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Earlier this week we ran our ‘Transitioning to B Squared's New Frameworks’ webinar. The webinar not only helped customers understand how easy it is to transition to the new frameworks with Connecting Steps, but answered a number of questions we have already been asked as well as others we believe we will be asked in the coming weeks.
Our new assessment frameworks are similar to our old frameworks in approach, they break down the Primary National Curriculum into smaller steps. Our break downs have been designed to be age-neutral so can be used by pupils from key stage 1 to key stage 4 - the highest levels contain content from the secondary curriculum.The biggest difference is the levelling structure the frameworks are based on. Another difference is the order the government feels skills should be achieved; a number of skills have been moved around in Maths compared to the P Levels, which schools need to be aware of.We also released our framework comparison chart in the webinar. Schools will find this chart extremely useful as they move away from P Levels and change the language used in school. The conversion chart shows how Engagement Steps, Progression Steps and Primary Steps compare to the P Levels and National Curriculum Levels.
Transitioning to the new frameworks is nice and easy and is completed in 6 simple steps:
The important thing to remember before you transition is to make sure both you and your data are ready. As part of the webinar we included a number of handouts, these can be downloaded by clicking on the links below:
If you wish to upgrade to our new frameworks please contact us on 01252 870133 or by emailing email@example.com for a quotation. The cost is based on the number of users, the number of subjects and when you purchased Connecting Steps, so will need to be priced individually for each school.If you have any questions about transitioning please contact our support team by calling 01252 870133 or by emailing firstname.lastname@example.org.
Last night we ran our ‘Are you ready for the removal of P Levels?’ Webinar. The webinar covered the changes to the end of key stage statutory assessment, the impact this will have, how schools will need to change and how to have meaningful communication with parents.If you missed the webinar you can watch it below (you can make it full screen to make it easier to view). You will also find the handouts mentioned in the webinar in the links below the video.
The webinar was also a chance for us to hear from teachers and find out how they felt about the removal of P Levels and the introduction of the new pre-key stage standards. The answers included ‘A little daunted’ and ‘Anxious!’, from those who were still at the beginning of the journey, not sure what way to go or what to do. Others in a similar place gave a less positive response. It is obvious there has not been enough support or guidance from the DfE on the changes and the impact the changes will have.
There are many professionals who are still hoping for more guidance from the government. ‘I feel confused! I would like advice about what to use for the day-to-day assessment for pupils with SEND’. The autonomy the government is looking for has not been introduced in a productive way. There is very little guidance, very little support and no money. Asking schools to take on more responsibility for areas which they are then judged on without providing support and funding is likely to have a negative impact, not the positive impact the government is hoping for.
One teacher commented ‘Daunting going into the unknown and how it will look and how the school will progress and what they will expect from teachers and workload’ and my favourite quote from the webinar follow up was ‘It feels a little bit like going back in time and giving rise to everyone recreating their own wheels!’. This for me sums up the situation schools are in. Not only is the government asking everyone to recreate their own wheel, but asking them to do it on top of everything else they are doing. A special school can pool all their resources and work on this collectively, but without additional funding something else will lose out. What happens to a SENDCo in a mainstream setting? How is a mainstream SENDCo with very limited time and close to no budget supposed to develop ways to show progress for pupils with SEND? It will then be used across the school and used to evidence progress for pupils with SEND to Ofsted and other stakeholders. A big responsibility with minimal support/guidance/funding.
Some teachers are more positive, they recognise the positive aspect of the freedom, but they acknowledge the associated costs - ‘Worried and excited. More flexibility for school is good, the ability to have meaningful conversation between schools is not so good’
Overall teachers are looking for more guidance and support from the DfE and other organisations. After watching the webinar a number of respondents felt that they had a better understanding of the changes and were less concerned than they were at the start. Their biggest concern is how they will show progress within the key stage. 36% of respondents said they would be moving away from P Levels, 64% said they were not sure. It was interesting that no one said they would definitely stick with P Levels. Schools currently use the P Levels to report annual progress and are now looking to replace the P Levels with something new for their ongoing assessment from September.
As part of the follow up we asked schools what webinars schools would like us to run. Webinars are a great way to share information with a large audience. Attendees are able to gain knowledge in manageable chunks which they can then share later with other staff. We run our webinars at 7pm in the evening, this makes a lot of sense to us as we know how hectic the school day is and it is not often you can sit down for an hour uninterrupted. ‘LOVE that it was at 7pm, so that I could be home and settled before logging in. Work is too hectic to really access these kind of things (and you wouldn’t be able to get cover!) but webinars are so much more useful/efficient than courses’.
‘It's brilliant that B Squared keeps up with the all the changes and meets the DfE's latest requirement. It is enormous help for us as we are a very small special school. Thank you!’ We will always keep up to date with changes from the DfE and support schools in adapting to changes. Announcements for pupils with SEND are often made with minimal fanfare as they only effect a small percentage of students, but for these students, the teachers and the schools these changes can have a significant impact.
We’ve been asked to run webinars on:
If you have any ideas for webinars, or areas you need support on, please drop us an email to email@example.com and we will see what we can do. We are also looking to provide webinars on wider topics so we can support schools better.
Keeping in touch with our customers is really important. We are constantly updating what we do, improving our software, adding new areas in and releasing new products. Webinars are great for schools to keep in touch with what we have been up to. You may have been using us for a long time, but do you know all the things Connecting Steps can do, one teacher commented ‘We run B Squared currently but I learnt things tonight about our current package that I didn't know. Something to try out tomorrow. Thank-you’.
We are always listening and the feedback goes into our products. A few of the comments in the feedback were linked to showing the really small steps of progress Connecting Steps can show. Connecting Steps uses levels of engagement to show progress as students achieve skills. There are 7 steps of engagement before a student achieves a skill. You don’t have to use all of them, you can choose which ones you want to use and remove the others. This allows teachers to see the level of engagement for pupils on the different skills and Connecting Steps can show the progress through the different levels of engagement. In the webinar I shared the pie chart which shows the level of engagement with all the skills within a level. This can also be graphed over time with CSAM, you can show that although a pupil hasn’t achieved a skill independently they are now engaging with the skill or they are doing it with less support than they were before. For a child with complex needs this can be a really big improvement even though it is not recognised in the government's way of looking at progress.
If you would like to know more about how we are changing with the removal of P Levels, how our assessment software works and how it can be used in your school, you can arrange a FREE online meeting by going to www.connectingsteps.com/meetings
Why not get in contact by giving us a call on 01252 870133 or sending an email to firstname.lastname@example.org
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