Step 6 On-going monitoring of

impact& progress tracking for

individuals & groups of pupils

The Process of Provision Management

Step 6 : On-going monitoring of impact & progress tracking for individuals & groups of pupils

Wave 1 - progress will be monitored by usual internal monitoring process e.g. end of module tests, reading assessment etc.

Wave 2 /3 provision may be monitored by base line/placement /entry assessment, target setting and exit criteria /assessment within the intervention programme. For students at SA+ with additional funding an IEP will be necessary. This group will require targets in addition to ‘provision map’ in order to measure progress related to additional needs/provision. Additional review mechanisms will need to be identified and outcomes reported to stakeholders.

A few words from the new OFSTED Guidance ….

“Note: in evaluating the value for money provided, inspectors should weigh the income per learner against the outcomes achieved and the quality of the provision.”

……………….adequate progress? Systems/Interventions working?

Links with the Pupil Achievement Tracker & school PANDA - which are about to be merged show……………………….

How can we track progress? Qualitative measures

IEP/Personalised targets Observation / discussion Checklist/profiles Questionnaires

Quantative measures Standardised tests & assessments QCA optional SATs SATs School screening

Step 6 : On-going monitoring of impact & progress tracking for individuals & groups of pupils

Has the pupil made progress?How much progress has been made?Has progress been made over time?

Needs Standard Per Rec End End KS 2 KS 2 KS 2 KS 2 KS 3 KS3 End KS 4 Endscores centile Y1 KS 1 Y 3 Y4 Y5 Y6 Y7 Y8 KS 3 Y 10 KS 4

Cognition mean ranking Y2 Y9 Y 11and 100

Learning(4/5) (5/6) (6/7) (7/8) (8/9) (9/10) (10/11) (11/12) (12/13) (13/14) (14/15) (15/16)

Well 1Below <70 to P5/6 P7/8 P8/W 1c W/L 1c W/L 1c L 1c/b W L2c W L2c L2c/b L2a/WL3c L3c G/U

Average 270 2

Below to to P6/7 P8 1 2c 2b 2a 3c/3b 3b 3a 3/4c G F/EAverage 80 9

80 9Low to to P7/8 1c 2c 2b 3c 3b 3a/4c 4c 4b 4/5c F E/D

90 25Average 90 25Range Medium to to 1c 1a 2b/2a 3c 3b 4c 4b/4a 5c 5b 5/6c D/E D/C

110 75110 75

High to to 1b 2c 2a/3 3b 3a/4c 4b/4a 5c/5b 5b 5a 6 C B120 91120 91

Above to to 1a 2b 3 3a 4b 5c 5b/5a 6c 6b 6a/7 B AAverage 130 98

Well 98Above >130 to 2c 2a 4+ 4b 4a 5b 6c 6a 7b 8 A A*

Average 100

Good progress? Expected outcomes

Step 7 On-going Monitoring

and evaluationof provision

The Process of Provision Management

Step 7 On-going Monitoring and evaluation of provision

Completing the circle. Should be evidence based and

contribute to self evaluation process. 3 Principles for evaluation:

Quality Sustainability Equity

Planning and monitoring provision for individual pupils

An alternative to IEPs?

Planning and monitoring provision for individual pupils

In order to comply with the statutory framework and have regard to the SEN Code of Practice, it is necessary for schools to:

identify learning targets for individual pupils with SEN plan additional or different provision from the differentiated curriculum for all pupil review provision in the light of pupil outcomes

Planning and monitoring provision for individual pupils

The SEN Code reflected common practice in describing IEPS as one method by which the processes of target setting, planning and reviewing could be carried out.

IEPs are not a statutory requirement. Where schools have a policy of individual planning and recording for all pupils then the child with SEN should not need an IEP.

Where provision mapping is linked to recording outcomes for all pupils or other locally devised systems and personalised learning initiatives are in place, they should gradually replace IEPs for most if not all pupils.

(DfES, SEN Update, November 2005)

Some final thoughts about waves……