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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:
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 – email@example.com
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 firstname.lastname@example.org 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 email@example.com
In 2014, we were told that the National Curriculum level descriptors were bad. Possibly because teacher assessment was not as ‘accurate’ as testing. Possibly because the old level descriptor content didn’t match Gove’s new National Curriculum
attainment targets. Possibly because a best-fit approach to assessment left ‘gaps’ in children’s learning. Possibly because parents and children didn’t understand them.
Four years on and The STA have finally published the ‘permanent and extended ’ pre-key stage standards; and at first glance they look very different to the last edition. What is particularly interesting is that they also look very different to
the recommended standards that were published in the appendices of The Rochford Review: final report.
And yet, they still somehow look quite familiar: *cough* levels *cough*.
Following the long-delayed final report of The Rochford Review and the subsequent open consultations, The STA sought advice and guidance from classroom staff and educational practitioners regarding the content of these suggested pre-key stage standards.
The pre-key standards are almost unrecognisable from the Rochford-recommended standards. I’m glad to see that the ‘experts’ hard work was worth the wait. And, whilst I have no real idea how much attention was paid to the responses garnered, the extent
of the changes seem to indicate that a lot more thought and effort went in to the production of these new assessment standards. It makes me question why the STA didn’t go straight to the experienced grass-roots professionals in the first place.
But I still have a problem with the name! The pupils who will be assessed against these standards are not ‘pre-key stage’ learners.
The STA state that the standards are provided for the statutory assessment of pupils who are in Year 2/6 and are engaged in subject-specific learning but who have not completed the programme of study, and are therefore working below the level of SATs.
They make it incredibly clear that: “The standards are not a formative assessment tool” and then immediately contradict this simple instruction by suggesting that:
Pre-Key Stage Standards (2018–19), p.2
So once again, we have been given mixed messages!
The STA spell out what it meant by their qualifiers and examples. This aspect of the guidance is actually quite useful. According to the document ‘most’ indicates that the statement is generally met with only occasional errors; ‘many’ indicates that the
statement is met frequently but not yet consistently; and ‘some’ indicates that the skill/knowledge is starting to be acquired and is demonstrated correctly on occasion, but is not yet consistent or frequent.
The STA also state that reasonable adjustments should be made for pupils with disabilities and that the pupil’s individual method of communication or study can constitute as an acceptable substitution. Additionally, and in line with the recent adaptions to the English writing aspect of the teacher assessment framework, The STA points out that statements can be disapplied on the basis of a pupil’s physical disability.
However, this seems to be contradicted later in the notes on English writing, whereby The STA state that:
Pre-Key Stage Standards (2018–19), p.6
Most noticeably, there is an extra standard in both the Key Stage 1 and Key Stage 2 frameworks. I believe that The STA have raised the skill-level required by pupils to achieve some of the lowest standards. This means that the pupils who may have
just achieved an aspect of the proposed ‘entry to the expected standard’ descriptor (recommended in the Rochford Review) will now be assessed against P levels 1–4 currently, and whichever non-subject-specific criteria is decided upon
after the Engagement Scale pilot. However, the ‘entry to the expected standard’ descriptor was huge—by our reckoning, it covered aspects of P levels 4–7. By raising the entry requirements in some areas, and introducing this extra standard,
I believe The STA have balanced the new pre-key stage standards to create more evenly spaced attainment brackets.
For a more in-depth analysis of the changes click here.
The teacher assessment descriptors for pupils working at the level of the test have been removed in Key Stage two and there is a greater level of emphasis put on language comprehension.
There is a greater level of emphasis placed on the content and style of the pupil’s writing, not just the handwriting, spelling, punctuation, and grammar. This, alongside the fact that certain statements can be discounted for pupils with disabilities,
means that there is less of a focus on the physical aspects of writing which previously seemed to discriminate against pupils with physical impairments or co-ordination issues.
The teacher assessment descriptors for pupils working at the level of the test have been removed in Key Stage two, much of the content has been removed from the higher levels and there is a greater emphasis is placed on arithmetic recall and mathematically
Despite the increased national focus on ‘STEM’ subjects, both the assessment frameworks for KS1 and KS2 science are almost entirely the identical to the previous iteration of the teacher assessment frameworks. They still only have a ‘working at the expected standard’ descriptor for each key stage and this means that the statutory assessment of science for pupils with working below these standards is not required.
Technically, a few sentences have been rearranged and The STA have helpfully identified in which school the content should be taught; but other than that, no big changes.
Despite having it rammed down our throats that levels were bad and stifling children’s progress, it looks an awful lot like we’ve got them back.
The removal of the Key Stage 2 teacher assessment frameworks for English reading and mathematics, and the impending move away from end-of-KS1 assessments towards a reception baseline assessment may have alleviated the government’s distrust in teacher
assessment, and allowed examinations to play a more solitary role in the assessment of mainstream pupils. However, they are still aware that this format will not work for around 20% of the school-age population, many of whom have SEND. I’m sure
they’re not happy about that!
In the creation of the new pre-key stage standards, they have successfully updated the language of these new (not level) descriptors to match that of Gove’s National Curriculum. If you ask me, it seems like a lot of chaos, stress, and extra effort
for very little reward, but at least Pob gets to put his name down in the history books.
The best-fit approach of recording pupil performance as and where it is demonstrated has all but gone. With such broad areas as English reading, this is a loss to all those pupils with spikey attainment profiles. I always remember two pupils I once
taught. One child had severe dyslexic tendencies, she could barely distinguish the letters on the page, let alone recognise many words. However, when read to, she was able to use inference and deduction to explain how characters were feeling and
predict upcoming events. The other student was statemented with autism. He could read words of inordinate complexity but very rarely comprehended their meaning. Because of the amalgamated nature English reading assessments, they were both recorded
as operating at the same level but their capabilities couldn’t have been more different.
If we thought that parents didn’t understand levels, we’ve got another thing coming. How is Standard 3 any clearer than P8? It was reported that pupils felt bad because they had only progressed from a 2c in Year 2 to a level 4 in Year 6. Think how
bad they’re going to feel when they are reported as working toward the standard in both key stages (or not achieving the standard as is the case in science).
However, I do think that these new frameworks are more balanced than the Rochford-recommended descriptors and the 2017–18 frameworks. With the English reading framework, I am happy that The STA have increased the focus on comprehension; and in writing,
I am very pleased that there has been a move away from just the physical skills required to transcribe. Both of these elements open the framework up to children with a broader range of special educational needs and disabilities. However, with
the government still fixated on the idea of a secure-fit approach (albeit slightly softened in English writing), many pupils will still be reported as working at a lower ability level than accurately reflects their individual assessment profile.
But the real questions are:
Pre-Key Stage 1 Standards (2018–19)
Pre-Key Stage 2 Standards (2018–19)
PreTeacher Assessment Framework for Key Stage 1 (2018–19)
PreTeacher Assessment Framework for Key Stage 2 (2018–19)
The Rochford Review: Final Report (2016)
PreInterim Pre-Key Stage 1 Standards (2017–18)
PreInterim Pre-Key Stage 2 Standards (2017–18)
PreTeacher Assessment Framework for Key Stage 2 (2018–19)
In 2017 the government launched a public consultation on the Rochford Review: Final Report and in September 2017 published ‘Primary school pupil assessment: Rochford Review recommendations - government response’. This finally gave us guidance on the government’s plans for the future of statutory assessment for pupils with SEND, 5 years after the removal of levels. The response agreed with most of the Review's recommendations. The government said that the P levels will not be used to report attainment to the DfE for students engaged in subject-specific learning from September 2018. For students not yet engaged in subject specific learning P levels will be removed from September 2019.
6 months on and we are still waiting for this intention to turn into statutory guidance. We are at the end of the spring term with only one term left before the P Levels are going to be removed, but it has not been confirmed.
We started development of our new assessment frameworks back in 2016, as soon as the Rochford Review: Final Report was released. We felt it was important that the schools were able to access our new frameworks as early as possible, we can then help schools prepare for the changes so the transition can be managed as smoothly as possible.
We completed development of our Engagement Steps assessment framework for students not yet engaged in subject specific learning early in 2017. We trialled the framework with over 200 schools who gave us extremely positive feedback, they felt the new extra breadth and depth allowed teachers to show the progress pupils working at these levels were making.
Our development of Progression Steps was completed early in 2018. This new framework is for pupils engaged in subject-specific learning. The Rochford Review: Final Report did not attempt to tell schools what or how they should teach their pupils. Schools will still deliver the National Curriculum to the majority of their pupils, differentiating content according to their pupils’ needs. We are basing the Cognition and Learning aspect of Progression Steps on the primary National Curriculum using the same subjects and breadth.
We are now finalising our documents to help schools transition from our current P Level and National Curriculum frameworks to the new Engagement Steps and Progression Steps frameworks. Once this is complete the only thing left to do is wait for the Government's legislation. We are hoping this will happen in the next few weeks so that schools have time to prepare for the new frameworks and approaches before September. The image below is a graphical representation of our new assessment frameworks.
Once the statutory guidance is in place we will be running a series of webinars to support schools in the transition. Look out for the webinar invitations on Twitter and Facebook. Follow us at @BSquaredLtd and like us @bsquareduk
For more information on our new frameworks, book a personal online presentation or read our ‘B Squared’s New SEND Assessment Frameworks' document. Contact me via email at firstname.lastname@example.org or by phone on 01252 870133
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