P Scale Training

1
P Scale Training

• May 2007

2
Aims

• To raise awareness as to how P scales can be used
  to outline attainment for pupils working below
  level 1 of the national curriculum.
• To develop a common understanding of the P scales
• To reflect on how P scales are being/or can be
  used in school.
• To use P scales to raise standards in teaching
  and learning
• To raise awareness of the submission of P Scale
  data as part of end of key stage data collection
  in 2007

3
What are the P scales and P levels?

• The P scales (or levels) are a set of indicators
  for recording the achievement of pupils with
  special education needs who are working towards
  level 1 of the National Curriculum
• There is a P scale for every National Curriculum
  subject.
• The P scales are split into eight different
  levels with P1 being the lowest and P8 the
  highest.
• They describe some of the important skills,
  knowledge and understanding that pupils may gain
  from the programmes of study of the national
  curriculum.
• P scales assess only selected parts of the
  programmes of study.

4
An introduction to the P scales

• The P scales use eight performance levels to
  illustrate the learning that leads to national
  curriculum level 1 with P1 being the lowest and
  P8 the highest.
• Levels P1 to P3 show the earliest levels of
  general attainment with subject-focused examples
• Levels P4 to P8 show subject related attainment

5
Where can I find copies of the P scales?

• QCA website www.qca.org.uk
• Available on Using the P scales DVD

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Using the P Scales

• Using the P Scales Booklet and DVD
• QCA order ref QCA/05/1589
• Schools need to order this from QCA
• 08700 606015
• One copy free per school

7
Using the P scales - continued

• Who is it for? Teachers in mainstream and special
  schools, SENCOs, assessment coordinators
  headteachers
• What is it about? This resource introduces the P
  scales and outlines ways of using them
• What is it for? It supports teachers in making
  judgements about pupils attainment below level 1
  of the national curriculum

8
Uses of the P scales

• To support summative assessment, enabling schools
  to make and record judgements about pupils
  attainment at the end of a year or key stage
• Track individual pupils progress towards subject
  specific attainment at national curriculum level
  1 and beyond
• Look for patterns in the attainments of pupils
• Provide information for school managers when
  setting targets

9
P scales should not be used.

• As a crude performance indicator for making staff
  or schools accountable for effectiveness
• For detailed formative assessment
• To define curriculum content or as a detailed
  step by step curriculum
• To assess progress outside the 5 to 16 age range
• As labels to describe pupils
• For diagnosing or identifying pupils special
  education needs
• As targets for individual pupils
• To assess children newly arrived in the country
  and/or those new to English unless it has been
  established that a special education need is
  likely to be the reason for the performance below
  the expected level.

10
The P scales and pupil progress

• The levels in the P scales operate independently
  of chronological age.
• Teachers should not expect pupils to reach any
  given level at a particular age or to progress
  through the levels at a predetermined rate.
• P scale level descriptors are designed to
  identify the progress a pupil may make over a
  year or a key stage

11
Collecting evidence

• Evidence for making judgements in relation
  to the P scales can include-
• Staff records based on observations
• Witness statements from, parents, other
  professionals etc
• Comments or commentaries from pupils
• Artwork and artefacts created by pupils
• Photographs, videos and audio tapes

12
Collecting evidence -continued

• Collecting evidence should be manageable.
  When using the P scales, there is no need to
• Collect all forms of evidence to support
  judgement
• Collect evidence from every lesson or illustrate
  every increment of progress
• Set up separate assessment tasks and activities
  or use tests when making assessments teachers
  can use observations and materials collected as
  an integral part of teaching and learning as an
  evidence base

13
Making best-fit judgements

• Teachers should use their professional
  judgement to decide which P level descriptor
  offers the best fit for a pupils performance
  according to the evidence gathered. Best fit
  judgements are based on-
• The teachers knowledge of the learner
• An awareness of the contexts in which learning
  takes place
• Consideration of a variety of different forms of
  evidence gathered over time
• Judgements should not be made on the basis of a
  single piece of work or any single item of
  evidence

14
Moderation

• Moderation is a process that enables schools
  to review and confirm assessment judgements. Its
  key purpose is to ensure that assessments are
  sound and consistent.

15
Moderation - continued

• Moderation can operate at different levels
• Within a class or teaching group
• Across a whole school
• Between groups of schools
• LAs, regional or national groupings

16
Returning data on pupils working below level 1

• Schools have a statutory requirement to return
  data on pupils working below level 1 at the end
  of Key Stage 1, Key Stage 2 and Key Stage 3.
• This is recorded using the W code

17
Reporting P Scales

• Reporting P Scale data in KS1/KS2/KS3 is due to
  become statutory during summer 2007
• Schools with pupils working towards level 1 of
  the national curriculum are encouraged to return
  P scale data

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Reporting P levels

• English P1i, P1ii, P2i, P2ii,P3i,P3ii
• Reading
• Writing P4, P5, P6, P7, P8
• Speaking
• Listening

19
Reporting P levels

• Mathematics P1i, P1ii, P2i, P2ii,P3i,P3ii
• Number
• U/A P4, P5, P6, P7, P8
• S S M

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Reporting P levels

• Science P1i, P1ii, P2i, P2ii,P3i,P3ii, P4, P5,
  P6, P7, P8