Starting to recognize one's own needs. Self regulation

(eg behaviour). Using sensory input to understand the world, eg loud

and quiet noises, smells, visual cues and contexts. Self-care skills eg

feeding, toileting etc. Managing new contexts and experiences

(ready for the wider world). Social skills- being able to work alongside

others and accept help. Moving one's body to make things happen,

eg opening a door to go through it, walking/moving away from

unpleasant experiences.

487. Engagement and showing a response in a way that pupils are able to

make depending on their disability Plus are the same responses

made by a pupil to different staff or hit and miss ?

488. Communication - eye contact, pointing, anticipating events & cues in

routines, responding Making choices and needs known to others

Physiotherapy - physical development Motor skills Sensory

awareness

489. Interaction and Communication Responding to stimulii and becoming

more consistent in responses Level of engagement on a task Making

choices Physical Development Developing Independence Skills

490. communication and PSHE, very early levels of physical development

and tolerances.

491. Social interaction Eye contact Participation Engagement Experience

492. communication - making needs and wants known, fine and gross

motor skills developing engagement sensory development

tolerating and responding to personal care needs

493. Responses to the world around them, Awareness of themselves,

physical skills, affecting their environment.

494. Levels of interaction moving from passive, to shared exploration, to

active participation and engagement, to initiating activity and

interaction. Understanding cause and effect, contingency awareness

and contingency responding. Making choices. Initiating

communication. Physical skills development - both fine motor and

gross motor. Swimming / Hydrotherapy skills progression. Visual and

listening skills development Emotional development - ability to cope

with different environments, situations, people. Importance of

getting into the community and being able to cope with new

experiences.

495. Communication, Social Skills (including both relations with others

and autonomy) and Physical Skills. Any curriculum should also

include a wide range of experiences and opportunities to interact

with the wider world.

496. Cognition, communication, social, physical and perceptual Enjoyment

of experiences life and fun not developmental but far more

important.

497. Engagement and interaction with the world. Self awareness Physical

development

498. communication, cognition (thinking), physical, self care

499. functional skills - physical skills, independence Communication -

intensive interaction, picture exchange, gesture, signing sensory

exploration - haptic perception and interaction with environment

awareness of self and tohers

500. We use routes for learning - it is very easy to follow and has good

progression

501. Communication & physical

502. communication and interaction, cognition, physical, PSHE

503. Communication Gross and fine motor Cognition - including maths

and ICT Social interaction Self-help

504. fundamentals of communication personalised engagement with

objects and activities to ensure learning rather than experiences

functional mobility development of senses play social interaction

505. I am encounter experience cause and effect development of

memory skills life skilss communication oo asny levels sensory

throughout and so on...............

20


Breadth of Study Entrants were asked to suggest ways of demonstrating the breadth of study covered by children operating between P1 and P3. A comprehensive list of their responses follows. They have been anonymised but have not been modified and appear exactly as they were submitted.

1. dart board shaped diagram with different strands in each segment

giving a running percentage of completion overall and a level by level

indication to illustrate spikey profiles more effectively

2. Produce progress through experiencing, encountering not just

mastering

3. Ability to evidence with photos, videos and statements.

4. .

5. Yes.

6. More discrete for low level leaners and to pinpoint how skills were

achieved i.e in what context.

7. ????

8. To be able to make notes and for these notes to be displayed

alongside the assessment points.

9. im not sure.

10. State a realistic target and then evidence their experiences in

different contexts

11. different experiences, different contexts, different settings, different

people, working with peers within their own ability and then mixing

with others

12. Have more specific themes and examples of what that skill might

look like and the steps they may progress with

13. More detail under each section.

14. Very difficult to show progress when a child appears to have not

made any progress. Can only offer a range of experiences for the

pupil

15. Possibly separate it into fewer sections with an option for sorting into

national curriculum areas too (or with a label stating where on

national curriculum each small step would fit). E.g. My world for

geography, history, science. My body for phse/physical education.

Myself for art, RE, music. My skills for ICT, maths, English.

16. We are currently tribally using the MAPP system for breaking down

targets for learners working below P3 this looks at progress across-

level of prompting, fluency, accuracy and generalisation. each target

could be broken down and examples of how the target has been met

could be added.

17. Pie charts / bar graphs as are currently available. It is really important

we are able to demonstrate the attempts at mastery because they

will spend a long time at each level of achievement before being able

to master and for teachers to monitor progress this is key.

18. I would like to be able to record non academic progress, which

proceeds these levels in neurotrophic all children.

19. I would like to represent progress through different develpmental

areas, I.e the development of fine and gross motor skills, pre and

nonverbal communication skills etc.

20. Through the above subjects stated in my answer to the previous

question broken down carefully in child friendly language so you can

share progress and expectations not only with parents but with

students also.

21. Through examples.

22. No idea!

23. See above. Same level but learn responses to various stimuli

24. to be able to record pictures or samples of their progress would be

good.

25. Engagement levels

26. Include progress with the Picture Exchange Communication system,

self care and independence

27. Potentially with the opportunity to practise skills in different

environments and contexts. Although the skill of looking in a

direction is the same, the idea of looking for a person, sound,

towards a smell, light stimulus, visual stimulus or object is very

different. I think you should definitely look at and incorporate the

Routes for Learning targets within BSquared as this is something

most children work on when in the Lower P-Levels. However because

routes for learning is not a summative assessment tool a lot of the

work that they do in this area and the progress they make is not

recognised at a level needed for ofsted.

28. Feel the range of assessment levels- experiencing, mastered etc

helps to detail this.

29. Through percentage steps which are shown through not only

mastery but the gaining and understanding of the skills. Percentage

gains to show small steps of progress.

30. Graphs are always good for showing progress.

31. To be able to attach pictures/ examples of work (i.e. scanned in)

would show development. Notes areas would also help (thinking

similar to EYFS recording styles).

32. Through experiences

33. Recording of responses linked to different sense - visual, tactile, etc

34. More sideways movement Either by suggested activities or cross

over levels

35. A learning journal. More anecdotal.

36. Levels of support enable you to show berth of progress of progress is

not achieved through p levels

37. Incorcorporate more specific types of response and levels. Much

more in line with routes for learning and quest for learning. Allowing

for the individuality of responses to stimuli.

38. No different way than what B squared offers

39. I think the way it works now is good - the progress grids show where

children have progressed by mastering objectives. Lots of children

(for all levels) gain knowledge and understanding in several areas,

but do not master or confirm these objectives, however. I think it is

important to make it clear on the progress grids somehow which

areas children have started to gain knowledge and understanding in,

as well as the areas they have mastered - Especially at P Levels.

40. Key skills, foundation phase or developmental milestone break

downs

41. Skills broken down away from subject areas Focus on early

milestones rather than curriculum progress

42. Numerical Credit given and measured for the different stages

currently represented by different colours and letters eg. N for

encounter, m for mastered

43. more steps in order to show more progress

44. The potential to add your own individual targets that are specific to a

child and could account for a percentage of the level progress.

45. The descriptors do make big jumps for children who work very

slowly. A child can be working in these levels for 13 years so steps

need to be smaller to clearly indicate progress at their rate.

46. I think B2 do this well.

47. The main way I can currently show progress for these pupil is by

using a tracker grid showing 5 small steps towards each target,

recording frequency OR duration OR competency OR support

needed, allows me to show that over time pupils are making

progress.

48. give examples of new contexts and experiences show progression

from experiencing to independent participation

49. unsure

50. Small step with cross curricular examples

21


Breadth of Study cont’d.

51. Showing a wide range of examples at these levels

52. This I am not sure about

53. With easily attachable evidence - mobile app

54. To be able to record our own additional assessments that are

pertinent for each p-level rather than tick the generated assessment

descriptions. Some of the descriptions are not appropriate.

Additionally there is not the breadth within the assessment

descriptors. My pupils who are currently working within these P-level

strands have made visible progress however it has not enabled me to

tick off any strands on connecting steps due to either already ticking

them of or not being on the assessment tool.

55. Smaller steps. A lot of the pupils make such small steps it can be

difficult to show progression.

56. I believe it should be more skill based which can then be represented

at a later date by delopment point across the curriculum

57. In the comment box breadth of study should be recorded as Themes-

ie - Transport

Gardens

Shops This could be added to each term and additional points put on

the score but labelled * points , to indicate added value rather than

affecting the score

58. Linking to other assessment frameworks e.g Routes for Learning and

SCERTS Use other ways of showing progress Break down some

assessment points further (this is particularly for pupils at P4/P5 with

complex needs. There are a growing number of these pupils across

the country who are 'stuck'

59. Chance to record observations with photographs. More of a map or

a flow chart such as Quest for learning or Routes for learning. I'm

sure you probably already know of Solar, one of your main

competitors, who already provide this.

60. Pictorial evidence being able to be included alongside P Step

Assessment

61. Generalising experiences and skills

62. a score point of achievement against the objective e.g.1-10 with

defined levels relating to engagement and respsonse then

application.

63. Adding sub parts as seen in later levels eg shows consistent reaction

to familiar staff in class, in outdoor environment, in other school area

Further breaking down some targets into smaller steps Breakdown

choice making into activity, food, toys, other

64. More developmental steps and a wider range of activities which

show lateral progress

65. Use of thee key eg participation, engaged, mastered

66. By small, non, linear achievements,

67. additional breakdown to show horizontal progression across level -

using achievement continuum. If you looked at routes for learning

and MAPP ( Dales School) combined in a spreadsheet you would

make all the SEN schools love you-happy to discuss this

68. They need more targets to allow children to make these small steps

and to show progression. Currently many areas or points cannot be

recorded.

69. Lateral progress that is quantifiable would be really useful.

70. Smaller steps between P1-P3(i) More exploration opportunities

71. Activities which are en ountered, enjoyed, level of engagement,

progress over time, generalised across scenarios

72. Smaller steps to show progression.

73. we sometimes find it hard in science. we try to use images and get

the TA to picture what they are doing.

74. In a less linear way, pupils with pmld tend to show progression at

varying levels and can get 'stuck' at these low p levels for some time

due to the way that they progress . From p3ii to p4 seems a huge

jump in some areas especially for non verbal pupils.

75. Routes for learning approach reflects the uneven profile of many of

my students

76. Through themes

77. Through the context of what is taught

78. Evidencing a range of "best fit" statements relating to each P level

and accepting that progress at these levels can be just a slight

increase of engagement rather than traditional measurable

outcomes. Development is too slow and small to show a termly

increase in level in the data. Pressure to show progress through data

leads to inflated box ticking .

79. Breadth could be expressed in different environments eg inside

outside, classroom hall. Or different staff eg responds in a situation

with familiar staff with unfamiliar staff.

80. Show photographs of their work?

81. I'm unsure what this question means.

82. N/A

83. Greater detail or examples of skills being broken down. Perhaps even

the opportunity to add information at these levels. Only have

recording for key areas of working english, maths, science, ICT and

perhaps art/creative and humanities/geog/history combined.

84. A lot more smaller steps

85. By using less prescriptive terms - children with limited vision for

example, may not be seen to be making progress because of the

criteria they are unable to meet.

86. Written observations with phtotos to support and video footage.

87. Not sure

88. Themed learning

89. Expansion of targets to include more in depth areas of learning to

cater for those children for whom targets tend to show lateral

progression. As a school we are incorporating Routes for Learning

with MAPP targets to cater for the areas B2 does not cover

sufficiently.

90. More allowances for regression more opportunities for progression

for non-verbal but more able kids

91. Descriptors relevant to age - ie post 16 examples for life skills

curriculum

92. That skills can be shown to be being compounded and that

development can be linear

93. Similar to what it is at the moment

94. Currently use ImPACTS which identifies current level and need and

supported through schemes of work that cover all routine and

enrichment opportunities for learning.

95. Photographs

96. an area to show topics/themes covered

97. I'm very concerned that Bsquared is too reliant on 'levels'. I do like

the percentage system - for me that is all that is important whilst the

'levels' are arbitrary.

98. I would like to be able to show very small steps of progress I would

like to show how achievement is being maintained through different

activities/experiences I would like to show how important it is to

ensure that students achieve steps consistently I would like to show

factors that impact on learning and progress for these students such

as illness, fatigue, absence, seizures I would like to show when/where

progress or engagement is being achieved I would like to show how

progress is becoming more consistent I would like to show what was

used to help student to make progress Example for above - student

tracks glowing ball when held 5 cm in front in a dark room on 3 out 5

sessions

99. Unsure if having sepeartae subjects is needed for children who are

working at these very basic levels as skills can be applied in all the

areas. Allowing a more laterial progress, being able to show this. At

present children at these very low levels appear not to be making

progress as the response is so limited & inconsistent.

100. Through achievement in differing contexts

22



101. We use our own assessment criteria, personalised to the learner, to

supplement P levels.

102. Through achievement of skills in differing contexts. Through

communication in all of its forms.

103. Grouping assessment points (or additional points) by areas of

development/learning rather that National Curriculum subjects e.g.

cognition, communication, physical, technology, sensory skills etc.

104. Video, photos, observations but still with % of progress as this

enables bench marking.

105. For the level completed % to include targets not yet mastered but at

other stages on the achievement continuum.

106. Through photographic/video evidence Through case studies

Through commenting on and writing weekly updates on the pupil's

engagement with activities that are aimed at the pupil meeting a

short term, lower level objective that is aimed at trying to meet a

large, long term objective.

107. through ability to go in-between levels as children depending on

medication and physical aspects can fluctuate a lot and at times need

reinforcement or complete relearning of what was previously an

ability.

108. I work in a special school but very few of our children work at this

level so I do not feel I can help you

109. Try to split levels into tiny steps so that they are not stuck on one

aspect and there is lots that can be ticked off it can be very hard and

demotivating for when trying to progress pupils especially at

secondary level if they can not tick off an aspect to show a bit of

progress

110. the notes facility allows for extra information to be noted

111. A visual diagram with space for annotations.

112. I would like more generalised comments that allow me to input

examples to support them. Photographic and video evidence uploads

would be brilliant. I would like the breadth of study to link more

clearly to the early learning goals.

113. Possible using a emerging, developing, securing and exceeding

frame depending on the achievement writhing that sub level. Our

school are using assertive mentoring and this would work well in line

with the new curriculum assessments we r using.

114. The lower levels to have more boxes to tick . More ideas like

descriptors in routes for learning .

115. Show sideways progression and generalisation of skills

116. Not sure, still trying to find a way!

117. Currently at these levels the statements are generic across subjects,

although this reflects the nature of learning at this level it can

provide a problem for staff wishing to show progress in a number of

different subjects. By having the same statements across subjects it

means that there are less statements in total for pupils to achieve

and therefore less statements for the teacher to be able to mark off

to show progress.

118. Would like to record context, topic, we don't want them to repeat

same thing time and time again Use more than 3grades, but not too

many

119. This is difficult as many children will repeat areas continuously

making very very small steps and in these cases the context and

content of study may change but the core skills are being repeated

and may show very little development.

120. So linear development for learners who do not master the required

elements.

121. Breakdown of skills in small steps

122. It is clear upon reports that students have mastered ot confirmed

however some students may only progress developing from

experienced to participation and it would be fantastic to be able to

clearly report this progression too

123. I think the problem is the skills are concentrated on eg

communication but the context in which these skills are taught can

be broad. At very basic p1 levels these are often giving attention to

items/ people. However this may be practised through all areas of

the curriuculum.

124. Ensure descriptors could be worked on in many contexts

125. Breaking levels more broadly

126. Adult Education option

127. Linked to main areas of development as above For whole school data

systems, progress would still need to be linked to levels and to

subjects, but below level P4, progress could be tracked in a more

flexible way.

128. It would be helpful to have a section on physical development like in

Development Matters

129. to be able to comment on the statements to show breadth of

activities they have experienced

130. Through P-Scales

131. Using basic aspects of the National curriculum

132. In very small stages

133. Areas based on developmental needs and not Curriculum areas.

134. Opportunities to show lateral progress for those who don't show

linear progress - again opportunities for consolidation of skills across

different contexts. We need to be able to justify the work we are

doing with students who don't make much progress - develop their

responses with a range of stimuli and in different contexts. Develop

sensory activities within all subject areas and across the age ranges -

do some objectives need to be very specific in the way they are

written e.g. have a general heading with specific skills within it

Milestones - develop community context and self help skills

throughout Literacy and Numeracy.

135. Break levels down into very small steps to show progress within a

sub section of a P level.

136. The system could add subsections that tend to focus on

consolidation and transference listing broader range of context and/

or subjects areas where key skills are steadily been applied /

experienced OR have a function that allowed users/schools to do

that and customise set sections I add lots of notes in the COMMENT

section - write lots of descriptions HOWEVER you cant view much as

space in this function box id really limited, there is NO SPELL CHK

function here and often many errors occur here comments not

getting SAVED ( I do a 'save, capture and copy' of all my notes and

put and store them as WORD document so I don't loose all my hard

work. I have learnt to do this from experience BUT WHAT A

RIDICULOUS added complication and work load that creates !!!!!!

137. This is not a problem area-as a SEN teacher all of our pupils progress

in small steps.

138. possibly, through our departmental team leaders

139. Transference of skills from one topic to another, e.g. can do a

particular skill in one situation, or location, or context, and can also

do it the following term, when studying a different topic. e.g.

Choosing, matching, willing to try another type of messy ingredient,

bang different objects together, etc Our pupils working at this level,

often make broad progress horizontally, rather than vertically.

140. Currently, we run Routes for Learning concurrently with Connecting

Steps, as a number of our children are 'stuck' according to CS.

141. The existing ability to show progress of children within each criterion,

(when their mastered % does not increase), is very useful to show

small amounts of progress.

142. It would ideally be shown within the context of skill level and

development, and then how this cross references to the national

curriculum and subjects covered - if development of skills and

attainment of these were the categories, it could show clearly how

the progression of these through the lower P levels can be a gradual

process.

23



143. Quest for learning Using a method that would show generalisation of

skills eg place, activity, response, time of day and whit he student it

working with (PARTY- divised by Ann Furgusson at Northampton uni

with Miranda Brooke's specialist msi teacher for Leicester.

144. Not following the national curriculum and prioritising relevant long

term areas for development. Secondary children at those levels

should be assessed on : Independent skills, communication ( non-

symbolic, symbolic, etc), well-being, etc. not towards the NC.

145. Profile based that allows the individual's difficulties to be taken into

account

146. hard to say but the current system sometimes shows no progress as

pupils may not be able to achieve the targets shown, maybe more

specific targets with clearer examples

147. Options for tracking development of life skills, sensory development,

cooking and behaviour management.

148. Broader headings i.e. communication, sensory/environmental

awareness, physical development, AAC, engagement, making

choices, life skills.

149. wide range of generic skills with area for teacher to input topic/area

of study

150. Possibly record different examples to show lateral progress, different

contexts that child has achieved assessment point.

151. Having more of a breakdown of the level descriptors so the tiny

steps/observations can be acknowledged.

152. Greater breakdown of developmental steps and more creativity

around how certain skills are assessed. There is a very strong focus

on physical skills which may never be reached (independently) by

some children but which hide their true cognitive levels.

153. Other developments in their lives e.g. sitting up or holding a spoon

etc

154. I like the different levels of responses already included. Changes in

these is progress for our pupils and should be used as part of

measuring and scoring progress- rather than only achieved and

confirmed making up the score.

155. To be able to show frequency or consistency of achievement as well

as demonstrating it in different situations Also, to have more detail

on the levels of support required - hopefully to show them

decreasing over time

156. If we could add in notes to each grade which we mark the skills at

e.g. emerging, developing skills and understanding. This would then

be useful for when the child moves to their next class/key stage for

the next teacher to look at to see where the child is at with specific

skills and why they have not yet been mastered and what they need

to help the child with. I feel that this would be very useful.

157. Something on the lines of the dales scale

158. I don't agree with the fact that in connecting steps students can't be

accredited for which is spikey...ie the expectation is for each level to

be achieved before the next...our students do not follow

neurotypical development. Most now are not just delayed

development but have different ways of learning and making

progress...ie "deviant" or better put non neurotypical development.

Connecting steps needs to reflect the new needs and new way to

record progress for students who are learning differently how to be

better engaged and communicative about and within the world now.

Progress is less likely to be so linear but more scattered and breadth

will be important as will be transferrance to contexts. There are

many statements in steps in the exiting format which make little or

no sense... eg re toileting at P2 I believe it says ...." can watch

someone use toilet"....why? Dignity??? and then later on there are

such things as " has awareness of the verb to be?????" Many more

like this exist too.

159. No answer

160. When I cover topics thematically I find pupils abilities are 'spikey' and

I always plot any skills they have mastered even if it is above the level

they are mainly operating on. I would like to be able to plot social,

communication more with more reference to symbol/object of

reference being mentioned. I do tend to find speech is more the

focus of b squared and for many pupils this is not a realistic option.

161. Having the ability to track the level at which pupils achieve targets

through a continuum of engagement would enable progress towards

a target. At present only being able to show acheievement when it

is mastered (graphs, tables etc) does not truely reflect the

acheievements being made by the children working at this level.

162. communication, self help, self awareness, social interaction...

163. not sure

164. With annotated photos.

165. The breadth of study should not be via national curriculum subjects.

Instead they could be represented by key skills areas.

166. I feel that it would be beneficial to be able to add photographs and

videos of children achieving these targets as there is usually much

less written evidence to show what they have achieved.

167. Use of annotated photographs, creating a physical record of pupils'

achievements, experiences etc. A printable record sheet relating to

each P level which I could use to annotate, possibly even a blank bar

chart I can add to, to show progress.

168. That these key skills can be demonstrated in a breadth of assessment

opportunities

169. Demonstrate breadth of experience as measurable progress

170. To adapt squared to our own curriculum eg same objectives but

across different topics ie different stimulus.

171. Adding context into the notes when recorded on each level.

172. Many different contexts , interacting with a range of people etc

173. Small steps

174. to have levels set at students ability to achieve them eg show next

step break them down or make them visual, this could help show

levels by work accomplished.

175. The fundamentals of communication broken down into attention

joint attention expression and understanding of emotion

176. there needs to be space for teacher interpretation and comments.

they need to be moderated. What one school calls a 'P2' child is not

what another does. There needs to be allowances made for severe

physical disability as well as sensory impairments. very common with

children at this level of development

177. The entitlement to experience should not be limited by the ability to

respond. Progress needs to be separate from content. We need to

link into the CLDD engagement profile alongside age appropriate

activity.

178. ability to add comments that can be seen on the assessment pages

and add photos and evidence.

179. Via nc subjects

180. Smaller progress steps

181. Perhaps a representation of a specific skill taught across a variety of

contexts.

182. We use Routes for Learning in addition to B Squared as it is much

more realistic and shows the lateral progression that a lot of our

students make.

183. It should not be heirachical and should take into account the variety

of ways in which a child may reach as specific step. There should be

some ability to quantify the where the student is a certain points but

these should give an overall picture of where the student is. It will be

up to the teacher to demonstrate why the student is at this point.

Being able to represent students movements and increasing skills in

a pictoral way but that itsn't going up or down to signify regression

would be great

184. we also look at the route for learning programme. I suppose

evidence that a child has experienced an activity over time would

24



give more of an indication of whether they have had the opportunity

to progress. currently I don't know how many times a child has done

the task I'm offering. That would be useful on the graph because

there is very little evidence of progress.

185. Percentage of experiences?!

186. show the different contexts in which attainments were made, show

how attainments were made in relation to health at anyone time

187. small steps

188. I would prefer if we could assess the children and show whether they

have achieved it independently, maintained the skills, had physical

help or verbal prompting. Many children at this stage need a lot of

physical prompts to access the curriculum and it would be useful to

be able to distinguish between the children that need this and the

ones that don't.

189. I don't think the breadth of study is an important thing to represent.

We share planning, newsletters and end of year reports with parents

that describe the breadth. I think it's the extremely small steps of

progress that we need to show.

190. On a horizontal assessment marking scale rather than vertical one.

Sometimes a student achieves criteria on a higher level but we can

not mark it as completed until we complete the level they are on at

70%.

191. Consideration needs to be given to children with limited movement

and inability to communicate conventionally.

192. Broken down statements, because all children learn at a different

pace. Some objectives are easy to tick off, others are not. It depends

what skills the child can use and apply.

193. Skills such as attending to a task for up to a few minutes, looking at

resources, eye pointing (when there is no language) could be

included. Also where the children are in early years and ks1 at these

levels, some awareness of learning through play is essential.

194. Breaking down the level descriptor at the bottom of the page into

specific areas and give examples of how this achievement can be met

by the child. Also match these areas to a % score for example if the

level descriptor was split into 4 sub categories each would be worth

20% therefore you can pinpoint the exact sub-area which needs

more work.

195. Not sure?

196. Using how frequently these behaviours are observed

197. Personalised progress books

198. I would like to see the progress from experienced to mastered

reflected in the level percentages. At the moment this progress

counts for nothing in the reports produced and then shown to

outside agencies.

199. Allow you to insert examples of how the objectives were met in

different contexts

200. There needs to be somewhere to record other variables such as

health and well-being, sensory needs etc as these impact so much on

outcomes for these pupils. A way to add video evidence

201. wider focus on teacher assessment so much more is evident not

covered by B Squared

202. through use of a variety of media as well as a checklist

203. We currently do this via reports which describe their experiences,

interactions and involvement in tasks linked to their subject teaching.

We tend to use B squared as a data based source for specific skill

related attainment and development. A 'progress over time'/breadth

of study report would be helpful - but may still suffer from the same

old issue which is staff indicating have been experienced in certain

ways which makes later staff look like they're going over the same

things again.

204. to include similar activities but with different experiences

205. more user friendly... find that I can't see my entire class when

wanting to see the progress when looking at the entire class. I use it

frequently to see the progress each child is making - school uses both

paper ( three tick system) before it can be entered on the system -

making it very tedious.

206. Lateral progression which is highlighted by graphical representation

for parents. Further breakdown of levels p1 - p3ii

207. Route map model,with video evidence to support

208. The P-levels are simply an assessment tool. Too much focus is placed

upon assessment. There needs to be more balance in the education

of people working at P1-3, not simply assessment focussed. Better

professional training, sharing good practise and training

opportunities in curriculum development is simply not invested

properly in. There is no national consistency for the provision and

whilst curriculum should be needs led and specific to the individual, a

curriculum should provide a very wide range of learning

opportunities that teachers pick out the important parts for the

individual.

209. I would like it to be represented in effort, progress, enjoyment and

ability.

210. More scope to show how these areas of development are reached.

Ability to record when a child has shown a skill even if they have

already; showing consistency. Rather than just 'Mastered'

211. we collect evidence or all areas taught as part of work scrutiny, we

use this alongside the Bsquared evidence

212. By devising / adapting descriptors which relate to progress of

individual learners

213. Through their IEP targets in these areas

214. give alternative ways of meeting a level - non-verbal won't be able to

easily be able to answer a que with their name but allow them to

gain the skill that they have signed/repeated the key word.

215. It would be helpful if percentage points were added not only when

students mastered a level or small steps, but also when they moved

up through the continuum e.g. moving from experience to engage,

or gaining skills and understanding - as these might be huge

achievement for our learners but not 'rewarded' with a points

increase. Then, some teachers who are worried they aren't showing

progress, won't feel pressure then to ticking a 'mastered' box when

the student hasn't really fully grasped the activity in a range of

contexts / environments e.g. generalising the skill. Especially when

some schools say they can't implement performance related pay if a

student hasn't shown an increase of 30% each year - which is clearly

ridiculous! I have gained students (I am a Post 16 teacher) who

clearly are not at the level previously stated by former teachers (or

worse, so called 'specialist' teachers who really can be 'click happy' in

my experience!) and who cannot progress for this reason, or because

their curriculum is so different e.g. they go horse riding, do rebound

therapy, have aromatherapy and massage. What about a 'wow' page,

when a student has really performed well, and consistently when

motivated by something very unique? Levels of motivation make a

huge difference - does a student at 16 really want to push a car down

a ramp or knock down a tower of bricks?! What is the purpose? If

they are working on money, what about the whole action of handing

it over to the cashier, or choosing an item to buy in the shop?

Counting 5 1p coins is rather irrelevant for older students - they can

hardly do that in a real life context!

216. Give credit for progress through criteria and not just for 'mastered'

statements going from experienced to active participation is a big

step for students who may never master something.

217. As above

218. Split the levels down further and include more details - for instance

routes for learning.

219. Using Routes for Learning with a continuum to show progress against

the islands. To develop route-maps that show progress through play

for those pupils whose cognitive levels equate approximately to 0 -

25



18 months

220. Significant areas of development such as putting socks on, collecting

own bag from peg, walking to the dinner hall, remaining seated for 2

minutes etc don't seem to be included when for most children with

Sen these are major achievements.

221. By using B Squared data.

222. cumulative results, smaller steps, linked to other things such as

Routes for Learning

223. Personalised and individualise routes which show what they can

achieve and have achieved and which recognise their individualised

pathways. A recognition that the national curriculum emphasis on

core skills and subject based areas do not provide a holistic view of

achievement.

224. have some differentiation throughout the subjects or put all criteria

into 1 area so we are not looking through each subject.

225. Personalised and individualise routes which show what they can

achieve and have achieved and which recognise their individualised

pathways. A recognition that the national curriculum emphasis on

core skills and subject based areas do not provide a holistic view of

achievement.

226. Pupils do not necessarily progress laterally through these levels and

scope to make 'spiky' progress should be considered.

227. As it is

228. Early learning goals have been streamlined which makes it harder for

us to show good progress which for our children can be small in

comparison to some mainstream children however it is significant to

the progress of our children. Using the mastered, emerging etc

buttons goes some way to showing this however could be improved

on.?

229. Not sure this can be done on an assessment tool...should be

recorded and evidenced elsewhere Unless the assessment had very

much smaller steps

230. SCERTS is a model that we use to set targets for our children in

cohorts 1 & 2. They are developmentally sensible, achievable and

focus on the areas that the children desperately need to work on.

231. the assessment points need to be smaller with levels broken down

more perhaps more way points e.g level 1, level 1i, levelii, level 1iii

etc throughout these early stages plus extending up to level 4/5. Plus

looking ahead it is easier to get 1C of the old NC then P8 in may

subjects.

232. With photographs, with clear assessment points but with a way to

record 'soft data' ie the enjoymrnt level, interaction level, level of

support needed etc

233. I would like to use Routes for Learning to show pupil progress at

these levels

234. At my school we using the routes for learning template as a basis for

assessment for these types of pupils.

235. I think the present set up is fine

236. For the majority of pupils at the lower P levels progression will

generally be linear not lateral so therefore connecting steps at times

does not represent this. As schools need data those pupils do not

always master skills so therefore do not show progression in this way

on the existing systems.

237. Allow teacher interpretation of progress to be a part of system to

add value for those individuals who do not meet the regulation

progression guidance

238. An ability to record and 'grade' the wide range of experiences

presented and pupils responses to these in a similar way to

'Experience Levels' which have been around for a while but do not

currently tie in to many assessment schemes.

239. By building in the routes for learning data and to allow use of spiky

profiles

240. Having more detailed assessment within each area

241. photos of achievements, videos of work, photocopies, annotations

from members of staff.

242. More scope for targets tailored for the individual

243. commenting specifically on context, accuracy, levels of support,

familiarity with adult facilitating activity

244. Record aspects that children have experienced rather than

understood or mastered.

245. qualitative data linked to quantative- whilst levels do tell us

something for our children we make much greater use of annotated

photo/filmed evidence.

246. Being able to show the amount of times they have encounted a

target but may not have achieved it.

247. ~

248. by giving a measure for experience and response as well as

attainment of skill

249. Develop ways of showing lateral progression with age. As pupils get

older but are not necessarily going to 'progress' in a vertical fashion it

is harder to show progress.

250. Smaller breakdown towards achievement especially for those pupils

at P1

251. Routes for Learning

252. AS explained above... it would be useful to somehow show that

children are experiencing some of the milestones however not

achieving them. This is often the case with children on the lower p

levels. it takes a long time to achieve some of the sub-levels and

would be a great tool to show other professions, parents and

inspectors this as evidence to what we are working towards.

253. more targets to show greater progress - across the curriculum

254. Be able to populate the number of contexts pupils can progress in.

Show lateral progress.

255. I think what has been done so far is a great start, and i am sure in the

future with feedback's more improvements will be introduced.

256. Link to other curriculums, for example the Victoria Curriculum and

routes for learning.

257. skills are more important as breadth of study is going to vary greatly

between settings

258. I am not sure

259. There needs to be plenty of opportunity for repetition across the

curriculum. too broad a curriculum limits the opportunity for

repetition that allows for consolidation and generalisation before

moving onto new skills. The curriculum needs to reflect the amount

of time that the physical and medical needs take up so that the most

important areas have sufficient time spent on them and that

tokenism does not become rife as I currently believe it is.

260. I usually have children that operate from P6 upwards as we are an

inner city secondary school with excellent SEN provision.

261. - have mpore specific boxes to tick - have more space for written

description and interpretation

262. ?

263. P1 - P3 are generic. They could be specific to a particular subject

264. Recognise small increases in ability, communication, skill and

engagement

265. The early levels don't help to assess the ability of children with

profound learning difficulties and so the levels need to be reviewed.

266. An option for even smaller steps.

267. Progress graphs work well for us, they are visual and give instant

feedback to both teachers and parents.

268. It would be useful to have the ability to insert our own targets to

cover areas that are not on B squared or to break down skills even

further. This was mentioned a few years ago but never really cam to

anything.

269. Have opportunities to record different contexts in which the same

skill was demonstrated (generalisation across different settings) -

26



particularly important for children with autism where they don't

easily generalise from one context to another.

270. Focus on ability to engage in an interaction, ability to communicate,

FORGET ANYTHING REMOTELY ACADEMIC until at least P4-P5.

271. To show the level of support provided in the task, how much

participation the student has and how the skill in maintain over time

and in what situations the skill has been used in.

272. Progress needs to be linked to developmental levels- PMLD pupils

have a complexity of disability and are not just slow to make typical

milestones. Having a visual and a physical impairment has a

synergistic effect on the ability to learn which impacts on progress.

We need to measure the right things using an appropriate measure.

Targets should not be linked to particular sensory modes as pupils

with PMLD, by way of definition, have sensory impairments often

linked to vision ( some targets rely on visual skills) Also, physical

skills- many pupils have CP or similar therefore targets in 'maths' that

say 'reach for' are not attainable. The current targets based on P

Levels have been proven to be unequal- P1-P2 represents a very

short period in a typical child's stage of development, (days and

weeks) P3i-P3 (months and years)

273. Perhaps a link through the EY steps (Derbyshire have a very good

system) then the 5 areas above which then feed into the more

traditional subject areas. Also a way of recording the range of

opportunities for the pupils - ie three areas which then show

progress through the areas of awareness; specific contexts and then

generalised skills.

274. The ability to show more lateral progress as progression to the next

step is not always possible and pupils stay for years on the same p-

level without the possibility to show the progress they are actually

making.

275. progress made socially and emotional as well as academically

276. As pupil progress lead I need to be able to show progress within a

small step. Using the level progress often we get what looks like no

progress [lateral/plateau!!]. Connecting steps shows progress when a

small step is mastered, with pupils operating at P1 - P3 I need data

that shows progress at all levels of engagement.

277. Pre-requisites to learning- looking listening responding- adults, other

ch, objects, activities, experiences focus engagement communication

tolerance Sit with a group follow adult direction early thinking skills

motor planning

278. Colour coding is good

279. Percentage points are fine but these need to be separated from the

National Curriculum as it is not always relevant to PMLD learners.

280. Routes for Learning

281. being able to individualise the progress charts/grids/graphs etc to

show how over time the breadth has increased even if the

attainment hasn't significantly increased

282. More space for assessment points to be backed up with photos or

anecdotal observations

283. I feel that this is covered reasonably well for the group I teach

284. There needs to be a way to measure lateral progression. Many of our

children will stay on the same level for a long time but become more

confident and more able to generalise skills. This is real progress but

at the moment we cannot record it

285. I cannot comment not having seen the new B2 program, but I know

in the version we use seems very dated for the ICT curriculum. I

would like to see new updates and additions with equipment and

software assessment areas, also, non-computer activities.

286. Implement the achievement level in the form of boxes but no more

than five.

287. I think the present system of percentages is helpful to explain

progress to parents, albeit often very small

288. Some means by which to demonstrate horizontal progression -

possibly including skills relating to EYFS, Primary, Secondary and

College age students. Some means of representing core skills in

each area and how we aim to consolidate these skills through a

variety of age appropriate experiences and activities. Means by

which to record access to and developing skills in soundbeam Eye-

gaze, switch work (according to a standardised switch progression)

289. needs to be much more developmentally based, with room for

recognition of lateral improvement not just linear

290. small steps so that progress can be seen within the level, especially

for parents

291. To be able to assess the same learning goal in a wide variety of

contexts and using a number of different methods.

292. show range of experiences/ settings/ work with different adults

(which we can do by adding notes)

293. a methodical way to record specific responses to stimuli less

dependence on physical skills in order to complete a p level.

294. small steps- as above- MSI curriculum is good for this which we have

to use alongside b squared

295. Rather than have English Maths and Science these P levels are

supposed to be generic so having one set of targets which should be

achieved across the curriculum with extremely small steps of

progress would be beneficial so that progress can be shown by the

percentage total achieved over time.

296. I think B squared shows clearly the progress the children are making.

It shows continual improvement in very small steps.

297. This is done to some extent by using the National Curriculum subject

areas which allows similar activities/experiences to be delivered but

with a slightly different focus, thus demonstrating some generalising

of the skill into a different environment or using different equipment.

298. A way of showing the different ways a child has used one skill in

many different contexts.

299. Do we really need to show what they've done in every subject if the

skill is the same?

300. Maybe something resembling a Learning Journey used in the early

years, where experience is significant in demonstrating maintenance

of skills learnt as the context of learning progresses in line with a

pupil's age.

301. Engagement in different aspects, which may be revisited

302. Continuum of progress.

303. visually through images or through oral recordings to show progress

of language.

304. More relevant to development skills like Routes For Learning. I

prefer to use FRL as it is more relvenat to my pipils developmental

stages.

305. Detail therapeutic intervention by broadening areas such as

communication and handwriting in to more functional headings eg.

fine motor development. This should be written by an OT or SaLT

306. Lateral / Broad - moving up through the 'Engagement profile' from

experience through to independent In different contexts Very small

progress steps

307. Graphs and statistical information

308. Smaller steps and less ambiguous level descriptors used. Also more

of a difference between maths and English as lots of these are seen

to overlap but there are further skills that can be developed within

these subjects.

309. To have a way to record, through B-squared, which topics have been

covered, which activities the pupils experienced or participated in

and the levels of engagement/enjoyment within these.

310. To reward increasingly small steps and also reward maintained

learning. Sometimes progression cannot be measured but

maintaining learning can be rewarded.

311. Breaking skills down even further into their constituent elements.

312. working with less support applying to different situations

27



313. Have a system that shows lateral progress (MAPP - Yorkshire school)

as well as linear for children at the lowest developmental levels. In

this way pupils who will never progress beyond P3 or 4 throughout

their school life can demonstrate progress in the degree to which

they learn or develop a skill ie they move from reliance on adult

support to complete a task or skill to being able to complete it

independently and then to generalise across domains.

314. More opportunities to show progress using smaller step

315. Many of our PMLD students (and SLD students too) simply can't

physically do things that other children can - very often their very

complex medical conditions mean that they rely upon support from

staff to help them access all actvities and staff will look for verbal and

non verbal communication as a gauge to the level of understanding

that child might have of what is happening. Many students really try

or want to take part in an activity but simply do not have the physical

ability to do so - so prescriptive assessment based upon a child

functioning as a mainstream child might is not appropriate for these

students. Many PMLD students develop social skills and display

progress in these areas which do not fit easily into the national

curriculum subjects. I would like study to include an understanding of

these issues - just because a child doesn't do something isn't an

indication of ability - they might simply not be able to physically do it

however hard they try (eg pick up a book and look at it0

316. lateral progress

317. need a more practical, smiled in response to, eye pointed to rather

than relying on language acquistion skills

318. With specific targets as guide lines that can be flexible so that the

teacher can use their own judgement, as some children would not

make any, or limited progress.

319. Unsure

320. Relate to different lessons for example if using an object of reference

say which lesson it is in i.e cooking and also make against English

standards. Give examples, especially for new teachers/staff

321. Through an adapted multi sensory sensory curriculum.

322. More detailed steps similar to those used on the routes for learning

method of assessment detailed steps within specific areas e.g.

communication broken down into areas, listening, looking,

responding - then these broken down into tiny steps

323. Possibly tick boxes

324. That there may be a particular skill that the child may never be able

to accomplish due to physical barriers such as being able to reach

out and touch an object due to their eye sight or their physical

movements. It would be best if there was a way to bypass these

levels or have levels where they can be measured alongside the

original level if they are unable to proceed. Levels that can be linked

to Visual Impairment or Hearing impaired otherwise the children hit

a plateau and become stagnant within the system. For Example P3i-

for VI children

325. A way of recording the different activities and responses the pupils

have and make. These could be linked to general statements within

in the plevels which would give a better picture of whether someone

has consolidated a skills, and able to generalize it.

326. I think the B2 needs to show lateral progression as it doesn't at the

moment. Also, I think much of the B2 doesn't reflect that our PMLD

students have physical disabilities that make it close to impossible to

achieve most of the B2. I think as it is at the moment, our students

are set up to fail.

327. Relevant subject areas Small specific steps which can show progress

Ability to show lateral progress, e.g. same skills in different contexts

Points awarded for each level of progress, e.g. when progressing

from awareness to engagement.

328. To be able to demonstrate continued progress, for example if a child

meets a skill, ticks the box, but then continues to develop that skill,

but is not yet ready to more onto the next level. Include continuous

smaller steps to demonstrate their on-going achievements.

329. Ability to insert other skills/attainment manually in order to .justify

moving to another level (in cases where some objectives can not be

met)

330. example boxes, different context ideas

331. Small steps that are represented in age appropriate steps.

332. As a generic development pathway rather than achievement of

specific attainment as children with profound and multiple learning

difficulties do not progress through...therefore it needs to be a multi-

faceted approach that works for children who progress through and

those that do not.

333. at our school we use Routes for Learning; a set of 43 indicators that

move from birth to 12 months of neurotypical develoment. Students

work through occastional, frequent, consistent and finally

generalised response to each indicator. students can move through

the route on their individualised paths, depending on ability.

334. graphs

335. same as is

336. * Comparing data with other peer groups etc is not useful. Data is

useful to show breadth of study and achievement. * Pie charts would

be an ideal way to show where most progression has been observed

and areas to work on with a child working from P1-P3.

337. skills to be experienced in multiple settings i.e. waves goodbye in

class, waves goodbye in hall, waves goodbye on bus. Transference of

skills is crucial Waves to well known person, family, class team,

school person i.e. cook , head. to be seen as separate skills so pupils

can score, at present multiply questions need completion to gain

mark not always able to get every aspect but need credit for what

they have achieved.

338. Clear - easy to follow data measuring that allows for clear

identification of skills advancement, leveling out and regression.

339. I would like to use the descriptors as they are but include sensory

support as well as different methods of learning (visual, audio, tactile

etc)

340. Is there an area to add notes that could be specific to that child?

341. Gaining skills and understanding possibly on a 3 point or 3 colour

setting to show that progress is being made although it is not

showing as such on trembly assessment

342. be able to show small steps better - a student may not move up a

sub level between P1-P3 for several years, and the % change doesn't

show much. It would be good to have a system where we could

show consistency of skill in different situations to consolidate

learning, or an opportunity for lateral progress too.

343. I'll like to be able to use the routes for learning model.

344. Potentially a wider range of specific examples? Some children may

not be able to access specific assessment points due to specific

physical impairments or disabilities.

345. pupils require a sensory approach to the curriculum and benefit from

experiential learning experiences that encompass a range of subjects

and skills rather than being subject specific.

346. more boxes per subject area a 'consolidation' descriptor with a

specific colour in addition to 'mastered' etc.

347. don't know

348. in a multi sensory way

349. To be able to similar achievement in different settings

350. Demonstrate more lateral progress within the levels - progress

within targets rather than just vertical progress. The same target

from a particular P level can be addressed in a number of ways by

teachers as they plan for the different subjects.

351. A much wider range of objectives/targets within each subject and

level. Some targets to be much broader and with scope for teacher

to assess according to needs of individual children, particular

28



activities covered in school.

352. No Thank you

353. I would like to be able to show that students have been able to apply

skills in more than one context and for them to get recognition for

that as progress.

354. Through descriptors that describe children who can observe/ explore

through play based tasks

355. I think there needs to be detailed evidence bases for sensory

massage responses / sensory story responses / sensory cooking etc

356. It would be great if we could broaden the targets into different

subjects we teach in the curriculum for example, using the numeracy

skills in cookery alongside other basic cookery targets to achieve.

357. with the different grades of achievement (encounter, engage,

gaining skills and understanding etc) valued just as much as when the

children have actually achieved one statement. lots of space to add

comments, explanations, photos and videos that are all easily visible,

so that it becomes a really useful working document rather than just

a summative assessment tool. the ability to "undo" skills that the

child has forgotten or lost - have them still visible somewhere, but

not considered in the child's present assessment - especially

important for children with degenerative conditions.

358. With smaller assessment steps. Representing that progress goes up

and down.

359. ?

360. smaller steps broken down into more pieces. Also time to repeat and

revisit activity's and use in different contexts to show ability and

understanding more thoroughly.

361. Smaller steps i.e. not lumping materials together but separating

them out into different stimuli Percentage increases for other levels

such as 'encounter' and 'gaining skills' because for some pupils they

will never achieve 'mastered'.

362. as above

363. I think percentages of progress made need to include the small

progressions, e.g. moving from awareness to involvement, rather

than only showing progression when an assessment point has been

mastered. Some pupils I work with will need support for a number of

assessment points and would possibly never achieve it entirely

independently. This becomes more of an issue as pupils move into

P3.

364. By having an area in B squared where it is possible to record non

verbal/ photo evidence.

365. More like routes for learning, although that is not perfect either as

pupils get stuck at certain points. I like the Sounds of Intent model.

We have to somehow show the levels of engagement in a clearer

and easier to use way. I like the pie charts that show the coverage of

subjects and percentage changes.

366. Maybe ask parents what they feel is important for their child to learn

and incorporate their responses to what is already available. This

would make it easier for teachers to personalise their teaching more

for these pupils.

367. Photo & video Age appropriate activities Developmental stages

Allowance for physical, visual, auditory and other sensory

impairments

368. More hands on approaches

369. skills / abilities to be shown in common contexts How pupils

demonstrate generalized terms like 'listening' 'responding' Increased

range of criteria which provides a more detailed reflection against

the performance criteria. criteria reference / include aspects of early

child development particularly in specific areas such as language

development / communication

370. foundation phase areas

371. An overview of what has been covered in each strand of my subject.

372. leave some points blank for staff to indicate a success which may not

be common for all children.

373. Having perhaps more subdivisions within the levels that wouldn't be

tied predominantly with one sense (le.g. lots of visual targets) or

several free boxes to fill in in each level

374. Need to be able to cater for pupils who have physical difficulties and

who are non verbal as some of the current b squared targets are

based on movements and sounds produced. Pupils who have cerebal

palsy have high cognition but often little physical or verbal ability. B

squared then shows that they are working at a very low level and if

you begin the process of using not applicable the lines become blurry

as you could N/A your whole way through the programme.

375. Through a range of stimulus

376. teacher observation-ongoing

377. As it currently is.

378. Needs to incorporate a scale of achievement - supported /

unsupported et.c

379. Number of criteria achieved

380. Given the age of my class I would like it to be liked with the EYFS

early years; i.e. birth to three years old.

381. Being able to show what a child has achieved not just a percentage

of a level

382. To be able to show lateral progression and a more formalised way of

showing/tracking progress within a sub level for example moving

from E through to U. This would be particularly useful in the areas of

Language and Communication and Physical.

383. Ways to show generalisation of skills - showing same skill in different

contexts and with different people Ways to show changes from

reflex to more chosen responses

384. Frequency of, and breadth of experience in a skill/understanding

being shown within the assessment; ie the 'comments' facility in

Bsquared Connecting Steps allows us to record this.

385. Breaking down into smaller steps the type of support given.

386. More points to achieve a level as sometimes you tick things that they

can do and then a month later they have lost the skill but by then

they might have achieved the P level and its too late to go back

387. Do not introduce more detail in the levels, there is more than

enough. Main problem occurs when previous teachers tick too many

boxes because they want to show they have made progress, this

makes the pupil appear far more intelligent than they are, someone

has to do a reality check at sometime. However I am not sure what

you can do about this as you already give a lot of room for

differentiation

388. Very small steps form ealy learning skills.

389. A wider range of experiences to record and a way of recording

interim steps to show progress more fully.

390. I don't feel that B-squared should be doing this. B-squared is an

assessment tool only. Our school has written its own curriculum to

ensure breadth of study. The attainment targets that you have show

progress being made at a pace that is appropriate to the child.

391. Using a scheme such as MAPPS to record horizontal progress made

by students who are unlikely to develop skills further up the

continuum. This allows us to show that whilst they are not

progressing on to the next level, a student is not stagnating and may

in fact be refining skills and applying these to new contexts.

392. I think they should be more focused on areas similar to a complex

learning curriculum looking at Orientation, motor and mobility,

cognition and thinking, communication and language, expressive

arts, ICT, social and emotional, which in turn would allow for the

targets to be more focused at age appropriateness than in subjects

which students can not really access due to the sensory and

developmental abilities of the children.

393. in a way that captures all achievements, not just of an English/maths

nature and that reflects all achievements that are made..film

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included would be good.

394. Through a range of sensory based activities which allow pupils to

practice the key skills key to their personal development as this

would allow more opportunities within the school day for the

practice and attainment of skills. The breadth could be addressed

through a thematic approach which does not distract from the core

skills needed and offer variation as a child progresses through school

especially for those who do not necessarily make significant progress

in their P level.

395. applying the same skill in different contexts, locations

396. some ways could include: the context of the experience the essence

of their response(s) building upon the repetition of activities and

responses

397. a cyclicar method so that revisiting skills adding new layers of

understanding or maintaining skills even when seriously ill can be

measured.

398. percentage with threshold reviewed half termly target markers -

targeted journey for key stages

399. I think that the steps need to be more in tune with the new

curriculum and in some cases of the P-levels have fewer but more

relevant statements. I also think that photographic evidence needs

to be able to be uploaded quickly and stored somewhere so that

staff. parents and other professionals can see the progress clearly

and the evidence.

400. Experiences and more detail about what is being attempted in the

classroom

401. A lateral progress measure, which cannot be achieved with highly

structured tick boxes. The ability to add evidence with 'Now I can'

statements might be a way to address this.

402. same skill different experience

403. More room for teacher comments to back up statements Statements

to be broader and freindlier for pupils with physical as well learning

difficulties.

404. used in a more structured and smaller step assessment

405. comments easily visible with dates/annotations of context/ response

etc. Facility to put in photo/video evidence if practical.

406. in a meaningful way which helps to show that although progress may

be slow and in tiny steps it is still significant and quantifiable

407. possibly showing how they engage or respond to a task e.g. first

encounter could have been completely supported, second encounter

could show some engagement- reaching for the object, repeating an

appropriate action. Show making a choice from 2 objects, 3 objects

etc.Giving value to social skills, eating/drinking, communicating.

408. lateral progress.

409. A Breadth of Study box which could be added to each Term to

include Themes studied.

410. Objectives need to be pulled apart more - smaller steps to reflect

more acheivement

411. I'm not sure

412. Specific examples of individual targets with a clear focus. Ideas/

activities to enable children to meet these targets and progress

through the levels.

413. small steps of achievement via B squared

414. Give more scope for teachers to be able to explain/describe the

progress as very often with children at this level there is a huge

variety of contexts and situations where progress can be made.

Progress with these kinds of children is often difficult to quantify and

may not fit into neat, predetermined categories; box ticking often

does not reflect the real progress made as the categories may be too

narrow.

415. A range of activities over and over again in order to be able to learn

from them. A variety of contexts and materials A gradual

progression of encounter, experience, awareness, etc toward

independent activity or action such as described in previous p level

descriptions and routes for learning descriptors.

416. I believe that recording students progress, who are within the lower

levels of the P Levels, in a hierarchical system like Connecting Steps

does not give a true picture of what a student can do. This is because

often progress is linear.

417. Being able to measure the length of time or enjoyment level would

be useful information to record / inform future planning. Giving

more precise examples how each point could be achieved at each

level. Reorganise the areas of development according to the 7 areas

of learning / foundation phase.

418. Ways to show the generalisation of skills through a range of different

situations. Lateral rather than linear progress so students can be

credited for broadening their skills even if they have not progressed

to a new skill.

419. To have different stages to each skill. e.g. cutting skills could be

broken down into can hold standard scissors correctly, can cut

straight lines with suppport, can cut straight lines independently, can

cut curvy lines with support, can cut curvy lines independently, can

cut out basic shapes with support, can cut out basic shapes

independently etc. Something like jig saw puzzles could be broken

down into with/without support and different amounts of pieces.

420. photos/video recording

421. an extension of the P1-P3 targets to reflect the amount of time a

student will be working at these levels. Possibly 17 years with no

possibility of progressing past P3

422. Opportunities with in the software to upload work, footage in

support of the criteria for assessment.

423. seeing the same skill but being able to transfer it in different

situations

424. steps broken down even further within each level Take reading,

writing etc out of these levels as skills within English and Maths (and

all subjets are generic at this level.

425. consistency of engagement, breadth of experience, skills

426. More detailed tailored made assessment Experiential linear

Curriculum is a vehicle for the above fundamentals of learning and

communication

427. It is very difficult to do so

428. I would like objectives that are more broad and not prescriptive . A

lot of the objectives are not age appropriate and not useful in a

school setting . We need a way of assessing when the objectives are

represented in varying ways when working on different topics. We

need to be able to show on one sheet how the objectives have been

experienced by the pupils.

429. non-hierarchical no criteria for level completion individual

progression routes

430. I do not have much experience of these early levels and so do not

feel I have enough information to provide an opinion.

431. The pictures, videos and through an assessment system that asks for

specific examples.

432. The key areas of development could be broken down further into

smaller steps for learning and development. Key indicators for each

area of learning and development could be linked to descriptions of

"can do" "try this" as in The DfE developmental journal for children

and young people with Multiple needs.

433. More sublevels so that small steps of progression are communicated

to parents in a way they understand

434. More opportunities to recognise increments of development. Not

necessarily on a continuum.

435. having more engagement, and consolidation stages to record

repeated observations of the skill over a period of time.

436. A series of achievements linked to one strand across a period of time

to show how and why the skill is mastered.

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437. make them more fun, enjoyable

438. With the ability to record horizontal / lateral progress (often the

same skill set but a different environment / people / context).

439. The p level descriptors need to be more clear so that it is very clear

what they need to achieve and have different criteria for blind

children, children with no or little gross and fine motor skills. Have

each subject specific criteria and language.

440. Assessment should take account of the fact that these pupils require

a wide range of experiences as their learning is lateral. Assessment

should take account of the acquisition of learning and that often

when a child has progressed from encounter to mastery and

consolidation for a particular skill they may have to start again with a

different but similar skill. However they are still demonstrating

progress which should be celebrated

441. more recognition of the huge amount of work which goes into

moving from Encounter to Engaged

442. Contexts Number of adults engaged with Transferable skills across a

range of settings not just school

443. I think this is represented through the school's long, medium and

short term plans.

444. Watergate has other documentation for each pupil which supports

this.

445. more early years focus/style of assessment

446. Na

447. In line with the comments above I feel that developing a more

holistic approach to study at these levels would be the way forward

to assessing the progress of each student; as each students needs,

abilities and capabilities differ so greatly. Penny Lacey devised the

concept of SCRUFFY Targets which are: Student led, Creative,

Relevant, Unspecified, Fun, For Youngsters. I think developing

breadths of study based around the EYFS and bearing in mind the

type of unspecified targets you may need to work on would be start

on getting to grips with a truly relevant assessment tool for children

working at the lower P Levels (especially those with Profound and

Multiple Learning Difficulties).

448. I think these pupils are better reflected through EYFS curriculum. The

national curriculum has a lot of irrelevant subjects to pupils at this

level. The curriculum needs to reflect their skills. Some pupils cannot

progress as they may never actually speak and some targets give

talking as an actual progression. More should be focused on using

signing or objects of reference, communication is not just about

talking a child can use facial expression, body language, gesture,

signing or object exchange. These are covered in the early stages, but

as the child progresses they may not be able to go further due to the

type of wording used in the target.

449. Read out style reports showing what they have accomplished and

what they are on their way to achieving

450. make room for lateral progress as well as developmental use of

video banks on pupil profiles to illustrate their progress award

certificates at the end of an achieved level

451. If b squared could quantify the progress in the steps from encounter,

engagement to gaining skills and on to mastery in all levels of work it

would be a great improvement.

452. P1 -3 broken down into smaller steps or the other assessment such

as engaged, participated etc show up on the summary so that those

children who remain at this level for an extended time can show

progression

453. An overlay of all steps which shows the breadth of progress rather

than the vertical progress. Demonstrated through your criteria that

you already use e.g. engagement, experience etc.

454. The levels of attainment (eg Encounter, Awareness etc can be

recorded - but bot manipulated or used in any way - it seems

pointless as it stands.

455. examples of activities/ visits/ opportunities experienced, and to what

extent responded/ engaged

456. Through an assessment system which accounts for progress within a

step. Progress linked to independence within a target, ability to meet

target across contexts and people and also engagement levels.

457. With options of more anecdotal feedback at these levels A range of

relevant examples

458. More emphasis on communication as this is a key factor for pupils

operating at this level. and also thinking skills/problem solving. Can

we show how pupils learn the pre-requisites to learning - e.g.

attending - from awareness to being responsive to involvement in

activity. Communicating - from pre-intentional behaviours through to

conventional communication?

459. Ability to input your own steps that show achievement as each

student will make their own progress relevant to them. The contexts

made be completely different, so possibly the ability to input some

information on context.

460. In a special school progress from a level might take years.It would be

good to have more pointers that reflects breadth of study.

461. not sure

462. As above as some chidren may only make very very small steps

463. Short descriptions of their abilities.

464. In a user friendly and non-jargonised way. Graphically it can show an

increase or decrease in understanding

465. I would like to see the levels of awareness through to mastered have

an effect on data so that small steps become more visible on data

466. If staff at B squared could re reference the present descriptors within

p levels 1 to 3 under the four categories- there would be cross

referencing involved as we all appreciate. Some children will

continue to operate at p levels 1 to 3 into early adulthood and

beyond. For some of our special schools, teaching the 16 - 19 age

range means some B squared p level 1 to 3 descriptors are either

inappropriate or currently not in existence! I am aware - as I know

your staff will be - of an increasing number of special schools in our

country who are feeling more and more emboldened to ensure a

curriculum for children who operate these levels that rather than

cow tow to the statutory remits of the National Curriculum are

saying "Let's get real again ( like back in the good old 1980's!), and

write PROPER programmes that address the developmental needs of

individuals and does not require that staff can show an individual is

continuing to make those learning steps towards a Level One. They

are making learning steps that advance or enhance their own

personal developments and functional skills. There are also currently

descriptors in p levels 1 to 3 in Bsquared that some individuals

operating at these levels are never going to be able to do! We fully

understand why Bsquared is written as it is - it is written in excellent

terms to address a journey within the National Curriculum. It is

splendid in this sense. If it could be tweaked - ha ha ! - to really

reflect the four key areas described in the above section - we'd be

buzzing. For communication skills development we find the Sundberg

VB -MAPP to be a very hekpful structure. The Down's Association

Teaching programmes are very good in their structure of objectives. I

MAKE MENTION OF THESE BECAUSE THEY REFLECT THE LITTLE STEPS

THAT SOME OF OUR CHILDREN HAVE TO PRACTISE AT THE 1-3

LEVELS. The resources that support the methods of TEACCH and

Discrete Trial Teaching also bring tiny step objectives to mind in

objectives in the four developmental areas.

467. Difficult - bitt explore topics and therapies more - photo journal.

468. Linked to other areas/methods to teach such as SCERTS for example.

469. Through a recording system which is not represented in a

hierarchical way, but through a spiral or flow diagram. Recording

formative achievements as well as summative. Through adult

annotation of achievements as to context and support.

31



470. Could there be more sub levels so very small steps of progress can be

shown as progress?

471. a way of recording and recognising the repetition of skills in different

areas and with different of people

472. quickly and significantly

473. Should be a way of recognising lateral progression.

474. Through easy explainable charts

475. much more detail and smaller steps which enable progression to be

shown, particularly for those students who may not progress beyond

P3

476. I would like to assess their knowledge then work out a personal

intervention to meet their needs.

477. BY reference to their specific needs which should include social

communication and development of friendships with peers as well as

indepebdent skills e.g. self help washing, toileting, personal hygiene

and eating

478. it would be through different contexts, to show how they learn

laterally. For example, responding to a sensory stimulus, this could

then be broken down into: hard/ soft, wet/ dry, sticky, scratchy,

noisy - loud/quiet, warm/cold. Likewise with responding to lights and

tracking lights, what colour lights are they responding to? warm

tones, cold tones? bright lights, soft lights? Again, all helps to build a

picture of where the child is and how they are developing by

transferring and using skills in other contexts. Perhaps identifying if

children are using hands or feet would also be helpful for mark

making elements.

479. with more focus on sensory activities and curriculum designed for

children with PMLD

480. Opportunity to reflect how they have rehearsed a skill in lots of

different settings.

481. More options to show development in awareness and

understanding, seen through observations over time and not based

on physical skills

482. More intentional communication targets

483. Use of photographs and observations may be a more accrete way of

showing/ evidencing progression. At this level of development each

pupil requires personalised assessments and data tracking. Tick box

dater tracking systems do not always truly reflect pupil’s progression.

484. Physical and sensory Communication Movement responses

485. make them more specific to the subjects in school, as a school we

break down the generic skills supplementing them with the themes

from the topic being taught at that time. thus reinforcing the skills

through different contexts.

486. I think there needs to be more emphasis on developing the same

skills in lots of different contexts. This is especially relevant for pupils

as they progress through their educational career towards adult life.

For example - communicates a need in a familiar context/ in an

unfamiliar context/ during an off-site visit. I sometimes struggle to

see how we can move pupils on through and up the performance

scales. This is particularly relevant where the same skill is being

practised but with a lower level of support. It would be helpful if the

assessment points were more linked together, from one level (or sub

level) to the next. Some of the assessment points seem to lack

meaning or context. Why is it relevant whether a pupil can bang

objects together? Could this not be put into context better, eg. using

materials/tools: bangs one object against another. Perhaps it is a

case of thinking of examples across the curriculum for each

assessment point, eg 'Pours sand/water out of a container' sounds

like a nursery school activity, so why not 'pours a liquid out of a

container'? This way older students can help prepare drinks for

lunch, and any pupil can practise this in food technology or perhaps

art?

487. Maybe the number of times a step is achieved over a period of time

could be an indicator of achievement ?

488. Broader set of objectives to assess using a wider range of key areas

Key objectives broken down into smaller achievable steps that can

show small step progress

489. We are looking at using a continuum of skill development which

allows for a skill to be broken down into very small step in different

areas (MAPP continuum from the Dales School) - this will allow us to

focus on different areas of development within the same skill and

also to show very small rates of progress which is very important to

us. We have found that Routes for Learning targets are more

appropriate for pupils who have profound learning difficulties and

are working at P1-3 and will probably continue to work at this level

for much of their school life. Pupils working at this level don't work

on 'NC subjects' and require targets that can be applied to any

activity they are taking part in.

490. It is important to be able to show transference of skills to different

topics etc. and be able to record this as progress that can be

measured. Many of the targets even at these early levels depend on

physical abilities that our students do not have and it is extremely

difficult to move them on within a level year after year and therefore

impossible to show progress by the time they are in the senior

department, any suggestions?

491. In small steps which show improvements laterally as well as

hierarchical.

492. showing how the individual skills have been achieved or experienced

in different contexts.

493. By recording progress across curriculum areas/topic based

approaches.

494. Horizontal skills development - ie having a breadth of skills and

experiences at the same cognitive level. Recognition for learning at

the same level but in different contexts or through differing media.

Similar skills achieved through different topics.

495. By ensuring access to a wide range of experiences alongside

developing skills which are common to all areas and useful in future

life. No record of progress should be presented in an entirely linear

format as there is no reason to presume that these pupils are

acquiring skills or knowledge in a way that mirrors that of average

ability children. Space has to be given to record incidental learning -

no child will learn just the targets they have been set. Boiling all

records down to numerical data tells anyone else nothing about the

pupil and the actual progress they have made.

496. photographs and videos of responses to experiences.

497. Ability to look at context of achievement in range of settings/ people/

peers

498. By using themes or topics which enrich their learning and make it fun

whilst also working on the things which are most important to them

and their future

499. Being able to show lateral progress - generalisation, maintenance,

fluency, level of prompting. Small and appropriate steps based on

relevant learning patterns.

500. This is the one thing that as a school we do not like about B2. It does

not show the wide ange of skills the children have to develop over a

long period of time. We use lots of observation and photographic

records to record the small steps these children make.

501. Through range of experience and generalisation of skills - in different

environments, with different people, across time

502. I like representation in a diagrammatic form like routes for learning

where it is acknowledged that pupils will have different barriers to

their learning (e.g. VI, HI, physical impairment etc) which will result in

different learning pathways. This enables some personalisation of

assessment which i think is essential. I do not think that breaking

down the p-scales in a linear way can accurately reflect the way that

all children learn.

32



503. Don't need to , that is done by the curriculum

504. each student to have their own personalised learning plan based on

their need and what engages them with progress shown against

what they could do previously with evidence shown through video

records

505. Use routes for learning/quest for learningn which are brilliant lateral

progression over years and years colour coding like the anmazing

sound sheet by Adam Ockelford

Documents

B Squared Ltd. © 2015 · 1) Squared’s current P1(i)-3(ii) levels enable me to show the breadth and depth of my teaching 2) Squared’s current P1(i)-3(ii) levels accurately allow