Introduction to the P scales

1
Introduction to the P scales
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Supporting the target setting process Guidance
for effective target setting for pupils with
special educational needs (1998 DfEE)

• P levels 1 8
• language and literacy, mathematics, personal and
  social development
• Sub-levels within levels 1 and 2 of national
  curriculum
• P 1-3 generic early development

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Publication

• DfEE
• Supporting the target setting process (1998 )
• Supporting the target setting process
• (revised March 2001)

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Publications

• QCA
• Planning, teaching and assessing the curriculum
  for pupils with learning difficulties (2001)

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1st revisions of the P Scales (2001)

• P1-3 subdivided
• P1(i) P1(ii) P2(i) P2(ii) P3(i) P3(ii)
• P1-3 generic
• with examples illustrating generic attainment
  within the context of each subject
• P4-P8 subject specific
• PSD withdrawn (although still used by many
  schools)

6
Latest P scale revisions

• Obtained from the QCA website
• P1 P3 no change
• Reviewed descriptions P4 - P8 in English, Maths,
  Science and ICT
• English Speaking and Listening comprehension
  and expression strands split
• Level 1 2 slight amendments
• Access from www.qca.org.uk/ages3-14/inclusion/7606
  .html

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Documents

• Removing Barriers to Achievement
• The Governments Strategy for SEN
• DfES/0117/2004
• DfES/0104/2004 - Executive Summary

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Removing Barriers to Achievement The
Governments Strategy for SEN

• Items related to P scales
• Not enough information about pupils not entered
  for national tests
• Government will promote and extend the use of P
  scales
• P scale information will be included in PAT and
  PANDA to help make meaningful comparisons

9
Documents

• Setting targets for pupils with special
  educational needs - Ofsted
• Ref HMI 751 February 2004

10
OFSTED report - recommendations

• LEAs
• Include pupils with SEN in the overall LEA system
  for collating and analysing pupil attainment and
  achievement data
• Increase expertise in target setting and data
  analysis for pupils with SEN, to support school
  self review process
• Provide training

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OFSTED report recommendations - continued

• Schools
• Incorporate assessment and recording arrangements
  for pupils with SEN into whole-school
  arrangements for all pupils
• Develop expertise in setting targets and
  monitoring progress of low attaining pupils

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Links to the Foundation Stage

• The Foundation Stage Profile describes attainment
  between the ages of 3 -5 years
• The P scales were designed for pupils from Key
  Stage 1 upwards who were working below Level 1 of
  the National Curriculum
• QCA recommend that pupils aged 3 -5 years should
  not routinely be assessed using P scales

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Uses of P levels

• Summative assessments
• Best fit professional judgement over period of
  time
• Linear progress
• Lateral progress
• Target setting

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P scales were designed for

• Supporting the target setting process
• Data collection from summer 2005
• Pupils aged 5 -16 years
• Using at the end of Key Stages- or more
  frequently if the pupil makes substantial
  progress
• Only to be used pre 5 years as an addition to the
  Foundation Stage Profile, if the pupil has
  significant learning difficulties and/or a
  Statement of Special Educational needs
• Post 16 years , P scales not obligatory schools
  encouraged to consult The adult pre-entry
  curriculum framework for literacy and numeracy

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P scales are not.

• An alternative curriculum
• A test or curriculum that teachers are encouraged
  to teach to
• A replacement of effective existing assessment
  frameworks
• A system only relevant for special schools

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Inclusive benefits

• Recognises attainment below level 1
• Shared focus/language across all school settings
• Can highlight progress for individual children
• Can provides a database for school target setting
• Exemplification and moderation processes give
  opportunities for discussion about teaching,
  learning and assessment

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Issues for Inclusion

• Provides a system that shows progress and
  achievement across whole school population
• Links National Curriculum Literacy and Numeracy
  strategies
• Provides information to show value added
• Provides information to support whole school,
  cohort and individual target setting
• Provides parents with a detailed measure of their
  childs progress

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Looking to the future Risks

• P scales used for inappropriate purposes
• P scales become the curriculum for learners
  working below NC levels, rather than a longer
  term target setting / review resource
• Insufficient attention given to other resources
  and their quality control PIVATS, B Squared,
  PACE etc

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Looking to the future Opportunities

• Teacher assessment raised in status through the
  development of moderation schemes
• Partnerships between special and mainstream
  agencies flourish because of the development of a
  common language
• Strong and supportive use of the scales as
  systems of review strengthen curricula and build
  learning opportunities for all.