Monitoring and Evaluating Pupil Progress
Roles and Responsibilities
The SEN Code of Practice 2001 indicates 'the need for individual schools to decide the procedures they should adopt for meeting the needs of all children, for observing and assessing their progress, and for deciding the nature of the special educational provision that they should make'.
SEN Code of Practice 2001 5:38
All professionals working in schools have an obligation to monitor the progress of all their pupils. The following staff have a role to play at either an operational or strategic level:
- Teaching Assistants, Learning Mentors e.g. monitor the progress of an individual pupil and / or a small group of pupils against lesson objectives and feedback to the teacher
- Teachers, e.g. monitor and evaluate the progress of pupils against targets on IEPs
- Inclusion manager / SENCO e.g. monitor and evaluate teaching and learning and impact on pupil progress
- Senior Management Team e.g. monitor and evaluate the Inclusion / SEN Action Plan within the School Improvement Plan
- Governors e.g. Monitor and evaluate the effectiveness of the school policies regarding inclusion and special educational needs
Good practice indicates that job descriptions should indicate how individual roles will support and enhance monitoring and evaluation across the school.
Following normal differentiation within the curriculum and the use of a range of classroom strategies and where evidence indicates that an individual pupil's progress is not adequate, it is necessary for the school to intervene and make provision 'additional to' and 'different from' to enable the pupil to learn more effectively.
For pupils with additional and / or special educational needs schools can use a variety of pupil progress indicators including:
- Foundation Stage Profile
- Internal and external tests and assessments
- Fischer Family Trust data : available in all schools
- Analysis of academic data e.g. P scales and PIVATS
- Progress against IEP, and other individualised plan, targets
- Progress against statement objectives
- Parental feedback
- Pupil self assessment
- External agency assessments and reports
- Attendance and exclusion data
- Patterns of behavioural, emotional and social difficulties
- Summative measures of inclusive provision and practice linked to outcomes for pupils
- The formative and summative reports providing an holistic picture of the pupil
The progress of pupils on Early Years / School Action or Early Years / School Action Plus who receive provision that is 'additional to' and 'different from' is usually monitored through IEPs or other individualised plans. The progress of pupils with a Statement of Special Educational Needs can be monitored through IEP (individualised plan) review and the annual review process. The monitoring and evaluation of pupil progress to ensure all pupils, including those with additional and special needs, make effective progress can be further supported through whole school monitoring and self review mechanisms.
Guidance on monitoring and reviewing pupil progress using an Individual Education Plans (IEP) or other individualised plan
Where an IEP is necessary it must be:
- A 'live, working document' for all staff, parents and the pupil with additional and / or special educational needs
- A planning, teaching and reviewing tool
- A plan for teaching and learning that highlights the 'additional to' and 'different from' activities and provision
- A document that is understood and accessible to all involved including the pupil and parents / carers
Professionals should use an IEP and any other individualised plan to:
- Provide for pupils, including those with statements and indicate the provision that is 'additional to' and 'different from' the normal differentiated curriculum
- Set and record individual targets that are not recorded / monitored in any other way
- Ensure pupil progress, for those pupils operating below national curriculum levels, is integrated into whole school recording systems
- Enable discussion with parents and professionals regarding progress of an outcomes for pupils
An IEP and any other individualised plan should include:
- Brief outline of the pupil's needs
- The short term targets set in discussion with the pupil
- The teaching strategies to be used
- The provision required
- The date or review
- Success and / or exit criteria
- Pupil outcomes recorded at the review of the plan
When setting targets for pupils operating outside national curriculum levels P scales may prove useful.
Where a group of pupils have common targets a group plan may be appropriate. It is important that any such plans do not duplicate other planning and target setting recorded elsewhere. Pupils on a group plan must be assessed and monitored individually by the teacher and / or professional involved.
Schools may if they wish devise their own group plan format or adapt an IEP format.
Managing IEPs in School, A Suggested System.
- SENCO, colleagues, parents and/or other professionals agree an IEP is needed. This is usually at Early Years Action/School Action.
- Previous interventions/support well documented
- Targets and support agreed.
- IEP is written with parent/carer and pupil input
- Parents and all relevant professionals receive a copy
Stage 4: Teachers and Support Staff
- Adapt teaching styles, curriculum and resources to ensure inclusion and progress of pupil
- Progress against targets is monitored at regular intervals
Teachers record progress of the pupil with the help of support staff.
Stage 5: The SENCO and /or other professionals request feedback from school colleagues by an agreed date.
Feedback will include:
- Details of progress made by the pupi, against targets set
- Test/assessment results
- A resume of attitude/behaviour
- Suggestions for future targets to be included in the next IEP
- The pupil's views
- The SENCO and or other professional in the school arranges and holds a review meeting with parents and the pupil. One review meeting can fit into the school's annual reporting cycle or alternatively be a seperate meeting.
- Progress, provision and new targets discussed and agreed.
- A new IEP is drawn up by the relevant professional.
Note:This management system is relevant for any individualised plan and can be used to monitor the progress of pupils with statements
In managing school SEN systems and IEPs in particular the SENCO can act in a supportive and consultative role for colleagues. The SENCO is not and should not be the only person in the school with responsibility for the devising and delivering of IEPs.
'All teachers are teachers of pupils with special educational needs'
SEN Code of Practice 5.2 and 6.2
'Good teaching ensures that all pupils are enabled to learn effectively'
OFSTED Evaluating Education Inclusion Page 14
The National Curriculum inclusion statement also sets out 3 principles to develop a more inclusive curriculum. They are:
- Setting suitable learning challenges
- Responding to pupils' diverse learning needs
- Overcoming potential barriers to learning and assessment for individuals and groups of pupils
Therefore, to ensure the development of a more inclusive curriculum, pupil progress and the effective management of IEP systems, schools need to consider the following points:
- IEPs and review systems must be manageable and work within the context of the school and classroom management
- Everyone involved in the IEP must agree that the targets are relevant and achievable
- The IEP should focus on 3 or 4 targets only
- Targets should relate to literacy, maths, communication and behaviour and social skills (primary and secondary phase)
- Targets should be communicated to everyone involved
- Implementation, where ever possible, should be in the normal classroom setting
- Progress towards targets should be monitored and recorded
- An effective feedback system, to the Inclusion Manager / SENCO should operate within the school
- Systems to ensure continuity including communication with new staff and supply staff etc should be in place
- The IEP is a working document and must be under constant review by the staff involved
- An evaluative IEP review should take place at least twice a year. One review can coincide with routine / annual parents' meeting.
The IEP review does not need to be formal. However, the review should ensure the inclusion of the following:
- The progress of the pupil
- The parent's views
- The Pupil's views
- Reports from and / or the views of external agencies for pupils at Early Years Action + / School Action + or where external agencies are involved.
- The effectiveness of the IEP
- Specific issues surrounding access and inclusion that assist / hamper the pupil's progress
- Updates of information and advice
- Future action, including new targets, strategies, date of next review and success / exit criteria
Headteachers and senior managers should consider the time required by the SENCO / Inclusion Manager to co-ordinate IEP systems and monitor IEPs. Schools should consider a self review system in relation to the success of provision and practice, including IEPs.
A flowchart, with notes, is available to help with Planning for children with special educational needs in the literacy hour and daily mathematics lesson
IEPs and Provision Mapping contains blank templates and examples of how to record needs and map how those needs are being,or are going to be, met in school,
Monitoring pupil outcomes
One way to monitor the outcomes for pupils with additional and special educational needs is through a range of pupil progress indicators. These indicators will enable schools to:
- Have an overview of the performance of pupils
- Identify trends, dips and peaks
- Compare their results with others nationally and locally
School level. Analysis of:
- Foundation Stage Profile
- Data, e.g. SATs, GCSEs, Fischer Family Trust
- Attendance and exclusions data
- Whole school provision mapping
- Self Evaluation Review for Inclusion / School Self Review
Group / Cohort level Analysis of:
- Academic progress data of significant groups
- Internal and external tests and assessments e.g. SATs, GCSEs
- Year group / key stage provision mapping outcomes
- Progress against IEP targets
- Progress against statement objectives at annual review
- Pupil self assessment
- Parental feedback
- Individual provision mapping
- Individual assessments
- Behaviour, emotional, and social patterns
- External agency assessments and reports
For pupils who receive provision that is 'additional to and different from' at Early Years Action Plus School Action Plus progress will normally be monitored through IEPs. The progress of pupils with a Statement of Special Educational Need is monitored through the Annual Review.
Passports to Learning
'Passports' are gaining popularity in some schools as they provide an alternative to IEPs at School Action. They are A4 laminated pupil information sheets with a photograph for easy identification by subject / supply teachers. Information regarding the nature and severity of the learning differences is colour coded in boxes - the severity of need is indicated by the width of the border on the box.
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