New changes are coming from September 2021. The Government has removed P levels 1-4 and replaced them with The Engagement Model. How are you meant to assess pupils who are not engaged in subject specific learning from now on?
Our Engagement Steps assessment framework has been designed to support schools to profile and understand their pupils who are not yet engaged in subject specific learning. Since the release of the Engagement Model we have updated the framework to reflect the changes, showing the 5 areas of engagement.
The new Engagement Model becomes statutory in September 2021
It replaces P Levels 1-4 for assessing the progress of pupils with SEND who are not yet engaged in subject specific learning
Engagement Steps is our assessment framework for pupils not yet engaged in subject specific learning – it’s been updated to reflect the new Engagement Model
Profile learners in the 5 areas of engagement and all 4 Broad Areas of Need
Track non linear progress
What is the Engagement Model?
The Engagement Model is an assessment process to help schools support pupils who are not yet engaged in subject-specific learning. The Government promotes the Engagement Model as:
- a unique method of observation, allowing insight that improves provision for all pupils
- a pupil-centred approach that focuses on their abilities rather than disabilities
- it values all sources of knowledge and information provided by those working with the pupil, including teachers, school staff, other professionals and parents or carers
- it promotes consistency and a common language amongst schools and all those working with the pupil
- it recognises there is a complex interaction between pupils’ physical, sensory, communication and learning disabilities that affects how they progress
How will pupils be assessed using the Engagement Model?
The Engagement Model details five areas of engagement. Effective use of the Engagement Model is based on regular observational assessment and reflective pedagogy.
How can our Engagement Steps framework help?
The Government promotes the Engagement model as doing a number of things. In reality, a lot of this is created by the school, using the guidance. There is a lot of work involved.
We designed the Engagement Steps framework to support schools to profile and understand their pupils not yet engaged in subject specific learning.
The Rochford Review recognised that the subject specific areas assessed by the P Levels are not appropriate for students with the most significant disabilities and difficulties; therefore, a new approach was required. We created Engagement Steps in 2018 and divided it into key developmental areas. Since the release of the Engagement Model we have updated the framework to reflect the changes, showing the 5 areas of engagement.
Profile learners in all 4 Broad Areas of Need
Engagement Steps supports schools to profile their learners not just in the 5 areas of engagement, but all 4 Broad Areas of Need. As well as the Cognition and Learning that the 5 areas of engagement covers, Engagement Steps covers Communication and Interaction, Social and Emotional Mental Health and Sensory and Physical. At this low level, a lot of these areas overlap, so skills are linked between areas, saving staff time.
Track non-linear learning
Our Engagement Steps assessment framework is designed to show progress in terms of engagement and non-linear progress. Through our research and understanding, we know that students will not work progressively through each step, completing one and then moving on to the next. Students will experience and engage with skills across multiple levels. For example, a child may develop their responses to environmental sounds regularly but may also be less motivated to respond to human voices. Therefore, students will develop skills across multiple steps simultaneously. Engagement Steps has been designed to demonstrate this.
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