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B Squared Blog


Keeping schools updated on the latest news and ideas. Read about our approach to assessment, what we are doing and why...

Moving on With Connecting Steps
This week we ran our ‘Moving on with Connecting Steps’ webinar. This webinar is for users who have been using Connecting Steps for a while and want to get more out of the software. The webinar aims to cover the following areas

  • Ethos around Connecting Steps in your school
  • What information do you use from Connecting Steps?
  • How to show the smallest steps of progress

At the start of the webinar I asked attendees what they are looking to learn from the session. The responses covered all the usual questions – showing the really small steps of progress, overview of school data, evidencing progress, what happens with the removal of P levels. We have run webinars on most of these topics already, so I touched on each of the areas and pointed them towards webinars which cover the topic in much greater detail.

The first part of the webinar covered the ethos of Connecting Steps in your school. Is there someone leading the use of Connecting Steps?Has everyone received training? Why are you using Connecting Steps and what are you using the information for? This is quite a big area and they are important questions to ask. I listened to a talk a few years ago at a conference around assessment, the speakers talked about his school’s ‘buy in’ to the system they were using. Over the last 8 years they had used 4 different assessment systems and none of them had worked. The reason? He realised the school hadn’t committed to the different systems, they hadn’t put the effort in to make the system work. As a school they thought by simply having the system it would solve their problems, it didn’t. The speaker took the lead with the last system they used, spent time supporting all the staff, identifying ways to improve how they work and looking at how to use the data the system produced. He concluded that any of the systems they had used over the last few years probably would of worked really well for the school, but they hadn’t fully committed to using them. So how are you using Connecting Steps in your school? Ask yourself the above questions, one of the first questions you should probably ask is what are all the things Connecting Steps does? Are we using it to its fullest potential?

We come across these questions a lot and it’s not something we can answer. We can help you understand what Connecting Steps can do for you, so that you can make a more informed decision. With limited time and money it is important schools know what they have access to already before they make any changes. We offer all our webinars for FREE as a great way for schools to up-skill their staff. Why not ask your staff to all watch the ‘Getting Started with Connecting Steps’ webinar and talk about things they have learnt. As part of this webinar I covered the different levels of engagement and how you can show progress for pupils who haven’t mastered skills with the pie chart. Although we have done lots of work trying to inform schools around this feature 70% of attendees didn’t know this pie chart existed, yet the pie chart is a really important feature for schools who know about it.

I talked about the importance of using the system to show a true reflection of your pupils. In many systems you are putting children into different boxes. You may have a number of children who may be classed as Year 1 but they are all different. Schools shouldn’t be fitting pupils into a box. In Connecting Steps you wrap the system around the child, it is hugely child-centered. Don’t use just 1 level to assess a pupil’s progress within a subject, work across multiple levels. Use Connecting Steps to show that it is only part of writing that the pupils is struggling with at that level and that they are making really good progress in the other aspects on the level above. This will be motivational for the teachers as they can show the progress the pupil is making. It will also be really motivational for the child and their parents that the progress they are making is recognised and that as a school you have a really clear understanding of their child’s needs.

During the webinar I showed a number of screens users find useful for sharing information. The ‘Assessments to be Mastered’, ‘Assessments Mastered’ and ‘Bar Chart’ from the individual reports section are really good to share with parents as they provide meaningful information that parents can understand and they are really quick to produce. I also showed a few reports from CSAM, the ‘Progress Over Time’ graph is a great way to show progress for pupils working across multiple levels.

I was asked a number of questions in the webinar that we have already run webinars on, these include:

There are also a number of handouts linked to these webinars which schools will find really useful. Please check out our other webinars.

'Getting Started with Connecting Steps' Training Webinar

We have now been running our training webinars for over 6 months and have helped lots of new and existing users get more out of Connecting Steps.

 “I just wanted to say how useful the webinar was. I've been using B Squared within my school for a long time but there were areas that I didn't know existed. I didn’t know that you can write comments. So useful when students are changing classes. It’s really useful for my school to decide which yellow areas to use and what they mean to us all and I didn’t know that pie charts show yellow areas. Great for showing engagement in skills. I took notes from the webinar and have passed them to senior leadership. Great work you and your team are doing. I can't praise B Squared highly enough, especially engagement steps. I look forward to the next webinar.”



Last month we decided to make some changes around our training webinars. We had tried to cram everything into a 1 hour session each month, this meant we covered the majority of the software’s functionality but not in much detail. This month’s training webinar was the first of our new training webinar series. We will now be running 3 different training webinars:

  • Getting Started with Connecting Steps – This will give users an overview of all the basic features that they will use on an ongoing basis and the ever so important, how to baseline.
  • Moving on with Connecting Steps – This webinar is designed for those who have been using Connecting Steps for a while, it looks at the use of Connecting Steps within your school and ensures you are getting the most out of Connecting Steps.
  • Administering Connecting Steps and Evisense – How to use My B Squared to administer users, groups and students and the different settings for Evisense and Connecting Steps

We will run one of these webinars each month and they will be available on our blog for users to watch at a time that suits them. If the webinar system is blocked by your internet provider (LGFL for example) the you will be able to access the webinars on here afterwards. If you want to register for a future webinar, click here.

As part of the webinar I covered the different frameworks available in Connecting Steps and their differences. I focussed on the Primary Steps in the webinar, but the features are the same in all frameworks. I talked about the importance of using our 7 levels of engagement/achievement and how they can be used to show small steps of progress. For the majority of schools using 7 levels of engagement will be too much so we recommend reducing the number a school uses and turn the rest off. It is important to have a clear understanding on what each level of engagement means in your school.

Connecting Steps has lots of different ways to show progress and share information. As part of the webinar I went through a variety of different options that show progress and attainment in different ways. My favourites are the ‘Assessments to be Mastered’, ‘Assessments Mastered’ and the ‘Bar Graph’ in the Individual Reports. They show key information in an easy to understand format that can be used to engage parents.

As part of the webinar I covered baselining and also talked about how to complete levels. There are a number of options. The default is the ‘Use Best Fit’ this is a percentage that the school can set and when a pupil reaches this percentage the software will show that the level is complete. The majority of our schools use 80% or 85%. For most pupils this will work well, but there are times you may want another option. Teachers also have the option to mark a level as complete based on their professional judgement.

The training webinar will give users all the basic information they need to start using Connecting Steps, they will still need to know how Connecting Steps is used within their setting. What is the best fit percentage? What levels of engagement are we using? How often and when are they data drops? How do we share information with parents?

If you have any questions about this webinar you can contact me via email at dale@bsquared.co.uk

'An Introduction to Profiling Autism with Autism Progress' Webinar

This week’s webinar was an overview and history behind Autism Progress and the aims of the project, with our first guest presenter Jasmine Miller. Jasmine was involved with Autism Progress from the very beginning, over 5 years ago. She was involved with every stage of the project, including getting B Squared involved. Autism Progress started off as a project between 3 autism charities – Scottish Autism, Autism Wessex and the North East Autism Society. The charities wanted a way to better support pupils and adults with autism and part of this was a better understanding of how someone’s autism affected them. This involved building a detailed profile of a person’s autism. Autism Progress compliments SCERTS, but is designed to be more accessible by a wider range of professionals.

As part of the webinar we conducted a few polls. The first question was ‘How confident are you in working with an autistic individual and understanding levels of support and levels of engagement?’ Over half were very confident, another 35% were gaining in confidence and only 7% were not very confident. 

The second question was ‘Do you currently have a way of profiling Autism in your service or school?’ 56% of responses said they didn’t have a way of profiling autism in their school, 13% didn’t know and 31% had a way of profiling autism.

The third question was ‘How many times a day do you refer to an autistic person’s profile/assessment/support plan/all about me overview?’ 35% of responses indicated that they never referred to the plan/profile on a daily basis, 38% refer to the plan/profile once or twice a day, and 22% use it 3 or more times a day.

The final question was ‘How often do you create opportunities for an autistic individual to learn about creating strategies to address their feelings?’ Responses show that 50% constantly create opportunities, 43% create opportunities once or twice a day and only 7% do not create daily opportunities.

Overall the responses to the polls were positive around profiling, but in terms of how someone’s autism is supported on a daily basis, there is room for improvement. There could be many reasons for this including time, sufficient training, support, school ethos or access to tools to support the professional.

Autism Progress has 2 equally useful aspects. The first is the ability to profile someone’s autism in an easy to manage way. The profile is detailed, but Connecting Steps (B Squared’s assessment software) makes it manageable to create and also provides information to professionals in identifying next steps and celebrating progress. The second aspect is the strategies. Professionals can use tools to profile someone’s autism, but once you have built the profile, what is the next step? How do you help create learning opportunities? What resources are available? When I first got involved with the Autism Progress project I was focusing on the profiling and the benefits the profile gives. I hadn’t realised the importance of the strategies and how powerful/useful they would be to professionals using Autism Progress. Schools are now using these strategies as part of the EHCP process.


As part of the webinar we have provided a number of handouts you may find useful when evaluating  Autism Progress, these can be found below:

  • Autism Progress Guide28 page document giving you an overview of Autism Progress. It goes through the 4 different areas that are used as part of the profile, it explains how the Autism Progress tool can be used and it has the level descriptors which show the developmental range of the tool.
  • Sample from Autism Progress – a 2 page document which contains the profile for Communication Level 6 (neurotypical developmental age of 15 months approximately) and also the strategies for Communication Level 6.

We have also been asked to provide an approximate age to level conversion for Autism Progress, this can be found below.

Autism Progress level to age conversion

If you would like to get in contact with Jasmine, you can find her on twitter @CoachJasmine, by email at jasminemillercoaching@gmail.com or on LinkedIn

If you have any questions about Autism Progress or how it could be used in your school, please get in contact. You can email me at dale@bsquared.co.uk or call on 01252 870133 or arrange an online consultation by clicking here.

Where are we with the ‘Aspects of Engagement’?

On the 22nd November 2018 the School Standards Minister, Nick Gibb announced ‘Pioneering new approach to assessing pupils with complex disabilities to be introduced in schools’. What is this new approach you ask? That would be the approach recommended by the Rochford Review 25 months ago. The reason for the announcement? The Government has published ‘Piloting the 7 aspects of engagement for summative assessment: qualitative evaluation’. This report summarises the feedback from the trial using this new approach which took place between January and July of this year. We might be making slow progress towards the final guidance from the DfE, but it is progress and that should be celebrated.

The approach the minister is referring to was designed as an ongoing formative assessment process to evaluate engagement, higher levels of engagement should improve educational outcomes. During the pilot schools used the Engagement Scale, a process of scoring each of the 7 areas between 0 and 4, to give a total score between 0 and 28. The higher the score, the more engaged the pupil is and this should lead to improved educational outcomes. There have been suggestions that this score would be used for reporting progress/attainment. I hope not.


 “The Rochford Review recommended the adoption of the 7 aspects of engagement as a basis for statutory assessment. As it has never been used before as a summative assessment tool, DfE confirmed it would pilot the approach during 2018 before deciding on whether to introduce it on a statutory basis.”

Page 7, Piloting the 7 aspects of engagement
for summative assessment: qualitative evaluation


Instead of simply accepting the Rochford Review’s recommendation, the DfE sensibly decided to pilot the approach first. We can now find out how the 56 schools who took part in the trial felt about the new approach.

Not Enough Guidance

Overall it seems that the schools felt there was not enough guidance. Moving from assessing pupil progress in academic subjects using P Levels to the 7 areas of engagement is a complex process. The P Levels have been around for almost 20 years, they are well understood with lots of support and guidance available. The schools are now piloting a new system, looking at new areas of assessment with minimal guidance. Schools had to first identify and fully understand what the 7 aspects are and then what that would look like for their pupils. Once they had identified this, they then had to think about measuring and assessing engagement. Would they use the Engagement Scale? Scoring the engagement between 0 and 4 in each of the 7 areas. Is this a score individualised or is this a standard score across the school? What does the score mean? A lot of schools identified that the engagement scale had to be used alongside something else, it wouldn’t be their primary assessment system for these pupils. But what will they use if P Levels are being removed?

Another Burden on Time and Money

The pilot required schools to support each other, there was time involved in meetings as well as writing, reading and reviewing documents used to share information between schools. Schools spent time going back to the drawing board, thinking about the changes involved and then implementing these changes. If you are changing how you are assessing your pupils in such a drastic way, you are likely to look at your curriculum to ensure you are having learning activities that will help demonstrate the 7 aspects of engagement. The majority of the schools only trialled the system with a few pupils and it still took a considerable amount of time. To reduce workload one school reduced the number of pupils involved in the pilot, obviously not a suitable long-term solution.

Engage Pupils

The feedback in the report was very positive about how professionals should be looking at engagement as part of assessment. If a child isn’t engaging in an activity, will there be any learning?


 “In these cases, schools reported that the 7 aspects allowed them to identify how well the pupils were engaged in their learning activities. Some teachers used the 7 aspects data to modify the environment to enhance pupil engagement and progress towards their learning outcomes”

Page 21, Piloting the 7 aspects of engagement for
summative assessment: qualitative evaluation


I think this is crucial and should be happening in every classroom. If children aren’t engaged, teachers should be adapting the approach to increase engagement. This is where the engagement profile works, it helps you think about engagement within a lesson and adapt future learning opportunities.


 “Related to this, schools commented that the 7 aspects did not provide a learning outcome or aim for the pupil to work towards, but it did allow them to identify how well the pupils were working towards targets “

Page 21, Piloting the 7 aspects of engagement for
summative assessment: qualitative evaluation


How do I Implement the 7 Aspects and Does Engagement Mean Progress?

This is what caused a lot of discussion and confusion within the pilot:

  • What does the Engagement Scale (28 point scale) mean?
  • How do I use it?
  • What do I do if a child reaches 28 points? Does this mean I move them on to subject specific learning?
  • Do I use the 7 aspects of engagement with the other areas of need?
  • What are the learning outcomes?
  • Is this reliable?

I think the 7 areas of engagement are a good idea, especially when compared to using the P Levels for pupils with complex needs. At B Squared we had already identified that for pupils working below P4 assessing progress against academic areas was not best practice and we wanted to move away from this. We had already started our own project before the Rochford Review released their Final Report. The Engagement Scale (28 point scale) never made any sense to us as a summative end of key stage assessment or as the main assessment tool. It can be used to monitor engagement and help you modify learning opportunities to better suit pupils, but you need something else to help inform learning and to set learning outcomes.

The Engagement Scale Doesn’t Work

The 28 point scale simple doesn’t work as a summative assessment tool. It was obvious 2 years ago it wouldn’t work and lots of schools and LAs have shared with us their concerns about the scale and that it is not fit for purpose for summative assessment. The good news is that unanimously the feedback in the report is the scale doesn’t work.


 "There's variables of the time of day, whether the child's hungry or not, whether the child's not feeling well. All of those factors contribute to that [engagement] score, so it doesn't mean to say if they get a higher [engagement] score that they've actually learnt anything.”

Feedback from a school involved in the pilot

The engagement scale needs to be used alongside something else, something that looks at learning outcomes. Professionals can then use their judgement on engagement when looking at progress and look at ways of increasing engagement to increase progress. Once you understand the scale, do teachers need to keep using it or can it be something teachers do in their head as an ongoing process and forget about the scoring?

 "We've used it [28-point scale] as a way to give us some data, because we knew we needed to report on it. But actually, it doesn't really tell us anything."

Feedback from a school involved in the pilot


Neither did the Engagement Profile

The Engagement Profile is a paper template from Engagement 4 Learning with a circle for each of the 7 aspects. Teachers would then use this to write down their observations on how the pupil demonstrated the different aspects within an activity.


 “What we kind of thought was that you were writing things down for the sake of it and I’m not sure who the target audience is, because it’s certainly not the teacher, because any teacher who is worth their metal, they’re doing that in their head, all day, every day”

Feedback from a school involved in the pilot

It might be a good starting exercise to help you think about the 7 areas, but what would the purpose be long term? It just adds additional work. Teachers should be doing this in their head and adapting as they go, let's reduce the workload.


Does this Approach Provide Any Useful Summative Information?


 “Several schools drew the conclusion that the only way that they could use the 7 aspects for summative assessments was in combination with other tools, for example tools such as B Squared, that record a wider range of achievement steps, including social and physical characteristics, as well as engagement. They felt this way because in their opinion the 7 aspects approach did not cover all areas of pupil development, and because of their perception that assessments only reflected a ‘snapshot’.”

Page 48, Piloting the 7 aspects of engagement for
summative assessment: qualitative evaluation


This is what we identified 2 years ago. We started work on our Engagement Steps shortly after the 'Rochford Review: Final Report' was released. We agreed with Rochford Review’s recommendations to assess against the 7 aspects of engagement as an improvement over using P Levels, but we didn’t agree with the scoring system. It didn’t provide learning outcomes and it didn’t support teachers in identifying learning outcomes within the 7 aspects. Our Engagement Steps assessment framework took us over a year to develop, building on previous development work we had already completed. Engagement Steps contains a range of skills across the 7 aspects of engagement, split across 6 levels covering from P1 to P6 in terms of developmental level. It is designed so that teachers can record pupil progress across multiple levels to build up an individualised profile, to help schools develop pupil centred curriculums. Schools started using Engagement Steps in September 2017. Several of our schools were involved in the trial and as you can see from the above quote, they found the Engagement Steps incredibly useful as part of the assessment process. Teachers used our Engagement Steps to support them in identifying learning outcomes for pupils, they would then use their professional judgement to look at engagement and to adapt learning experiences to suit. Engagement Steps also covers the other 3 areas of need, supporting teachers to look at the whole child, not just cognition and learning.


 "I think it is good as a method to help planning and development of new teachers as well as looking at these aspects of how a child engages and the importance of engagement of the child as opposed to going straight to what they are learning academically. In terms of assessing the child, I personally don’t think that would work because it is more of an assessment of how the teacher is teaching as opposed to how the child is learning."

Feedback from a school involved in the pilot


I have highlighted the last sentence as I think this is what engagement really measures. It is about the ability of the teacher to engage with their pupils. A teacher needs to be aware that pupils are not engaged and that they may need to adapt their approach, look at the relevance of the learning outcome and ensure that the level of challenge is appropriate. When a child isn’t engaged, do you change what the child is doing or do you change your approach?


 “If it comes out that 7 aspects are the way forward, it's okay for outstanding schools. They will use it as a teaching tool, and probably continue to use other forms of assessment, but schools that only use the 7 aspects, it could be 'a retrograde step.' If we go back 30 years, these children who were working at P1 to 4, there used to be a feeling, 'As long as they're happy.' There wasn't a focus on learning. With this, there is risk that it could lead to 'As long as they're engaged’.”

Feedback from an LA involved in the pilot


Schools will need to use something else as their main assessment tool, they will use the 7 aspects of engagement to look at teaching and engagement. What should the main assessment tool look like? What should pupils be working towards? Hopefully the DfE will provide some additional guidance around this. Schools will need to ensure they provide a balance between providing a broad but suitable curriculum, supporting the pupil to prepare for adulthood and supporting development towards their EHCP outcomes.


 “If schools do not have to report there is a risk that schools may not be sufficiently challenging them or giving them the right learning opportunities."

Feedback from LA involved in the pilot

I disagree with this point of view, I don’t think there is a need for schools to report attainment information for pupils not engaged in subject specific learning back to the DfE. It would sadly be used as a judgement by someone. Pupils working at these levels will have very individual profiles and any simplified number used for reporting would not reflect the pupil. Ofsted have already recognised this would not be an effective way of judging progress:

 “(200) For groups of pupils whose cognitive ability is such that their attainment is unlikely ever to rise above ‘low’, the judgement on outcomes will be based on an evaluation of the pupils’ learning and progress relative to their starting points at particular ages and any assessment measures the school holds. Evaluations should not take account of their attainment compared with that of all other pupils.”

Ofsted Inspection Framework


I think it should be that schools are required to be aspirational, but they should monitor and report progress to stakeholders in a format that suits their needs.

When piloting this new approach, I think the pilot is really looking at these 4 things:

  • How important is it we look at engagement?
  • Do the 7 aspects of engagement provide a more relevant way of assessing pupil progress?
  • Can we use engagement as a way of judging progress/attainment at the end of a key stage?
  • Do the tools provided by Engagement for Learning support professionals?

I think it is vital schools look at engagement, but this is part of the wider assessment process and cannot be used as the only assessment process. The 7 aspects are a much better approach than the old P Levels, professionals had already recognised that the P Levels were not relevant for pupils with complex needs. However, should we only be looking at the question ‘are the 7 aspects more suitable than the P Levels?’ or should we be looking at what is the most suitable way of assessing pupils with complex needs? Are there more suitable areas we should be assessing?

Engagement is too variable to use as a measure of progress or attainment. There are also many factors that can affect a pupil’s engagement that cannot be overcome easily. There are also questions around should the scale be adapted and used within the context of an individual or is a score of 4 for initiation the same for every pupil? How is this defined? It is too individualised, too open for interpretation to be quantified in a consistent, meaningful, useful way, so let’s not.

The tools provided by Engagement for Learning are great for when a school is starting to look at engagement and using the 7 aspects of engagement. However, on their own they are very limited and provide no real long-term benefit. What is the benefit of recording the information on the templates or digitally over a period of time? It is adding to the teacher’s workload and unless the information is used, should it be collected? Once the teacher understands the concept of looking at and assessing engagement, this is something they can do in their head on an ongoing basis. They can use the language they have developed around engagement when assessing pupils' progress towards outcomes e.g. Jack showed curiosity when Mrs Jones brought a large cardboard box into the classroom.

Getting Closer

The pilot is finished, the schools have responded and now we have to wait for the DfE to finalise their plans. I think the 7 aspects will stay as schools found them useful on an ongoing basis and they are helping schools change how they communicate pupil progress. The DfE may however reduce the emphasis on the aspects and advise schools to use the aspects as one of their basket of indicators when judging pupil progress. I don’t think the Engagement Scale or Profile will be widely used, it is too inconsistent. LAs prefer information around progress and attainment. I do think more guidance needs to be given to LAs around suitable outcomes for pupils with complex needs so that they focus less on numeracy and literacy and think more about pupil centred outcomes. The information schools provide to LAs around pupil progress and attainment could be quantitative or qualitative, provided it contained enough information. The DfE could (but I really hope they don’t) provide pre-pre-key stage standards for the 7 aspects of engagement. If they did, the focus would be too narrow and they wouldn’t be able to take into account all the different learning profiles for pupils with complex needs. Hopefully they will allow schools to choose an assessment system that suits their needs and their pupils.

What Have B Squared Developed?

Our Engagement Steps framework covers the 7 aspects of engagement and the other three areas of need. It is designed to support pupil development across all four areas of need, not just cognition and learning. It is a quantitative system, but it is designed to be used in a non-linear fashion, pupils can achieve skills on any level at any time. The system is not designed to generate a score, it is designed to use teacher observations to develop an individual profile and to celebrate what a child can do. The system will help identify skills the pupil hasn’t achieved, but this won’t stop a pupil progressing. We released Engagement Steps in 2017 and have received a huge amount of positive feedback from our schools. We are still waiting on the DfE’s final guidance on assessment for pupils not yet engaged in subject specific learning. If this requires any updates to Engagement Steps, these will be carried out free of charge for all customers who have purchased Engagement Steps.

Our evidence platform, Evisense is a great way of capturing, recording and sharing evidence of learning. Schools can use the evidence to show progress, engagement and achievements. The evidence can be shared with parents easily, our feedback has shown that parents have found the evidence to be more meaningful than a score or a percentage increase.

You can find the 'Piloting the 7 aspects of engagement for summative assessment: qualitative evaluation report' by clicking here.

If you have any questions about our products or approach to assessment for pupils not yet engaged in subject specific learning, please contact me via email – dale@bsquared.co.uk or you can arrange a FREE online meeting where we can discuss your requirements and how we can support your school to show the progress your pupils are making. FREE ONLINE MEETING

'What is Good Progress?' Webinar

This is a question we have been asked a lot over recent years. The removal of Levels and now also P Levels has left schools unsure on the progress pupils with SEND should make. Our webinar below is designed to help schools answer that question. It would be great if I could pull out a number or a formula that you could use to judge progress, but it is not that simple. Progress needs to be judged by those who work with the pupil. There are lots of questions that need to be asked and schools need to use their assessment data to make decisions and make changes within their school.

The webinar doesn’t give the answer to what is good progress but gives schools things to discuss, ideas to reflect on within their school. Our products can help support schools in making decisions and evidencing progress, but the teachers need to use this data to make their own decisions and be confident in these decisions. In the webinar I covered a range of advice from Ofsted, I also covered some of the Ofsted Myths and talked about some of the changes planned for the 2019 Ofsted Inspection Framework.

As part of the webinar there were a number of handouts, these can be found in the links below:

  • Primary Steps – Progress Guidance – This document is designed to support teachers working towards End of Year outcomes to judge progress. The document gives simplified progress values for pupils that teachers can use as guidance when judging progress, teachers will need to take into account previous progress, the pupil’s needs, how effective provision has been and have there been external factors to judge if progress is good enough.
  • Progression Steps – Progress Guidance – This document is designed for schools using our Progression Steps. The document contains a range of progress values for pupils working at different levels in different key stages. It gives 3 progress values for each level. These are not ‘below’, ‘at’ or ‘exceeded’ judgements, they are bands of progress, professionals will need to have conversations about progress taking into account previous progress, the pupil’s needs, how effective provision has been and have there been external factors to judge if progress is good enough. A pupil could be in the lower quartile, but still have made good enough progress.
  • Making Data Work - Workload Advisory Group Report– This report was released on the 5th of November and is designed to help leaders think about the workload and impact their assessment and data process has. It has a number of recommendations to reduce teacher workload by reducing unnecessary work - “Attainment information should only be compiled centrally as frequently as it is possible for others to act on it. Without actions, it is not possible for collation of student attainment information to play any part in the work of a school.”
  • Government Response to the Workload Advisory Group Report - This response shows that the government agrees with the recommendations of the Workload Advisory Group
  • Ofsted Inspection Framework 2019 – Ofsted has started talking about the changes that are coming in the 2019 Ofsted Inspection Framework. It appears to be really good news for pupils with SEND as it moves away from the heavy focus on outcomes to focussing on curriculum, pupil development and preparing pupils for their future.

The initial feedback from this webinar has helped us understand where schools are on the journey around the removal of P Levels. We can also find out about changes schools are implementing now they have more flexibility around the assessment process, how they judge progress and how they communicate with parents.

If you have any questions on this webinar, please contact me via email – dale@bsquared.co.uk

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