B Squared Ltd. © 2015 · 1) Squared’s current P1(i)-3(ii) levels enable me to show the breadth...
Transcript of B Squared Ltd. © 2015 · 1) Squared’s current P1(i)-3(ii) levels enable me to show the breadth...
B Squared Ltd. © 2015
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B Squared Ltd. © 2015
B Squared Ltd. A2 Building,
Cody Technology Park, Farnborough,
HANTS. GU14 0LX
Thursday 25th June 2015
Re. Many thanks from the team! Dear valued customers, B Squared are currently striving to improve the early levels of our skills continuum. As such, we created and released a short survey to ask the opinion of experienced teachers regarding the development of children operating between P1(i) and P3(ii). The survey is now closed and we really appreciate all your ideas and suggestions about the assessment of children who work at these levels. The following document aims to sum up the findings of the survey, highlighting what you, as a collective, think about the assessment needs of these learners and what we can do to help towards this. You have certainly given us a lot to think about and we shall endeavour to do our best to help you and the children you assess. Once again, many thanks - none of this would have been possible without you! Following on from this survey, I have begun working with selected schools to identify key developmental milestones that will allow us to put together a new assessment framework. I will be liaising with specialists and working closely with teachers to ensure that B Squared can optimise our assessment tools to help you work effectively with the children in your class. If you feel that you can offer more help and advice in this area or would like further information then please contact me via email: [email protected] Yours faithfully,
Alex Hurle (and the rest of the team at B Squared)
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B Squared Ltd. © 2015
B Squared P1(i)-P3(ii) Survey Below is the list of questions we put to you. Your position in the school: How many full years have you taught in the UK for? What is your S.E.N. experience? Please indicate how much you agree or disagree with the following statements:
1) B Squared’s current P1(i)-3(ii) levels enable me to show the breadth and depth of my teaching 2) B Squared’s current P1(i)-3(ii) levels accurately allow me to show all the progress that is being made by
my pupils 3) Grouping skills by National Curriculum subjects is the most helpful way to show the progress being
made by children who operate at these levels 4) The skills of a child operating at these levels differ depending on their age 5) It is important to identify how an assessment point is achieved (observation / on request / responding
to incidental events) 6) Indicating a child’s level of enjoyment to stimuli is a useful reflection of ability
Assessment points are more useful when they are:
Assessment points should be written using:
Does age affect the skill observed or just the context it is taught in?
What are the key areas of development for children who operate at these levels? How would you like to be able to represent the breadth of study for children who progress slowly through these levels? What else could B Squared do to improve Connecting Steps?
I disagree I marginally disagree I neither agree nor
disagree I marginally agree I agree
specific and provide examples broad and open to teacher
interpretation or other (please explain)
child-friendly language to share with non-teaching staff and parents
precise technical language to help with the moderation of achievements
or other (please explain)
Age affects the variety and types of skills
Age only dictates the context of the teaching, the skills are the same
or I believe... (please explain)
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B Squared Ltd. © 2015
Breakdown of Entries From our original paper based assessments, through our first desktop programs and on to our latest cloud based V4 software, B Squared have worked with over 3000 schools in the last 18 years. We distributed the survey to our current customer database which includes mainstream primary schools, special schools, specialist units and nursery schools. Many staff would not have had experience of working with children operating between P1 and P3 but we were overwhelmed by the response.
Survey Reach
Schools 505 respondents from over 265 schools took part in our survey
Countries by Entries UK Locations by Entries United Kingdom 98.61% 498 London 15.45% 78 Isle of Man 0.40% 2 Sheffield 2.77% 14 Turkey 0.20% 1 Cambridge 2.38% 12 New Zealand 0.20% 1 Leeds 1.58% 8 Jersey 0.20% 1 Liverpool 1.58% 8 Cyprus 0.20% 1 Cardiff 1.58% 8 Romania 0.20% 1 High Wycombe 1.58% 8 Cockermouth 1.19% 6 Leicester 1.19% 6 Chelmsford 1.19% 6
Average Time for Completion 0hrs 17mins 15secs
Information from Views Entries Conversion rate
Email campaign 1090 491 45.05%
Social media 122 0 0.00%
SLD forum 55 14 25.45%
Total 1267 505 39.86%
All respondents were either B Squared users or subscribers to the
SLD-forum.
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Respondent Demographics
Entrants were asked to declare their job role, teaching experience and experience of working with children who
have special educational needs.
35% of respondents claimed to be in-class
teaching staff, with 10 or more years’ worth of teaching experience and
currently working in an S.E.N. setting.
TA or HLTA12
Teacher229
Subject or Department Leader
101
SENCo
10
Assisstant or Deputy Headteacher
94
Headteacher25
Other34
RESPONDENTS BY JOB ROLE
First year
201-2 years
123-5years
47
5-10 years
108
10+ years
318
RESPONDENTS BY TEACHING EXPERIENCE
None
3Other
46 Previously worked in a
special school13
Currently work in a
special school443
RESPONDENTS BY S.E.N. EXPERIENCE
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Levels of Agreement Entrants were asked to indicate how much they either agreed or disagreed with the following six statements. The entrants from the SLD-forum were not asked to give an opinion on statements 1 or 2.
39% of respondents felt that our P1-3
framework enabled them to show the
breadth and depth of their teaching.
51% felt that
B Squared needed to develop to enable teachers to show
this.
61% of respondents felt that B Squared’s
current P1-3 framework did not showcase all the
progress made by pupils working at
these levels.
39% of respondents strongly felt that
grouping skills by NC subjects was
unhelpful.
0
50
100
150
200
250
300
350
I agree I marginally agree I neither agree nordisagree
I marginally disagree I disagree
56
137
47
110
141N
o. o
f Res
po
nd
ents
Opinion
B SQUARED’S CURRENT P1(i)-3(ii) LEVELS ENABLE ME TO SHOW THE BREADTH AND DEPTH OF MY TEACHING
0
50
100
150
200
250
300
350
I agree I marginally agree I neither agree nordisagree
I marginally disagree I disagree
60
104
28
112
187
No
. of R
esp
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den
ts
Opinion
B SQUARED’S CURRENT P1(i)-3(ii) LEVELS ACCURATELY ALLOW ME TO SHOW ALL THE PROGRESS THAT IS BEING MADE BY MY PUPILS
0
50
100
150
200
250
300
350
I agree I marginally agree I neither agree nordisagree
I marginally disagree I disagree
8773
53
95
197
No
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Opinion
GROUPING SKILLS BY NATIONAL CURRICULUM SUBJECTS IS THE MOST HELPFUL WAY TO SHOW THE PROGRESS BEING MADE BY CHILDREN WHO OPERATE AT THESE LEVELS
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Levels of Agreement cont’d.
58% of respondents did not believe that
age affected the skills that were being
tracked.
64% of respondents strongly felt it was
important to identify how an assessment
point had been achieved.
72% of respondents felt that a child’s perceived level of
enjoyment during an activity was a
reflection of ability.
0
50
100
150
200
250
300
350
I agree I marginally agree I neither agree nordisagree
I marginally disagree I disagree
186 179
75
36 29
No
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Opinion
INDICATING A CHILD’S LEVEL OF ENJOYMENT TO STIMULI IS A USEFUL REFLECTION OF ABILITY
0
50
100
150
200
250
300
350
I agree I marginally agree I neither agree nordisagree
I marginally disagree I disagree
322
117
41
15 10
No
. of R
esp
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Opinion
IT IS IMPORTANT TO IDENTIFY HOW AN ASSESSMENT POINT IS ACHIEVED
0
50
100
150
200
250
300
350
I agree I marginally agree I neither agree nordisagree
I marginally disagree I disagree
75 80
56
109
185
No
. of R
esp
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den
ts
Opinion
THE SKILLS OF A CHILD OPERATING AT A LEVEL DIFFER DEPENDING ON THEIR AGE
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Writing Assessment Points Entrants were asked to specify characteristics that were important in the writing of assessment points. They were asked to choose from a variety of options.
0
50
100
150
200
250
300
350
...specific and provide examples ...broad and open to teacherinterpretation
…(other opinion)
342
121
42
No
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Opinion
RESPONDENTS FIND ASSESSMENT POINTS MORE USEFUL WHEN THEY ARE…
0
50
100
150
200
250
300
350
...child-friendly language ...precise technical language …(other opinion)
353
106
46
No
. of R
esp
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den
ts
Opinion
RESPONDENTS THINK THAT ASSESSMENT POINTS SHOULD BE WRITTEN USING...
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Writing Assessment Points cont’d.
0
50
100
150
200
250
300
350
...affects the variety and types ofskills
...only dictates the context of theteaching
…(other opinion)
112
317
76
No
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esp
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Opinion
RESPONDENTS BELIEVE THAT AGE...
Respondents felt that “SMART”er assessment points were more useful than messier targets and examples helped them identify
teaching activities.
Respondents also felt that it was important to be able to share A.P.s with non-teaching individuals (parents, assistants, etc.).
Respondents believe that age only affects the context of the lesson
not the skills being assessed.
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Areas of Development Entrants were asked to identify the key areas of development for children operating between P1 and P3. A comprehensive list of their responses follows. They have been anonymised but have not been modified and appear exactly as they were submitted.
1. communication and social interaction
2. Experiencing Participating Learning to communicate through
response in any given way to a stimulus
3. Interaction and experience of the world around them, responding to
and relating to stimuli or events
4. Play, social, emotional
5. Generally social skills but it differs depending on the needs of the
child.
6. Communication.
7. PSHE, Communication, cognitive and physical development - not that
dissimilar to the prime areas in the foundation stage curriculum.
8. 1. To develop looking and listening skills. 2. To develop
concentration. 3 to make choices. 4. To communicate likes and
dislikes 5. To develop the skills of participation and anticipation.
9. I feel there should be less assessment academically and more
assessment socially.
10. Physical skills, visual skills, self help/appropriate life skills, listening
and responding, communication skills.
11. Reacting to stimulus, intentional exploration, beginning to
communicate more or recognise familiar
12. Participation engagement giving an indication that they are
motivated and will respond to what they are being asked to do
communication knowing that they have to do something to get their
needs met or something that they want
13. Learning to learn behaviours. Explorative play, and sensory
experiences.
14. Increasing awareness Response Being proactive
15. Communication (PECS/signing/utterances/body language) Personal
care Fine and gross motor skills
16. Cognitive, physical, self help/ independence. Communication
17. Interaction with others; recognition of self; skills of exploration;
reaction to environment and surroundings; self-help skills.
18. Social communication emotional regulation and the ability to use or
access transactional support.
19. Communication and interaction Independent skills
20. Soft skills, literacy (strong emphasis on phonics), numeracy, PHSE
(with an emphasis on managing emotions), life skills
21. Communication, gross and fine motor skills, response,
22. Independence skills Usable life skills
23. Initiating, making choices, responding, gestural responses in contect..
interpreted by familiar adults... Communication Phse social
knteraction NC subjects are meaninhless ... communication is
applicanle to all... but there is s huge divide between ambulent PMLD
and "wheelchair" bound PMLD pupils. Unfortunately not linear
progression... there must be lateral progress recorded.. some pupils
will never progress beyond P4 because of cognitive limitstions. They
can though learn responses in various contects.
24. children at these levels take small steps, there needs to be more
scope to record the smaller steps these children take.
25. Independence
26. Gross and fine motor skills Communication and understanding Self
care
27. Initial response and to and exploration of the environment and
people within it.
28. Increasing their involvement, interaction with key people and
responding to stimulus- sensory experiences, environment. Engaging
in their learning. Developing very early communication skills.
29. Social and communication skills together with using and applying the
skills in real life.
30. Depends on the nature of child's additional need. Motor skills are
important. Physical skills. The academic areas are less important for
PMLD children.
31. Communiction
32. Engagement and response
33. Communication Physical Ps he Cognition
34. Communication Social interaction
35. Communication, involvement and motivation. Focus and attention
levels
36. Communication and interaction Response to stimuli Experiential
learning
37. communication and interaction, response and engagement levels,
physical developmental, cognitive understanding
38. PSHCE, communication, physical
39. Speaking, listening and commuinication
40. Key Skills and developmental milestones
41. Tolerance of others Interaction skills Ability to attend to activities
Exploring opportunities with support Engagement and motivation
42. Encountering wide range of experiences; learning cause and effect;
making choices
43. Communication Social skills Independence
44. Self help skills Communication Independence Social skills
45. Social interaction. Controlling their environment. Making choices.
Developing practical skills.
46. These areas are already covered sufficiently.
47. Communication, physical development & personal and social
development (possibly also basic skills (to include visual and auditory
responses etc) and computing (including switch progression and
skills))
48. communication physical - fine and gross motor cause and effect
49. Showing independence in their progress
50. Physical, communicAtion, cognition, independence
51. Showing progress no matter how small
52. The format should replicate the EYFS development matters, e.g.
Prime areas are the building blocks to the more 'academic' learning.
53. Response Reaction Engagement
54. To show an emerging awareness of activities and experiences. To
respond and react to familiar people, events and objects. To begin to
communicate with adults and their preferences. To begin requesting
events. activities and needs through given choices. To begin to
anticipate events.
55. Self help skills, fine mmotor skills
56. sensory, observation, cooperation, independence, awareness of self,
awareness of others
57. Development in Focus and Attention, Eye contact, Switch use,
Communication.
58. Communication Cognitive Social Self Help (if appropriate i.e. not for
pupils with complex physical difficulties)
59. Bridging the gap between pupils at these levels and those who are
working at P4 and above. Demonstration of lateral progress, not just
linear. Far more examples of attainment in different subject areas to
provide ideas for Practitioners. Whilst the objectives are the same at
these levels, context will always be different. We strive for variety
and creative ideas are massively important at this level.
60. Language and communication,understanding and relating to the
environment and personal /social/emotional development. Especially
taking into consideration those on the Autistic Spectrum
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Areas of Development cont’d.
61. engagement, enjoyment, participation
62. Communication and interaction Self help and independence skills
63. Communication skills Consistent responses Choice making
64. Communication Cognition Personal and social skill development
65. Personal skills
66. Social interaction Skills for maximisising independence
Communication
67. achievement across a level rather than upwards Ability to generalize
skills
68. Communication skills and interaction. Personal skills physical
development Sensory based learning Response
69. Communication and response. Response can range from eye pointing
to operating a switch to using PECS for exchanges.
70. Exploration, engagement and experiences. Responses and how they
respond
71. Engagement, ability to cope with supported participation,
generalisation and applivation of skills and experiances
72. Increasing their levels if engagement.
73. in science , we sometimes need specific examples to show progress.
74. This varies depending on the needs of these pupils, although the
skills observed as mentioned above may not be age dependent the
areas and rates of development will be different depending on the
needs of the pupil. By this I mean an older student with pmld may be
working on the same skills and area of development as a very young
student with pmld (just in a different context) . Whereas a young
student with sld or asc may be working at these early p levels but
only because they are young, they may well progress though them
quickly and in a more linear way For a student with pmld :
communication, physical (& sensory) development, cognitive
development and social and emotional development are all key
areas. For non pmld more subject based areas may be more
appropriate.
75. Communication Cognition Physical well being Personal,social and
emotional
76. Communication, cognition , physical and independence
77. Ability to communicate Responses to stimuli Sensory ability
Awareness of the world
78. Communication, cognitive, social, independence, motor.
79. Communication Physical development
80. Keeping them motivated and on task
81. The levels do not represent all disabilities like physical disabilities
those children not able to physically write and speak.
82. N/A
83. Communication, independence (of movement, response etc), ICT
(switches and communication devices), physical skills toward
independent movement/walking.
84. Areas of development are Communication Interaction Independence
85. Communication is key - establishing a functional mode to be used.
Understanding of the world and sensory exploration.
86. All inclluded in Routes for Learning
87. Tolerance of stimuli Gross and fine motor skills Reactions to stimuli
Self help skills and co-operation
88. Social and interaction: it would be useful to have assessment just for
social skills
89. Life skills, self help skills, independence, appropriate methods of
communication
90. Self help communication
91. Motor skills, communication, life skills
92. movement response with early independence skills
93. Communication Physical ability
94. Developing contingency awareness and a sense of control over
people, objects and their environment.
95. Physical milestones and communication
96. communication and mode of communication
97. Personal and social interaction, development of holistic
understanding, life skills, use of language to communicate and
express
98. Awareness of and response to others, their environment and things
in their environment First steps in communication Cause and effect
Tracking First steps in physical development (if appropriate)
99. Responding to stimuli, awareness of their surroundings, participation
at very basic levels from being passive, encountering, attending,
participation etc
100. Communication, interaction, independence
101. Self-help skills. Learning to learn.
102. Communication, interaction, independence
103. Cognition, understanding the world, communication etc.
104. Functional use of hands, communication other than words (eye
pointing, reaching etc), intentional movement
105. Communication Social Ability and Interaction Motor Skills and
Physical Development Personal Care and Self-regulation Developing
independence and Personality Life Experiences
106. Motor skill development Attendance to the learning/activities
Communication development Interaction skills/relationship
development Behaviour regulation Awareness of structure/
expectation
107. Social emotional, related to all key subjects
108. I work in a special school but very few of our children work at this
level so I do not feel I can help you
109. participation .....including by physical, verbal (as in using a sound or
verbal word), eye movement / sign of recognision of event Following
an event either by motion /copy/ eye and how this progresses... Time
invoved and participating Recognition of event and knowing/ being
aware of next step
110. social interaction and self awareness
111. Cognitive and communication skills. Noticing and responding to
stimuli, demonstrating rejection, redirecting attention to a second
stimuli, cause and effect, object permanence, tracking, initiating
interactions.
112. Communication, social skills and physical development.
113. Responding to stimulus and matching skills
114. Communication and independence . Physical needs , social needs
115. Communication physical development social development
116. Making them different per subject. For example you do not need to
make eye contact to write but you need eye contact for
communication
117. Children operating at these levels regardless of age show a similar
range of responses to stimuli across the subjects. A lot of their
development is based on there position within the world and their
interaction with the world around them.
118. Communication Physical Visual Tactile Social Auditory
119. the broad areas of development - communication - making their
needs known; social and emotional - enjoying experiences alone and
with others; physical development - following physio programs as
appropriate; intellectual or cognitive development - recognising,
selecting and using images and symbols
120. Engagement and interaction
121. Communication, response, expression & some awareness of their
world
122. The key skills at these levels are key functional skills and span actoss
a curriculum
123. Definitely communication is the area I would focus on, and with
some pupils choice making and some self help skills. Perhaps sensory
development through whichever medium works for the child.
124. communication, exploration, physical skills, early learning and play
skills
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Areas of Development cont’d.
125. Life skills
126. Communication Wellbeing
127. Communication and interaction Physical development Cognitive
development Personal, social and emotional
128. The Development Matters Early Years Areas would be more
appropriate than NC
129. communication ability to engage with objects/activities/people self
help
130. Language and speech, Space shape and Measure
131. Understanding of the world in which they live. Basic life skills
132. social skills. structure.
133. Communication Physical skills Sensory Skills Interaction Awareness of
self Independence
134. Communication - developing and sustaining interactions with others
Establishing consistency of responses - this may take years and it
would be useful to have sub levels to allow for minute steps of
progress to be made Development of pre-cursor skills to
understanding cause and effect Awareness of others and how they
can have an effect on something/somebody - again needs to be in
sub levels as progress is very slow and needs to be consolidated
before moving on. Can consolidation of skills be built into the
assessment? At higher end, focus on initiation of an interaction/
effect - include the different levels of support that may be required
e.g. physical, gestural, verbal prompts Need to gauge responses to a
variety of stimuli to ensure the skill is consistent Is there any way of
linking into schemes such as Routes for Learning?
135. Engagement and participation in activities. Eye contact. Acceptance
of help/support. Sitting at a workstation/activity. Motor skills.
136. Communication PSED social skills Physical Development
Cognition
137. Communication Skills. Awareness Skills.
138. self esteem, repetition of skills, creative approach
139. Communication - both expressive and receptive Awareness and
exploration of the world around them Enjoyment and participation in
the Arts Physical development Social interactions, confidence and
enjoyment of being with others.
140. Response to creative stimuli as well as environmental Intentional
communication Physical tolerance-gross motor
141. - Communication Skills: Speaking, listening, reading and writing. - Self
-help skills: PSH: Personal, Social and Health skills. - Physical Skills:
Movement and Manipulation skills. - IT Skills: Modelling and
Controlling and Communicating and Handling Information. - Problem
Solving Skills. (As described in the Key Skills Curriculum). The B-
Squared P-scales criteria may be more effective and easier to assess
against if some crietria were more closely linked to their counterpart
key skill criteria at the same tier of attainment.
142. Communication and understanding of the need to communicate to a
range of others about needs, wants and preferences. Attention and
observation and awareness of those around them and others around
them. Interest in objects, items and responses to what is presented
to them or what they can see. Personal, Social and Emotional skills
and awareness of well being.
143. Communication & language Cognition & thinking Social and
emotional Orientation, motor and mobility Expressive arts
144. Communication, Social Skills, Emotional Development
145. Communication
146. communication physical sensory ict - switch work etc
147. Social skills, life experiences and life skills development. Especially for
older children who due to their own individual needs will struggle to
progress onto high level P levels. In turn enriching life skills
development and different experiences to enhance their education
should be seen as more important.
148. Communication, physical & creative developemt cooperation with
adults to develop independence as far as possible
149. communication self awareness environmental awareness social
interaction
150. Communication Social development
151. Communication - in whatever forms. Exploration and experience -
repetition of experiential learning.
152. Engagement, Interaction, Exploration and emerging communication
153. Lots of visual activities and touching and exploring items.
154. PSED, Communication, Physical, Thinking: These areas rather than
subject heading are more useful and meaningful.
155. To demonstrate skills in a variety of situations - generalise each skill
beyond a specific session with a specific set of equipment or
resources To be able to demonstrate their skills with more than just
one familiar person
156. cognitive development personal and social skills fine motor
development communication
157. At this level the key areas are engagement and responses
158. interest, engagement and communication of shared experience
leading over time to focus on essential skills needed for dignity and
most independence achievable even if coactively experienced. Most
of all it is being able to be involved in one's world and anticipate and
contribute to experiences shared with in the community of home
life, class group and school and community.
159. Engagement with their environment
160. I feel the social, communication and personal progress made by
pupils in these lower p levels are not easily reflected in b squared but
are vital to their overall progress. e.g. relating to new staff, new
pupils, beginning to recognise new symbols and using utterances
which show intonation linked with gesture but which do not qualify
as speech. Reacting to new environments with interest e.g. on visits.
Also co-operating with adults in e.g. personal care routines while
addressed to some extent in PHSE lifestyles I feel the activities listed
are too high in the levels e.g. 3ii skills are very numerous and show
high levels of co-operation especially as the all of pupils I have
taught in P1-P3ii have been incontinent and are therefore using
pads/nappies and it may take a long time/patience/strategies and
use/understanding of symbols/objects of reference to progress onto
use of toilet which would be a great achievement but not easily
recorded.
161. self help independence communication
162. Intentional communication (verbal, non verbal - body language,
signing....) Response to stimuli awareness of world around - adults
and peers SPECIFIC SELF CARE MILESTONES - small steps to achieving
this Considering that reciting the alphabet or counting might be an
obsession for a autistic learner, who has no other skills....
163. motivation/ cause and effect
164. breath of experience and interests. promotion and maintenance of
physical and mental health. Expansion of ability, motivation and
opportunity to communicate.
165. Communication Physical movement Self care and daily living skils
Making choices Thinking skills - making logical decisions to solve
practical problems
166. There are many areas of development-, most of which are not going
to be able to be logged on a form. It would be beneficial to be able to
attach videos and field notes to the account.
167. Communication and language PSHE Physical development
168. Communication
169. Communication Self help Self determination
170. Communication
171. Responsiveness to stimuli and engagement in activities. It would be
helpful for them to be linked in with curriculums such as Routes for
Learning for this skill set.
172. Independence/basic life skills Early communication - imitation, turn
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Areas of Development cont’d.
taking etc Enjoying being with others Making basic choices /decisions
173. Seld selecting
174. they need to have targets set that are specific to their development,
for example some autistic, hearing impaired students can not engage
in conversation or maintain eye contact, or join in an activity that is
lead by their peers. the key areas are speaking and listening,
communication, understanding of tasks.
175. Development of the fundamentals of communication and
interaction
176. Communication, exploration, physical development, personal and
social development
177. The ability to engage in a task, and communicate with others
178. communication physical skills
179. Communication, choice making, ICT use of assistive technology, self
help skills
180. Communication and interaction
181. Encounter and experience, any form of participation and awareness.
Sensory experience, development and awareness. Consistent
reactions to familiar experiences. Cause and effect. Intentional
communication.
182. Communication and interaction Visual skills Fine and gross motor
skills Cause and Effect Phonics Rebound winstrada and additional
observations Intensive interaction Eye gaze
183. Communication Social interactions cognitive development
184. Key areas are efforts to communicate & efforts to move.
185. Same as EYFS
186. recognising lateral progression of skills, i.e. skills /attainment
achieved in new contexts
187. communication and general development
188. Communication, motor skills, Sensory cognition, life skills and social
skills.
189. Communication Cognitive Development Personal and Social Physical
Development
190. Social interactions sensory experiences and re-actions behaviours
physical movements enjoyment levels
191. The children I work with are PMLD children so I find that too often I
am having to put 'not applicable' which increases the percentage ? I
don't think that this form of assessment works well for my children.
192. Lots of hands on experiences, through adult led activities and play
based activities.
193. The needs are too varied to say. It is often intentional
communication that keeps them at this level. So the assessment
points could acknowledge that skills can be demonstrated in a
number of ways.
194. English Mathematics Self Help - with a level descriptor would be
useful.
195. communication
196. Generalising skills
197. Moto skills and social and communication skills.
198. More emphasis on communication, social skills and accessing the
community.
199. Responding to interaction with adults And pères
200. Engagement Communication and Interaction Independence Physical
skills Cognitive Skills
201. any form of communication pre verbal and verbal
202. Language, independence, self-determanism, physical/sensory
development
203. Communication! Behaviour. Independence. Mostly we have to find
which areas of the National Curriculum and subjects relate to these.
Clearly there are obligations re: recording progress, measuring
attainment etc against NC subjects but these are the key areas
Alternatively... English, receptive and expressive. PSHE and probably
PE.
204. communication, showing a response/reaction to people/activities/
environment
205. the very small steps of development that BSquared takes into
account which would be taken for granted ( i.e. in a normal child's
development). Small steps that show that there is development.
206. Communication Cognition Self help Physical
207. Response, enjoyment, holding attention, looking, listening, reaching
out
208. Communication is the first priority. Any potential avenues of physical
therapy and sensory stimulation alongside communication goals to
maximise levels of independence should be pursued. Widening the
levels of experiences for these individuals is very important but I
don't believe the national curriculum really holds any relevance for
them.
209. Our children are individually based on ability rather than age. They
could be in year 6 and still be working at a 5 year olds skill and
thinking level.
210. Showing preference moving towards an understanding of cause and
effect. Awareness of other around them Sowing intent of action
predicting response/effect
211. developing attention and coordination skills
212. Communication Physical development Sensory awareness and
response
213. Cognition and thinking Movement and orientation Expressive arts
Communication and language Social and emotional
214. Not having all sub sections the same i.e. literacy 3ii are all the same -
it causes plateaus for students.
215. These can be seen in other assessment tools such as QUEST.
However, over generalising these areas is unhelpful due to the
unique nature of the learners. There is little place in BSquared (and
other tools) for students who are hearing / visually / physically
impaired as much of the criteria becomes non applicable. Also, as
students get older, they have a different curriculum, linked to work
experience (often practical tasks such as cooking, pottery, gardening,
delivering items around school etc.), or community participation and
inclusion. They often make great progress in these areas but there is
nowhere in BSquared to record it. Or, BSquared insists on using
terminology such as 'play' and 'toys' etc. which are unsuitable for
older learners. Equally, students might really struggle to complete a
level for the reasons stated above. They might actually be able to
carry out tasks at a higher level which is clear from their responses or
understanding, but cannot reasonably express this through 'spoken'
language, or cannot physically carry out the action as described.
216. Communication, fine and gross motor, sensory, social development,
physical development.
217. I would use the EYFS goals for P level key areas of development.
218. Cognition Physical development Sensory skills
219. Learning through play
220. social and independence skills are the key to achieving objectives
within these level. Communication and interaction have a significant
impact upon the ability to participate with most of the criterion the P
levels/b squared targets and achieve them consistently. Children
who have ASD may reach high levels within Bsq however their social
skills/communication e.g. Ability to recount an event/participate with
a conversation etc significantly impair their ability to ever achieve a
high percentage within certain levels.
221. Personal, communication
222. x
223. Routes to Learning approach where an individualised route can be
shown Cognition, communication, problem solving. Interaction and
responding
224. Speech and language development, using objects of reference, 1/2
key word understanding for the higher children Oral, fine and gross
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Areas of Development cont’d.
motor skills - these are the things I focus my lessons around with my
lower ability children. I focus on the foundations in order to then
move on when the child is ready.
225. Routes to Learning approach where an individualised route can be
shown Cognition, communication, problem solving. Interaction and
responding
226. Physical, Language and Communication, Cognition, SElf Care and
Independence.
227. Physical and cognitive abilities
228. Key areas are the prime areas.
229. social interaction motor ability awareness of and response to stimuli
230. Communication and Language Attending to tasks Social game
development Emotional Regulation through coping strategies
Transactional support
231. Multi sensory Awareness of others Awareness of their surroundings
The beginnings of cause and effect The beginnings of skill
transference
232. Social skills, emotional regulation, communication, gross and fine
motor etc - I work in ASD
233. communication Physical development social development personal
care
234. Communication Personal and social development Life skills
235. To enjoy a varied curriculum differentiated by the teacher and TAs,
also to develop self help skills.
236. I would suggest that the areas of development are closely linked to
the curriculum for pupils with PMLD that many schools are adopting
e.g communication, physical skills, cognition and personal care and
independence
237. understanding key words taking part involvement recognition
gesture
238. Attention, willingness to participate/tolerance of activities, multi
sensory skills, physical developments at appropriate levels, ability to
indicate likes/dislikes/preferences
239. Communication Cognition Self Help Physical Development
240. Communication, fine and gross motor, use of ICT, early play skills,
social
241. understanding the task.
242. Communication, interaction, physical and sensory skills, behaviour
and independence
243. pre-intentional - intentional, indicating "more" of an object/item,
"choosing", appropriate "protest"
244. Experiential lessons and showing some form of interest in the world
around them.
245. communication, social interaction, response to stimuli
246. Being able to express themselves. Co-ordination Co-operative play.
247. Communication , PSE
248. B Squared would do well to make links with Routes for Learning and
MAPP
249. Communication Independence
250. Communication Gross and fine motor skills Cognition Social and
Emotional development
251. Communication Cognition Independence Social
252. I find that it is important to develop a sense of preference for
children at this level. They will not have much independence in their
lives and therefore it is essential that they begin to learn that they
have a voice. It is also good for children to experience many different
things and it would be useful to somehow show that children are
experiencing some of the milestones however not achieving them.
This is often the case with children on the lower p levels. it takes a
long time to achieve some of the sub-levels and would be a great
tool to show other professions, parents and inspectors this as
evidence to what we are working towards.
253. Independence and responding to adult supports toileting is a huge
issues for us
254. Communication Interaction attention awareness choice making
255. The key areas are: * Encountering * Awareness * Attention &
Response * Engagement * Involvement
256. social skills Sensory responses.
257. social interaction and responses , response to stimuli, self-help and
independence skills, physical capability
258. Understanding, language and independence
259. Communication Social skills Sensory development Development of
exploratory skills Physical skills Early cognitions
260. I usually have children that operate from P6 upwards as we are an
inner city secondary school with excellent SEN provision.
261. Social and emotional skills seem to be covered poorly on the current
assessment. also focus on participation, reaction to stimuli/
environment/people. Adaptation skills. Motor/sensory development.
Enjoyment/respond.
262. ?
263. Reacting to a stimulus.
264. Engagement Communication Motor Skills Concentration
265. Communication, self-help skills, Physical development, social skills,
SENSORY exploration
266. Sensory, very small steps and responses.
267. This is hard to answer to children with autism, they can vary wildly
depending on how the child is fixed within their condition.
268. I feel the key areas for development for children who operate at
these levels are being able to tolerate another person in their
personal space, to be able to interact in a meaningful way with
others, be that at the level of responding to or initiating interaction,
being able to engage in motivating, familiar activities for short
periods of time, to be able to follow a simple one step instruction, to
be able to explore different environments and manage when
transitioning from one area to another, to be able to accept changes
to the normal routine, and generally begin to develop early
independence skills as appropriate to their abilities.
269. Language and communication Social skills Practical skills
270. You need to show development of sensory awareness,
communication and personal social skills. These are fundamental to
build the rest.
271. Sensory exploration Development of awareness Simple cause and
effect Remembering familiar tasks/resources and their purposes
272. Communication and Language Physical Development PSHE/Life
skills/Independence Cognitive Development Environmental Control/
Technology to control
273. I believe there are 5 key areas which pupils working at this level need
the most input in: Communication (including choice making etc)
Physical development Sensory Learning skills Personal Independence
274. Communication Physical skills including gross, fine motor, sense of
where they are in space(vestibular & proprioception) Sense of self
Sense of the world around them ...
275. understanding; communicating; social interaction
276. Communication - it leads all other development
277. Development of; Ability to attend Ability to focus Ability to tolerate
278. Communication skills: Expressing preference Choice making Tracking
visually Vocalisations with intent Physical skills ( not for all) Cognitive
skills Social skills
279. Self help skills. Communication and interaction. Physical
development linked to physio and OT.
280. Communication
281. ability to communicate with the world, to express in whatever
format they chose or is most appropriate needs, wants, desires and
emotions. independence, the ability to have control over their world,
either themselves or though communicating that to another
relationships with others.
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282. Communication and attention
283. Developing basic skills across all areas of the curriculum
284. Communication. I work with autistic children. Although B2 is useful
for measuring some kinds of progress, it does not really fully assess
the children's progress in terms of communication. Many of our
children are non verbal so for the EYFS assessments, they cannot get
past the Speaking assessments which specifically measure verbal
communication. Our children are using AACs very effectively but we
cannot reflect this in B2 assessments.
285. Very basic skills: basic fine motor, hand-eye co-ordination, memory
retention.
286. Communication - level of understanding Sensory processing Both
motor skills Interacting with others Confidence building Listening
skills Focus - how long Behaviour - different stages - progress Care for
others - feelings Interests and hobbies Fun tools
287. Develop interaction skills and relevant forms of communication
Develop and follow simple daily routines Explore and use their
senses appropriately through a wide range of activities Begin to
make independent choices
288. Receptive and expressive Communication - from pre-intentional to
early intentional Social interaction and early attachment/ emotional
development Sensory processing - from experiential to
understanding and early manipulation (varies with specific
impairments) Physical development - from body awareness to a core
set of physical skills (varies according to need) Access to ICT and AAC
technology where appropriate - Soundbeam, Eyegaze, switches
musical development - experience and early pre-intentional and
intentional creativity
289. communication, early cognitive development and motor skills
290. Engagement
291. The most important area of development is to develop
communication skills and contingency awareness, i.e. if I say/do this,
then that happens. Also, to develop the awareness that they can
make a difference to the world around them through decisions,
however small. Passivity and learned helplessness are very quick to
take hold and these must actively be addressed.
292. Communication
293. Communication - the establishment of a yes / no response Physical
development - many are hindered by physical limitations or sensory
impairments. generalising skills to many different areas self help
skills - encouraging independence in feeding etc.
294. broad experiences physical/emotional/social skills we also use the
MSI curriculum which shows small steps whether skills are specific or
generalised
295. In addition to the curriculum there are other skills linked to health,
physical progress and social skills so as each child is different so are
the key areas for each student. The main priority for one pupil may
be communication but for another pupil it may be physical
outcomes.
296. language, communication, physical ability to carry out necessary task
297. Communication leading to an ability to control the environment
increasingly appropriately.
298. Ability and willingness to communicate or interact with others
Generalising skills e.g. if can indicate wanting 'more' of one activity to
then use that to ask for 'more' of a range of activities.
299. Communication. Sensory awareness. Interaction with environment/
people.
300. Cognition, physical, communication, sensory.
301. Sensory Communication Motor Social and Emotional Cognitive
302. Comunication Independence Physical and sensory
303. Developing knowledge of the world in which they live, starting to
understand social rules and communcating on levels where they can
be understood by others.
304. Visual awareness Voluntary intentional exploration
305. Generalised development with lots of details linking in to subject can
be the most helpful way of demonstrating this group
306. Multi modal Communication- Communicating choice and need
Sensory Engagement Physical/ Motor Self help skills
307. Cause-effect, anticipation, reaching, basic choice making (indicating
like and dislike), two-way interaction, brief eye gaze with people in
immeidate environment, indiciating refusal (for something/soemone
to stop), enjoyment in interaction.
308. Social and communication skills.
309. Engagement, attention, concentration, retention, responding to
stimuli, emotional regulation, enjoyment, interaction,
communication.
310. 1 Communication. 2 Choice making skills. 3 Cognition.
311. Using a skills based criteria which is not based on National
Curriculum subjects.
312. for older children skills and assessments need to be linked to life
skills
313. Depends on the child.
314. Social and Emotional Motor Cognitive Communication Sensory
315. Engagement; experience; social skill; anticipation and development
of communication through both verbal and non verbal means
316. physical, verbal, cognitive
317. some children are unable to imitate sounds , vocalise their
thouights, or exchange symbols. tthese children then get @stuck@
as there is no provision for children with very limited language
abilities. we as a school are not allowed to move onto next level until
current level is achieved. some of opur peoples will be stuck due to
their inability to explain.
318. Gross motor fine motor speech and language sensory/kinaesthetic.
319. Communication Physical skills Social/Personal skills inc eating and
drinking
320. Using the skills they have and transferring them to real life situations,
thus making them functional at the level of the student.
321. Communication, thinking skills, computing, _PSHE, Science, Physical
skills, creative skills, Citizenship
322. Cognition and understanding Communication Physical development
PSHE Environmental ICT e.g. using a switch to activate a blender, or
using eye gaze to turn on a light
323. Small achievable steps
324. Their experience and enjoyment of tasks as well as numerical data
such as seeing 10 metres in front of them as their focal point.
325. Developing their communication skills Broadening their
understanding of what happens in different places to develop their
anticipation skills.
326. Sensory cognitive, communication, social, motor, life skills
327. Sensory development Early Cognitive /Thinking skills, e.g. object
permanence, exploration, play, causality. Communication and social
interaction skills, e.g. requesting, initiating communication,
interaction, understanding of communication cues. Motor Skills
including gross and fine motor, mobility, body awareness. Personal/
Living Skills, e.g. hygiene, eating and drinking, dressing and washing,
awareness of self.
328. *Sensory exploration *Social interaction *Using objects purposefully
*Engaging with people and objects *Play *Communication
329. Independence Ability to communicate wants and needs Beginning to
show some awareness of adults and peers Beginning to interact with
their surroundings
330. emotional regulation and communication
331. How long have you got?? Main key areas are the development of
language to be able to express and receive information, and the
move from concrete to abstract thinking. These affect all subject
areas.
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332. Notices stimuli, Reacts to close contact with familiar adult, Responds
to very obvious stimulus, 4 Demonstrates brief memory for
previously presented stimulus, Responds to familiar voice or other
personal identifier, Responds to range of stimuli, Supported 1:1 turn-
taking with adult, Responds to own name, Responds consistently to
one stimulus, Briefly follows moving stimulus
333. communication skills; shared attention and eye pointing cognition
skills; understanding where they are in space (proprioception),
learning to use vision, touch, sound etc to learn about the world
around them emotional and social development; i can engage with
people and act on the world physical developmnet: gross and fine
motor movement
334. Social/emotional/behavioural/mathematical/literal
335. social skills
336. * Communication * Self-Help and Independence skills * Cognition
* Areas that child enjoys eg. art, craft, music ie. areas child may enjoy
as they get older eg. leisure activities * ICT - I Pad/Touch Screen etc.
- can link with communication and cognition
337. COMMUNICATION - Responding, Interacting, Communicating(eye
contact, eye pointing, gesture, body language. In 3 key areas in
Everyday Activities , In care routines, with Sensory stimuli
COGNITION Awareness of Stimuli, of people, of objects, of
activities using all functional senses Exploration of
objects, materials and substances all parts of body to be used
Control make objects move deliberately, use switch intentionally,
container play, book skills PHYSICAL Body Awareness massage,
body movements, spatial awareness Fine Motor
Reaching, Grasping. Releasing, Manipulation Gross motor
Sitting, Standing, Walking, Mobility indoor,
outdoor, water PSHE Eating and drinking
Dressing and Undressing Toileting Cleaning
teeth Brushing Hair Washing and showering
Expressive Arts creating art and design to explore , to create
an end product, to use tools Music listen ,
respond, interact via music, music as part of a group, music for self
occupation Dance/Drama responding to dance and
drama, experience dance/drama productions, interact via dance/
drama productions
338. communication physical and self help and social skills
339. fine and gross motor skills (including physical development)
communication and language development sensory integration PSHE
(including life skills)
340. Intentional communication and making choices.
341. Reaction Anticipation Expectancy of a repeated behaviour Expression
of Pleasure or displeasure Mimicking familiar behaviours responses
Engagement The beginnings of intentional communication
342. communication
343. Cognition, Communication, Physical Skills and Self care and
Independence.
344. Anticipation, co-activity, self-awareness, awareness of others,
communication, interest in materials provided
345. communication and early learning skills. Pupils at this level generally
have profound and multiple learning difficulties therefore the pupils
progress laterally across the P levels through experience rather than
mastering.
346. intellectual/understanding, physical, maturity
347. Sensory, social and interest
348. social, functional, physical, independent, structured, larning
349. Communication, social interaction, independence skills
350. Physical development - reaching, grasping, etc. Interaction -
responding, initiating, etc Communication - switches, photos,
symbols Retention of skills - but there needs to be clear definition of
what this means at different levels between P1-3
351. Communication, responding to stimuli, beginning to understand
cause and effect.
352. Developing skills to enhance independent living skills
353. communication cognition social interactions physical abilities
354. communication Social Skills Physical Sensory engagement
355. Communication Sensory Physical
356. Our young adults look to develop their independent living skills in
every subject they attend. By implementing literacy and numeracy
skills into each lesson, we give the students the opportunity to
develop the basic skills they will use in the future.
357. Awareness of others, enjoyment of others, informal methods of
purposeful communication with others (body langauge, facial
expression, vocalization etc), formal communication with others
(signs, speech, symbols) Awareness of objects, exploration of objects,
awareness of cause and affect, control of cause and effect, trial and
error, simple problem solving skills sensory development -
experience, explore, show preferences to a wide range of stimuli
covering all of the senses physical development - from head control
right through to walking over obstacles and fine motor skills
emotional development
358. Basic communication and interaction skills. Listening skills and
making simple choices. Motor skills. Social and life skills.
359. Physical skills, learning to walk, to sit aided or unaided, to move their
body or specific body part
360. I think the key areas of development for children working in this area
are cognition, sensory, communication, motor, emotional and social .
we have recently moved away from National curriculum and I find for
these children this is a much better way of recording progress as you
can then focus on many different areas and as a teaching assistant I
find it better when filing work as its much easier to group the work
into appropriate areas.
361. Communication Fine Motor skills Gross motor skills PSHE - self help
362. sensory cognition, communication, social, motor and life skills
363. Communication is a key area for all pupils. When working with pupils
working at these early levels of development it is essential that we
understand their attempts at communication and encourage them to
express their needs through gesture, eye contact and vocalisation as
much as possible. It is therefore important that there is room for
accurate teacher interpretation of communications from pupils with
visual/hearing impairments and particularly for pupils who have very
limited movement in arms and hands as some assessment points
cannot be met by these pupils even if they are cognitively able to
understand certain concepts, e.g. reach and grasp, banging objects,
etc.
364. Towards independence, self help, socialisation and play skills.
365. COMMUNICATION, COMMUNICATION, COMMUNICATION! In every
area of their lives. Being EXPECTED to participate in whatever way
they can, it may be the smallest of movements or the quietest of
sounds. Having fun! Being as independent as possible, with the
correct amount of support when necessary. Having the opportunities
to be included in a real and not tokenistic way. Key areas are actually
the same for every child; to have the chance to develop to their full
potential and live their lives as 'rounded' individuals. Being ACTIVE
not passive participants who can indicate their likes and dislikes and
make choices. See also the notes in the 'assessment points are
more useful when they are:' and 'Does age affect the skill
observed.....' sections above.
366. The accurate assessment and target setting for those pupils that do
not learn in a linear manner. This can be difficult to do for complex
needs pupils with short term memory issues and therefore they
appear not to make any progress at a certain level but may be
achieving elsewhere.
367. Communication Cognitive Physical Sensory
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Areas of Development cont’d.
368. Language
369. Communication Responses to sensory stimuli Responses to people
Awareness of environment Interaction with the objects / places
Interaction with people Independence / self help Physical
development
370. communication, social interaction and self help
371. Motor skills and communication
372. Social skills - Communication/ interaction.
373. Communication, responding to obvious stimuli, expressing
preferences, understanding cause and effect
374. Exploration, imitation, tactile experiences
375. Spiky profiles can be difficult to manage
376. communication life skills independence skills
377. As B Squared already highlights it is the sensory experiences in the
world around them and how they interact with those experiences.
378. reactions, initiation of communication, motor skills.
379. Understanding number
380. Personal, Social and Emotional skills are most important at the age I
currently teach. Giving them a wide variety of tactile experiences.
381. key life skills
382. Communication and physical - eg the progress children make
through tolerating standing frames, walkers, bicycles hydrotherapy
etc.
383. Developing responses to stimuli, adults and the environment
Developing ways to communicate needs/desires developing basic
understanding of cause and effect Developing motor skills
384. Communication PSED - Relationships (Social and Significant/Familial)
Self Advocacy Personal well-being (Emotional and Physical)
Awareness of Time/Sequence of events in the context of Action and
Reaction eg. A familiar sound/smell/object initiates reaction and
understanding that a particular event will follow (or sequence of
events)
385. Their response to experience or activity Communication
386. Eye contact Social skills communication self-help skills enjoyment
engagement
387. Reading, writing, speaking (most important). Basic addition and
subtraction, multiplication and division not nearly so important.
Ability to use a calculator is very important, and some knowledge of
place value so they can understand the answer the calculator gives.
Basic knowledge of money, although concept of change is often far
too hard. Forget shape and data handling, these are not important.
As long as they know circle, square, rectangle and triangle that is
fine. Some basic knowledge of weight, length and capacity, but it is
often too hard and not worth spending too much effort on. Ability to
use a computer in a basic way that satisfies their needs. No need to
learn Powerpoint or Excel. Word is good. Surfing the net but not
shopping or spending money online is good.
388. Attention/listening Communication Physical
389. levels of access to the tasks and skills and how they are able to
exhibit these.
390. Needs to be simplified; if Maths and English descriptors are the same
why are the steps so different.
391. Cognition (understanding the world), Self care and Independence
and Transferral of skills into new settings.
392. Sensory input and learning Communication and language Social and
emotional.
393. Developing interactions with the people around them. Developing
cause and effect and communication skills
394. Physical and motor skills (including the physical stamina to engage in
learning activities) Communication (including Tassels and other
communication systems that allow a child to understand their school
day) Cognitive development PSHE and self help skills
395. level of engagement, showing a different response to differing
stimuli
396. that there reaches a point that they can no longer progress beyond
P3ii due to their disabilities (ie) visual impairment for example
essence of the how long it can take for pupils within this range to
achieve a small step, but not have all the little stages ( steps) in
between to indicate the learning journey they have been on
397. length of time and level of engagement with a task type of
engagement with adults
398. clearer definition and examples of alternative communication or
specific alternatives for children with certain barriers to learning
owing to their own specific SEND
399. Children need a broad and balanced curriculum which is age
appropriate and meaningful to real life situations. The areas of
development are all about the sensory input and providing the
children with a variety of experiences to be able to learn new skills
through using their senses.
400. Improvements in communication skills
401. The foundations of learning skills which are applicable to a number of
areas. These could easily be attributed to NC subjects, the EYFS
curriculum, or any other curriculum! It depends how each school
wishes to play it. So in that respect, more assessment frameworks
should be offered 'off the peg'. Personally, if we are to have high
aspirations for students, then these P1-P3 skills should be regarded
as the building blocks for subjects (or whatever able curriculum that
school has) as an assumption should be made that they might reach
that level in the future. However, I have colleagues whom strongly
believe that the NC has no place in a PMLD classroom and would
argue for a separate framework.
402. awareness prediction enjoyment
403. Being able to make even the simplest of choices To show any signs of
comunication To show some interest in what is going on around
them To respond to stimuli To respond to people / adults and then
peers
404. responding to different stimuli and giving a consistent response
observing responses providing learning opportunities in a variety of
familiar contexts to develop over learning
405. interaction/ communication with others interaction/ attention to and
with the environment - increasing 'exploration' of objects and
materials as tolerance grows. development of motor skills - both fine
and gross as appropriate to individuals, bearing in mind some pupils
may never for example achieve 'walking', 'grasping' etc - so how are
they 'progressing'
406. Interaction with others and equipment, physical activity, awareness
of surroundings, communication of needs/ enjoyment/dislikes,
experience of the outside world.
407. engagement with an activity. Social skills, communication systems
and methods, indication of the level of support a child needs to
participate with a learning activity. Sensory activities/learning
experiences, feeding and drinking skills.
408. communication, choice making, interacting and responding to
stimuli. Having an awareness, exploring, control and early problem
solving, sequence and patterns.
409. Eye contact Reaction Verbalising Movement Control
410. Communication Fine and gross motor skills attention
411. For my pupils there areas of development are making obvious
choices. Noticing cause and affect, tracing movement, eye contact.
Knowing named people. Understanding basis routines.
412. Tracking Engaging/showing interest Response stimulation/motivators
413. A focus on sensory development
414. Communication skills, whatever form they might take. This is always
a high concern for parents, and it is very helpful for teachers and TAs.
415. Learning at this level is at a very early stage of development and
students need support to help them to explore and interpret the
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Areas of Development cont’d.
world. Students often have difficulty in making sense of that world
due to learning difficulties and associated medical, sensory or others
such as Autism. Students need many opportunities to handle and
test out objects, look for patterns and sequences in experiences and
generally extend focus from the immediate to things further away.
Students need to experience the same activities over and over again
in order to be able to learn from them.
416. Communication is key and paramount.
417. Level of interaction and functional engagement with the world
around them.
418. Communication Physical development (fine motor and gross motor)
Personal and social development Engagement with learning
419. Fine and gross motor skills, Self- help skills, independence skills,
matching/sorting, commenting or requesting (sometimes with
communication aids), eye tracking, maintaining focus on task,
following simple instructions, williangly taking part in an activity
420. communication, physical
421. unfortunately education always has to prove progress in core
subjects of literacy and numeracy. Life skills and PSHE are important
areas for these children
422. emotional resilience and well-being Communication Independence
and self-esteem
423. social skills life skills
424. communication, Physical, social, confidence, use of vision, hearing,
responses.
425. communication, making choices, engagement ,
426. Communication Interaction and responses Exploration and making
sense of their world
427. Independence skills
428. To briefly interact with sensory resources . To learn to communicate
by pressing a switch either coactively or independently. To learn to
interact with TAC Pac resources or other sensory resources in a
sensory environment. To learn how to track a light. To learn how to
make simple choices between two objects. TO learn how to briefly
interact during Bag Book sessions or other sensory stories. To learn
how to explore resources in a water tray.
429. social interaction exploration communication
430. engagement with stimuli and people
431. Self Help (life skills)
432. Personal, Social and Emotional Development Communication and
Language Physical Development
433. Initiation, consistency of response, lenbgth and breadth of attention
434. Independence Emotional regulation Social communication
435. Being able to communicate When pupils do not have the skills to
communicate their understanding independently - teachers need to
be able to record how they know that pupil has shown the skill i.e.
observation, written, practical, oral
436. I feel the key areas for these students are communication, cognition,
physical and self help and independence
437. speach cocentration self help skills reading writing
438. Communication Gross and fine motor skills Thinking skills - choice
making / ability to influence their environment Independence -
ability to co-operate with adults, ability to relax sufficiently because
they are confident with familiar adults, etc. Personal and social skills,
including self-help skills
439. use of appropriate resources and activiities need to reflect ability of
these children. It is difficult to find age appropriate actiiities to
develop their cognitive understanding and physical development
especially when they have regressive disabilities or conditions.
440. communication pre intentional to intentional, responding to events
and stimuli and interacting with others. Cognition or Skills for
learning: awareness of and exploration of a range of stimuli Physical:
gross motor and fine motor as well as sensory development
Emotional and social development.
441. Communication Engagement and Interests Quality of Life
Opportunity ICT Multi-sensory exploration
442. Engagement and interaction with objects and people in their
environment.
443. For the children that I generally work with, the key areas are -
Communication skills and Listening and Attention skills.
444. Communication and language PSHEE Cognitive skills Motor
development
445. Social skills making connections self help skills personal care
communication skills basic skills i.e. following instructions, exploring
the environment
446. Na
447. I would contend that the key areas of development for children who
operate at these levels are in line with the Prime areas of Learning in
the EYFS: that being Physical Development, Personal, Social and
Emotional development and Communication and Language. I say this
because these areas are the foundations upon which all other
learning can be built; and for children working at the lower P levels,
these are the areas that will make to greatest difference when it
comes to not only enhancing their lives, but also to faciliatate later
development.
448. Communication, personal and social skills - self care, sharing,
interaction with adults and peers, exploring and sensory experiences.
449. Small specific steps of achievement
450. maybe have more scope for sensory areas of development ie visual,
tactile, physical, auditory, as some students may have a greater
ability in some areas than others on account of their disability
451. the key areas at these lower levels are communication, interaction
with others, recognition of people and places, acceptance of routine
452. Communication - how and what they communicate, eye contact,
vocalisations Engagement Interaction Response time, responses to
different stimulus Confidence
453. To engage, enjoy and show attention. They do not learn by following
subject based assessment models
454. Cognition, Movement, Perception, Communication
455. response. attention.
456. Communication, Cognition, Independence and Physical
Development. Using the four areas as main drivers and adding an
array of vehicles to drive progress across.
457. Levels of independance Respond to stimuli Ability to reject Seek
atttention
458. Key to development is the child learning to communicate needs/
choices with a variety of people. learning to look, listen and attend
to objects/people/activities and showing response to these.
Participating and responding to directed activities. Being able to
spontaneously communicate needs and wants rather than relying on
adult prompting Learning to attend for periods of time. Being ready
to focus and attend - in terms of levels of arousal.
459. Communication
460. Communication skills Sensory development
461. communication
462. Having a linear approach so that they are consolidating the skills in a
variety of contexts
463. Communication, motor skills,
464. That they are individualised and specific and help show a progressive
development from the early stages of possible learning difficulties
465. communication. Specicific physio targets
466. The key areas of development for children who operate at these
levels are sensory stimulation and awareness of immediate context /
others. Interacting with a key person at home and at school - that is
to say the early beginnings of communicative skills. The other key
areas are early cognition skills, gross motor / physical skills and self
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Areas of Development cont’d.
help / independence skills. We base our personalized plans for our
pupils who are operating at these p levels on these four areas of
development. We then use B squared as it is now - linked to the
structure of the National Curriculum subjects from p level 1. This
never seems to enable our assessments within B squared to
comprehensively reflect the progress ( or not) of the individual.
Having said this, there is absolutely nothing better than B squared for
us to turn to in our school assessment system and data recording for
our children who operate at these levels. We also work from Routes
for Learning (Wales). But this does not tick all of our assessment
needs for any individual pupil either. Therefore - communication,
cognition, physical development and self care / independence are
the key areas for our children at these levels. Thank you.
467. A post 16 assessment that is skill based rather than curriculum based
more independence skills - skills they will need for future. More IT
focused skills related to current world.
468. Social and emotional.
469. Communication. Independence. Becoming proactive rather than
reactive. Experiencing a wide variety of activities, both liked and
disliked. Developing responses using both strong and impaired
senses. Making choices.
470. Showing reaction to adults. Showing engagement or interest in
activities.
471. engagement and participation
472. communication and social/self help skills
473. Communication Cognition Self-Care and Independence
474. Maths and English
475. Communication, independent movement in both gross and fine
motor skills, responses to all sensory input. Self help skills,
particularly face and hand washing, teeth cleaning, dressing and
progress towards independent eating skills.
476. Social development Listening skills Attention
477. social skills and confidence communication skills fine/ gross motor
skills
478. The development of fine and gross motor skills, the development of
visual skills - locating, tracking, seeking, the development of
communication and interaction skills, cause and effect skills with
contingency awareness, choice making skills which comes under
communication, likewise with responding to sensory experiences and
stimuli.
479. Early communication skills fine and gross motor skill development
expressing preferences early interaction skills
480. Communication, cognition, physical (but not just focusing on their
hands) and self-help
481. Physical skills Visual and hearing skills Tolerance of adult input
Awareness levels
482. Communication
483. I feel that communication and language is the key area of
development for pupils at these levels.
484. For some it is about maintaining rather than gaining skills, for others
it is about generalising a response across a range of stimuli /
environments The quality of a response is often an indicator of
progress - e.g. length of time an individual looks towards a stimuli
485. They can demonstrate consistency within the skills especially when
presented in different contexts as they move through school.
486. Communication -from using objects of reference to gestures,
vocalisations. Starting to recognize one's own needs. Self regulation
(eg behaviour). Using sensory input to understand the world, eg loud
and quiet noises, smells, visual cues and contexts. Self-care skills eg
feeding, toileting etc. Managing new contexts and experiences
(ready for the wider world). Social skills- being able to work alongside
others and accept help. Moving one's body to make things happen,
eg opening a door to go through it, walking/moving away from
unpleasant experiences.
487. Engagement and showing a response in a way that pupils are able to
make depending on their disability Plus are the same responses
made by a pupil to different staff or hit and miss ?
488. Communication - eye contact, pointing, anticipating events & cues in
routines, responding Making choices and needs known to others
Physiotherapy - physical development Motor skills Sensory
awareness
489. Interaction and Communication Responding to stimulii and becoming
more consistent in responses Level of engagement on a task Making
choices Physical Development Developing Independence Skills
490. communication and PSHE, very early levels of physical development
and tolerances.
491. Social interaction Eye contact Participation Engagement Experience
492. communication - making needs and wants known, fine and gross
motor skills developing engagement sensory development
tolerating and responding to personal care needs
493. Responses to the world around them, Awareness of themselves,
physical skills, affecting their environment.
494. Levels of interaction moving from passive, to shared exploration, to
active participation and engagement, to initiating activity and
interaction. Understanding cause and effect, contingency awareness
and contingency responding. Making choices. Initiating
communication. Physical skills development - both fine motor and
gross motor. Swimming / Hydrotherapy skills progression. Visual and
listening skills development Emotional development - ability to cope
with different environments, situations, people. Importance of
getting into the community and being able to cope with new
experiences.
495. Communication, Social Skills (including both relations with others
and autonomy) and Physical Skills. Any curriculum should also
include a wide range of experiences and opportunities to interact
with the wider world.
496. Cognition, communication, social, physical and perceptual Enjoyment
of experiences life and fun not developmental but far more
important.
497. Engagement and interaction with the world. Self awareness Physical
development
498. communication, cognition (thinking), physical, self care
499. functional skills - physical skills, independence Communication -
intensive interaction, picture exchange, gesture, signing sensory
exploration - haptic perception and interaction with environment
awareness of self and tohers
500. We use routes for learning - it is very easy to follow and has good
progression
501. Communication & physical
502. communication and interaction, cognition, physical, PSHE
503. Communication Gross and fine motor Cognition - including maths
and ICT Social interaction Self-help
504. fundamentals of communication personalised engagement with
objects and activities to ensure learning rather than experiences
functional mobility development of senses play social interaction
505. I am encounter experience cause and effect development of
memory skills life skilss communication oo asny levels sensory
throughout and so on...............
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Breadth of Study Entrants were asked to suggest ways of demonstrating the breadth of study covered by children operating between P1 and P3. A comprehensive list of their responses follows. They have been anonymised but have not been modified and appear exactly as they were submitted.
1. dart board shaped diagram with different strands in each segment
giving a running percentage of completion overall and a level by level
indication to illustrate spikey profiles more effectively
2. Produce progress through experiencing, encountering not just
mastering
3. Ability to evidence with photos, videos and statements.
4. .
5. Yes.
6. More discrete for low level leaners and to pinpoint how skills were
achieved i.e in what context.
7. ????
8. To be able to make notes and for these notes to be displayed
alongside the assessment points.
9. im not sure.
10. State a realistic target and then evidence their experiences in
different contexts
11. different experiences, different contexts, different settings, different
people, working with peers within their own ability and then mixing
with others
12. Have more specific themes and examples of what that skill might
look like and the steps they may progress with
13. More detail under each section.
14. Very difficult to show progress when a child appears to have not
made any progress. Can only offer a range of experiences for the
pupil
15. Possibly separate it into fewer sections with an option for sorting into
national curriculum areas too (or with a label stating where on
national curriculum each small step would fit). E.g. My world for
geography, history, science. My body for phse/physical education.
Myself for art, RE, music. My skills for ICT, maths, English.
16. We are currently tribally using the MAPP system for breaking down
targets for learners working below P3 this looks at progress across-
level of prompting, fluency, accuracy and generalisation. each target
could be broken down and examples of how the target has been met
could be added.
17. Pie charts / bar graphs as are currently available. It is really important
we are able to demonstrate the attempts at mastery because they
will spend a long time at each level of achievement before being able
to master and for teachers to monitor progress this is key.
18. I would like to be able to record non academic progress, which
proceeds these levels in neurotrophic all children.
19. I would like to represent progress through different develpmental
areas, I.e the development of fine and gross motor skills, pre and
nonverbal communication skills etc.
20. Through the above subjects stated in my answer to the previous
question broken down carefully in child friendly language so you can
share progress and expectations not only with parents but with
students also.
21. Through examples.
22. No idea!
23. See above. Same level but learn responses to various stimuli
24. to be able to record pictures or samples of their progress would be
good.
25. Engagement levels
26. Include progress with the Picture Exchange Communication system,
self care and independence
27. Potentially with the opportunity to practise skills in different
environments and contexts. Although the skill of looking in a
direction is the same, the idea of looking for a person, sound,
towards a smell, light stimulus, visual stimulus or object is very
different. I think you should definitely look at and incorporate the
Routes for Learning targets within BSquared as this is something
most children work on when in the Lower P-Levels. However because
routes for learning is not a summative assessment tool a lot of the
work that they do in this area and the progress they make is not
recognised at a level needed for ofsted.
28. Feel the range of assessment levels- experiencing, mastered etc
helps to detail this.
29. Through percentage steps which are shown through not only
mastery but the gaining and understanding of the skills. Percentage
gains to show small steps of progress.
30. Graphs are always good for showing progress.
31. To be able to attach pictures/ examples of work (i.e. scanned in)
would show development. Notes areas would also help (thinking
similar to EYFS recording styles).
32. Through experiences
33. Recording of responses linked to different sense - visual, tactile, etc
34. More sideways movement Either by suggested activities or cross
over levels
35. A learning journal. More anecdotal.
36. Levels of support enable you to show berth of progress of progress is
not achieved through p levels
37. Incorcorporate more specific types of response and levels. Much
more in line with routes for learning and quest for learning. Allowing
for the individuality of responses to stimuli.
38. No different way than what B squared offers
39. I think the way it works now is good - the progress grids show where
children have progressed by mastering objectives. Lots of children
(for all levels) gain knowledge and understanding in several areas,
but do not master or confirm these objectives, however. I think it is
important to make it clear on the progress grids somehow which
areas children have started to gain knowledge and understanding in,
as well as the areas they have mastered - Especially at P Levels.
40. Key skills, foundation phase or developmental milestone break
downs
41. Skills broken down away from subject areas Focus on early
milestones rather than curriculum progress
42. Numerical Credit given and measured for the different stages
currently represented by different colours and letters eg. N for
encounter, m for mastered
43. more steps in order to show more progress
44. The potential to add your own individual targets that are specific to a
child and could account for a percentage of the level progress.
45. The descriptors do make big jumps for children who work very
slowly. A child can be working in these levels for 13 years so steps
need to be smaller to clearly indicate progress at their rate.
46. I think B2 do this well.
47. The main way I can currently show progress for these pupil is by
using a tracker grid showing 5 small steps towards each target,
recording frequency OR duration OR competency OR support
needed, allows me to show that over time pupils are making
progress.
48. give examples of new contexts and experiences show progression
from experiencing to independent participation
49. unsure
50. Small step with cross curricular examples
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B Squared Ltd. © 2015
Breadth of Study cont’d.
51. Showing a wide range of examples at these levels
52. This I am not sure about
53. With easily attachable evidence - mobile app
54. To be able to record our own additional assessments that are
pertinent for each p-level rather than tick the generated assessment
descriptions. Some of the descriptions are not appropriate.
Additionally there is not the breadth within the assessment
descriptors. My pupils who are currently working within these P-level
strands have made visible progress however it has not enabled me to
tick off any strands on connecting steps due to either already ticking
them of or not being on the assessment tool.
55. Smaller steps. A lot of the pupils make such small steps it can be
difficult to show progression.
56. I believe it should be more skill based which can then be represented
at a later date by delopment point across the curriculum
57. In the comment box breadth of study should be recorded as Themes-
ie - Transport
Gardens
Shops This could be added to each term and additional points put on
the score but labelled * points , to indicate added value rather than
affecting the score
58. Linking to other assessment frameworks e.g Routes for Learning and
SCERTS Use other ways of showing progress Break down some
assessment points further (this is particularly for pupils at P4/P5 with
complex needs. There are a growing number of these pupils across
the country who are 'stuck'
59. Chance to record observations with photographs. More of a map or
a flow chart such as Quest for learning or Routes for learning. I'm
sure you probably already know of Solar, one of your main
competitors, who already provide this.
60. Pictorial evidence being able to be included alongside P Step
Assessment
61. Generalising experiences and skills
62. a score point of achievement against the objective e.g.1-10 with
defined levels relating to engagement and respsonse then
application.
63. Adding sub parts as seen in later levels eg shows consistent reaction
to familiar staff in class, in outdoor environment, in other school area
Further breaking down some targets into smaller steps Breakdown
choice making into activity, food, toys, other
64. More developmental steps and a wider range of activities which
show lateral progress
65. Use of thee key eg participation, engaged, mastered
66. By small, non, linear achievements,
67. additional breakdown to show horizontal progression across level -
using achievement continuum. If you looked at routes for learning
and MAPP ( Dales School) combined in a spreadsheet you would
make all the SEN schools love you-happy to discuss this
68. They need more targets to allow children to make these small steps
and to show progression. Currently many areas or points cannot be
recorded.
69. Lateral progress that is quantifiable would be really useful.
70. Smaller steps between P1-P3(i) More exploration opportunities
71. Activities which are en ountered, enjoyed, level of engagement,
progress over time, generalised across scenarios
72. Smaller steps to show progression.
73. we sometimes find it hard in science. we try to use images and get
the TA to picture what they are doing.
74. In a less linear way, pupils with pmld tend to show progression at
varying levels and can get 'stuck' at these low p levels for some time
due to the way that they progress . From p3ii to p4 seems a huge
jump in some areas especially for non verbal pupils.
75. Routes for learning approach reflects the uneven profile of many of
my students
76. Through themes
77. Through the context of what is taught
78. Evidencing a range of "best fit" statements relating to each P level
and accepting that progress at these levels can be just a slight
increase of engagement rather than traditional measurable
outcomes. Development is too slow and small to show a termly
increase in level in the data. Pressure to show progress through data
leads to inflated box ticking .
79. Breadth could be expressed in different environments eg inside
outside, classroom hall. Or different staff eg responds in a situation
with familiar staff with unfamiliar staff.
80. Show photographs of their work?
81. I'm unsure what this question means.
82. N/A
83. Greater detail or examples of skills being broken down. Perhaps even
the opportunity to add information at these levels. Only have
recording for key areas of working english, maths, science, ICT and
perhaps art/creative and humanities/geog/history combined.
84. A lot more smaller steps
85. By using less prescriptive terms - children with limited vision for
example, may not be seen to be making progress because of the
criteria they are unable to meet.
86. Written observations with phtotos to support and video footage.
87. Not sure
88. Themed learning
89. Expansion of targets to include more in depth areas of learning to
cater for those children for whom targets tend to show lateral
progression. As a school we are incorporating Routes for Learning
with MAPP targets to cater for the areas B2 does not cover
sufficiently.
90. More allowances for regression more opportunities for progression
for non-verbal but more able kids
91. Descriptors relevant to age - ie post 16 examples for life skills
curriculum
92. That skills can be shown to be being compounded and that
development can be linear
93. Similar to what it is at the moment
94. Currently use ImPACTS which identifies current level and need and
supported through schemes of work that cover all routine and
enrichment opportunities for learning.
95. Photographs
96. an area to show topics/themes covered
97. I'm very concerned that Bsquared is too reliant on 'levels'. I do like
the percentage system - for me that is all that is important whilst the
'levels' are arbitrary.
98. I would like to be able to show very small steps of progress I would
like to show how achievement is being maintained through different
activities/experiences I would like to show how important it is to
ensure that students achieve steps consistently I would like to show
factors that impact on learning and progress for these students such
as illness, fatigue, absence, seizures I would like to show when/where
progress or engagement is being achieved I would like to show how
progress is becoming more consistent I would like to show what was
used to help student to make progress Example for above - student
tracks glowing ball when held 5 cm in front in a dark room on 3 out 5
sessions
99. Unsure if having sepeartae subjects is needed for children who are
working at these very basic levels as skills can be applied in all the
areas. Allowing a more laterial progress, being able to show this. At
present children at these very low levels appear not to be making
progress as the response is so limited & inconsistent.
100. Through achievement in differing contexts
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Breadth of Study cont’d.
101. We use our own assessment criteria, personalised to the learner, to
supplement P levels.
102. Through achievement of skills in differing contexts. Through
communication in all of its forms.
103. Grouping assessment points (or additional points) by areas of
development/learning rather that National Curriculum subjects e.g.
cognition, communication, physical, technology, sensory skills etc.
104. Video, photos, observations but still with % of progress as this
enables bench marking.
105. For the level completed % to include targets not yet mastered but at
other stages on the achievement continuum.
106. Through photographic/video evidence Through case studies
Through commenting on and writing weekly updates on the pupil's
engagement with activities that are aimed at the pupil meeting a
short term, lower level objective that is aimed at trying to meet a
large, long term objective.
107. through ability to go in-between levels as children depending on
medication and physical aspects can fluctuate a lot and at times need
reinforcement or complete relearning of what was previously an
ability.
108. I work in a special school but very few of our children work at this
level so I do not feel I can help you
109. Try to split levels into tiny steps so that they are not stuck on one
aspect and there is lots that can be ticked off it can be very hard and
demotivating for when trying to progress pupils especially at
secondary level if they can not tick off an aspect to show a bit of
progress
110. the notes facility allows for extra information to be noted
111. A visual diagram with space for annotations.
112. I would like more generalised comments that allow me to input
examples to support them. Photographic and video evidence uploads
would be brilliant. I would like the breadth of study to link more
clearly to the early learning goals.
113. Possible using a emerging, developing, securing and exceeding
frame depending on the achievement writhing that sub level. Our
school are using assertive mentoring and this would work well in line
with the new curriculum assessments we r using.
114. The lower levels to have more boxes to tick . More ideas like
descriptors in routes for learning .
115. Show sideways progression and generalisation of skills
116. Not sure, still trying to find a way!
117. Currently at these levels the statements are generic across subjects,
although this reflects the nature of learning at this level it can
provide a problem for staff wishing to show progress in a number of
different subjects. By having the same statements across subjects it
means that there are less statements in total for pupils to achieve
and therefore less statements for the teacher to be able to mark off
to show progress.
118. Would like to record context, topic, we don't want them to repeat
same thing time and time again Use more than 3grades, but not too
many
119. This is difficult as many children will repeat areas continuously
making very very small steps and in these cases the context and
content of study may change but the core skills are being repeated
and may show very little development.
120. So linear development for learners who do not master the required
elements.
121. Breakdown of skills in small steps
122. It is clear upon reports that students have mastered ot confirmed
however some students may only progress developing from
experienced to participation and it would be fantastic to be able to
clearly report this progression too
123. I think the problem is the skills are concentrated on eg
communication but the context in which these skills are taught can
be broad. At very basic p1 levels these are often giving attention to
items/ people. However this may be practised through all areas of
the curriuculum.
124. Ensure descriptors could be worked on in many contexts
125. Breaking levels more broadly
126. Adult Education option
127. Linked to main areas of development as above For whole school data
systems, progress would still need to be linked to levels and to
subjects, but below level P4, progress could be tracked in a more
flexible way.
128. It would be helpful to have a section on physical development like in
Development Matters
129. to be able to comment on the statements to show breadth of
activities they have experienced
130. Through P-Scales
131. Using basic aspects of the National curriculum
132. In very small stages
133. Areas based on developmental needs and not Curriculum areas.
134. Opportunities to show lateral progress for those who don't show
linear progress - again opportunities for consolidation of skills across
different contexts. We need to be able to justify the work we are
doing with students who don't make much progress - develop their
responses with a range of stimuli and in different contexts. Develop
sensory activities within all subject areas and across the age ranges -
do some objectives need to be very specific in the way they are
written e.g. have a general heading with specific skills within it
Milestones - develop community context and self help skills
throughout Literacy and Numeracy.
135. Break levels down into very small steps to show progress within a
sub section of a P level.
136. The system could add subsections that tend to focus on
consolidation and transference listing broader range of context and/
or subjects areas where key skills are steadily been applied /
experienced OR have a function that allowed users/schools to do
that and customise set sections I add lots of notes in the COMMENT
section - write lots of descriptions HOWEVER you cant view much as
space in this function box id really limited, there is NO SPELL CHK
function here and often many errors occur here comments not
getting SAVED ( I do a 'save, capture and copy' of all my notes and
put and store them as WORD document so I don't loose all my hard
work. I have learnt to do this from experience BUT WHAT A
RIDICULOUS added complication and work load that creates !!!!!!
137. This is not a problem area-as a SEN teacher all of our pupils progress
in small steps.
138. possibly, through our departmental team leaders
139. Transference of skills from one topic to another, e.g. can do a
particular skill in one situation, or location, or context, and can also
do it the following term, when studying a different topic. e.g.
Choosing, matching, willing to try another type of messy ingredient,
bang different objects together, etc Our pupils working at this level,
often make broad progress horizontally, rather than vertically.
140. Currently, we run Routes for Learning concurrently with Connecting
Steps, as a number of our children are 'stuck' according to CS.
141. The existing ability to show progress of children within each criterion,
(when their mastered % does not increase), is very useful to show
small amounts of progress.
142. It would ideally be shown within the context of skill level and
development, and then how this cross references to the national
curriculum and subjects covered - if development of skills and
attainment of these were the categories, it could show clearly how
the progression of these through the lower P levels can be a gradual
process.
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Breadth of Study cont’d.
143. Quest for learning Using a method that would show generalisation of
skills eg place, activity, response, time of day and whit he student it
working with (PARTY- divised by Ann Furgusson at Northampton uni
with Miranda Brooke's specialist msi teacher for Leicester.
144. Not following the national curriculum and prioritising relevant long
term areas for development. Secondary children at those levels
should be assessed on : Independent skills, communication ( non-
symbolic, symbolic, etc), well-being, etc. not towards the NC.
145. Profile based that allows the individual's difficulties to be taken into
account
146. hard to say but the current system sometimes shows no progress as
pupils may not be able to achieve the targets shown, maybe more
specific targets with clearer examples
147. Options for tracking development of life skills, sensory development,
cooking and behaviour management.
148. Broader headings i.e. communication, sensory/environmental
awareness, physical development, AAC, engagement, making
choices, life skills.
149. wide range of generic skills with area for teacher to input topic/area
of study
150. Possibly record different examples to show lateral progress, different
contexts that child has achieved assessment point.
151. Having more of a breakdown of the level descriptors so the tiny
steps/observations can be acknowledged.
152. Greater breakdown of developmental steps and more creativity
around how certain skills are assessed. There is a very strong focus
on physical skills which may never be reached (independently) by
some children but which hide their true cognitive levels.
153. Other developments in their lives e.g. sitting up or holding a spoon
etc
154. I like the different levels of responses already included. Changes in
these is progress for our pupils and should be used as part of
measuring and scoring progress- rather than only achieved and
confirmed making up the score.
155. To be able to show frequency or consistency of achievement as well
as demonstrating it in different situations Also, to have more detail
on the levels of support required - hopefully to show them
decreasing over time
156. If we could add in notes to each grade which we mark the skills at
e.g. emerging, developing skills and understanding. This would then
be useful for when the child moves to their next class/key stage for
the next teacher to look at to see where the child is at with specific
skills and why they have not yet been mastered and what they need
to help the child with. I feel that this would be very useful.
157. Something on the lines of the dales scale
158. I don't agree with the fact that in connecting steps students can't be
accredited for which is spikey...ie the expectation is for each level to
be achieved before the next...our students do not follow
neurotypical development. Most now are not just delayed
development but have different ways of learning and making
progress...ie "deviant" or better put non neurotypical development.
Connecting steps needs to reflect the new needs and new way to
record progress for students who are learning differently how to be
better engaged and communicative about and within the world now.
Progress is less likely to be so linear but more scattered and breadth
will be important as will be transferrance to contexts. There are
many statements in steps in the exiting format which make little or
no sense... eg re toileting at P2 I believe it says ...." can watch
someone use toilet"....why? Dignity??? and then later on there are
such things as " has awareness of the verb to be?????" Many more
like this exist too.
159. No answer
160. When I cover topics thematically I find pupils abilities are 'spikey' and
I always plot any skills they have mastered even if it is above the level
they are mainly operating on. I would like to be able to plot social,
communication more with more reference to symbol/object of
reference being mentioned. I do tend to find speech is more the
focus of b squared and for many pupils this is not a realistic option.
161. Having the ability to track the level at which pupils achieve targets
through a continuum of engagement would enable progress towards
a target. At present only being able to show acheievement when it
is mastered (graphs, tables etc) does not truely reflect the
acheievements being made by the children working at this level.
162. communication, self help, self awareness, social interaction...
163. not sure
164. With annotated photos.
165. The breadth of study should not be via national curriculum subjects.
Instead they could be represented by key skills areas.
166. I feel that it would be beneficial to be able to add photographs and
videos of children achieving these targets as there is usually much
less written evidence to show what they have achieved.
167. Use of annotated photographs, creating a physical record of pupils'
achievements, experiences etc. A printable record sheet relating to
each P level which I could use to annotate, possibly even a blank bar
chart I can add to, to show progress.
168. That these key skills can be demonstrated in a breadth of assessment
opportunities
169. Demonstrate breadth of experience as measurable progress
170. To adapt squared to our own curriculum eg same objectives but
across different topics ie different stimulus.
171. Adding context into the notes when recorded on each level.
172. Many different contexts , interacting with a range of people etc
173. Small steps
174. to have levels set at students ability to achieve them eg show next
step break them down or make them visual, this could help show
levels by work accomplished.
175. The fundamentals of communication broken down into attention
joint attention expression and understanding of emotion
176. there needs to be space for teacher interpretation and comments.
they need to be moderated. What one school calls a 'P2' child is not
what another does. There needs to be allowances made for severe
physical disability as well as sensory impairments. very common with
children at this level of development
177. The entitlement to experience should not be limited by the ability to
respond. Progress needs to be separate from content. We need to
link into the CLDD engagement profile alongside age appropriate
activity.
178. ability to add comments that can be seen on the assessment pages
and add photos and evidence.
179. Via nc subjects
180. Smaller progress steps
181. Perhaps a representation of a specific skill taught across a variety of
contexts.
182. We use Routes for Learning in addition to B Squared as it is much
more realistic and shows the lateral progression that a lot of our
students make.
183. It should not be heirachical and should take into account the variety
of ways in which a child may reach as specific step. There should be
some ability to quantify the where the student is a certain points but
these should give an overall picture of where the student is. It will be
up to the teacher to demonstrate why the student is at this point.
Being able to represent students movements and increasing skills in
a pictoral way but that itsn't going up or down to signify regression
would be great
184. we also look at the route for learning programme. I suppose
evidence that a child has experienced an activity over time would
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give more of an indication of whether they have had the opportunity
to progress. currently I don't know how many times a child has done
the task I'm offering. That would be useful on the graph because
there is very little evidence of progress.
185. Percentage of experiences?!
186. show the different contexts in which attainments were made, show
how attainments were made in relation to health at anyone time
187. small steps
188. I would prefer if we could assess the children and show whether they
have achieved it independently, maintained the skills, had physical
help or verbal prompting. Many children at this stage need a lot of
physical prompts to access the curriculum and it would be useful to
be able to distinguish between the children that need this and the
ones that don't.
189. I don't think the breadth of study is an important thing to represent.
We share planning, newsletters and end of year reports with parents
that describe the breadth. I think it's the extremely small steps of
progress that we need to show.
190. On a horizontal assessment marking scale rather than vertical one.
Sometimes a student achieves criteria on a higher level but we can
not mark it as completed until we complete the level they are on at
70%.
191. Consideration needs to be given to children with limited movement
and inability to communicate conventionally.
192. Broken down statements, because all children learn at a different
pace. Some objectives are easy to tick off, others are not. It depends
what skills the child can use and apply.
193. Skills such as attending to a task for up to a few minutes, looking at
resources, eye pointing (when there is no language) could be
included. Also where the children are in early years and ks1 at these
levels, some awareness of learning through play is essential.
194. Breaking down the level descriptor at the bottom of the page into
specific areas and give examples of how this achievement can be met
by the child. Also match these areas to a % score for example if the
level descriptor was split into 4 sub categories each would be worth
20% therefore you can pinpoint the exact sub-area which needs
more work.
195. Not sure?
196. Using how frequently these behaviours are observed
197. Personalised progress books
198. I would like to see the progress from experienced to mastered
reflected in the level percentages. At the moment this progress
counts for nothing in the reports produced and then shown to
outside agencies.
199. Allow you to insert examples of how the objectives were met in
different contexts
200. There needs to be somewhere to record other variables such as
health and well-being, sensory needs etc as these impact so much on
outcomes for these pupils. A way to add video evidence
201. wider focus on teacher assessment so much more is evident not
covered by B Squared
202. through use of a variety of media as well as a checklist
203. We currently do this via reports which describe their experiences,
interactions and involvement in tasks linked to their subject teaching.
We tend to use B squared as a data based source for specific skill
related attainment and development. A 'progress over time'/breadth
of study report would be helpful - but may still suffer from the same
old issue which is staff indicating have been experienced in certain
ways which makes later staff look like they're going over the same
things again.
204. to include similar activities but with different experiences
205. more user friendly... find that I can't see my entire class when
wanting to see the progress when looking at the entire class. I use it
frequently to see the progress each child is making - school uses both
paper ( three tick system) before it can be entered on the system -
making it very tedious.
206. Lateral progression which is highlighted by graphical representation
for parents. Further breakdown of levels p1 - p3ii
207. Route map model,with video evidence to support
208. The P-levels are simply an assessment tool. Too much focus is placed
upon assessment. There needs to be more balance in the education
of people working at P1-3, not simply assessment focussed. Better
professional training, sharing good practise and training
opportunities in curriculum development is simply not invested
properly in. There is no national consistency for the provision and
whilst curriculum should be needs led and specific to the individual, a
curriculum should provide a very wide range of learning
opportunities that teachers pick out the important parts for the
individual.
209. I would like it to be represented in effort, progress, enjoyment and
ability.
210. More scope to show how these areas of development are reached.
Ability to record when a child has shown a skill even if they have
already; showing consistency. Rather than just 'Mastered'
211. we collect evidence or all areas taught as part of work scrutiny, we
use this alongside the Bsquared evidence
212. By devising / adapting descriptors which relate to progress of
individual learners
213. Through their IEP targets in these areas
214. give alternative ways of meeting a level - non-verbal won't be able to
easily be able to answer a que with their name but allow them to
gain the skill that they have signed/repeated the key word.
215. It would be helpful if percentage points were added not only when
students mastered a level or small steps, but also when they moved
up through the continuum e.g. moving from experience to engage,
or gaining skills and understanding - as these might be huge
achievement for our learners but not 'rewarded' with a points
increase. Then, some teachers who are worried they aren't showing
progress, won't feel pressure then to ticking a 'mastered' box when
the student hasn't really fully grasped the activity in a range of
contexts / environments e.g. generalising the skill. Especially when
some schools say they can't implement performance related pay if a
student hasn't shown an increase of 30% each year - which is clearly
ridiculous! I have gained students (I am a Post 16 teacher) who
clearly are not at the level previously stated by former teachers (or
worse, so called 'specialist' teachers who really can be 'click happy' in
my experience!) and who cannot progress for this reason, or because
their curriculum is so different e.g. they go horse riding, do rebound
therapy, have aromatherapy and massage. What about a 'wow' page,
when a student has really performed well, and consistently when
motivated by something very unique? Levels of motivation make a
huge difference - does a student at 16 really want to push a car down
a ramp or knock down a tower of bricks?! What is the purpose? If
they are working on money, what about the whole action of handing
it over to the cashier, or choosing an item to buy in the shop?
Counting 5 1p coins is rather irrelevant for older students - they can
hardly do that in a real life context!
216. Give credit for progress through criteria and not just for 'mastered'
statements going from experienced to active participation is a big
step for students who may never master something.
217. As above
218. Split the levels down further and include more details - for instance
routes for learning.
219. Using Routes for Learning with a continuum to show progress against
the islands. To develop route-maps that show progress through play
for those pupils whose cognitive levels equate approximately to 0 -
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18 months
220. Significant areas of development such as putting socks on, collecting
own bag from peg, walking to the dinner hall, remaining seated for 2
minutes etc don't seem to be included when for most children with
Sen these are major achievements.
221. By using B Squared data.
222. cumulative results, smaller steps, linked to other things such as
Routes for Learning
223. Personalised and individualise routes which show what they can
achieve and have achieved and which recognise their individualised
pathways. A recognition that the national curriculum emphasis on
core skills and subject based areas do not provide a holistic view of
achievement.
224. have some differentiation throughout the subjects or put all criteria
into 1 area so we are not looking through each subject.
225. Personalised and individualise routes which show what they can
achieve and have achieved and which recognise their individualised
pathways. A recognition that the national curriculum emphasis on
core skills and subject based areas do not provide a holistic view of
achievement.
226. Pupils do not necessarily progress laterally through these levels and
scope to make 'spiky' progress should be considered.
227. As it is
228. Early learning goals have been streamlined which makes it harder for
us to show good progress which for our children can be small in
comparison to some mainstream children however it is significant to
the progress of our children. Using the mastered, emerging etc
buttons goes some way to showing this however could be improved
on.?
229. Not sure this can be done on an assessment tool...should be
recorded and evidenced elsewhere Unless the assessment had very
much smaller steps
230. SCERTS is a model that we use to set targets for our children in
cohorts 1 & 2. They are developmentally sensible, achievable and
focus on the areas that the children desperately need to work on.
231. the assessment points need to be smaller with levels broken down
more perhaps more way points e.g level 1, level 1i, levelii, level 1iii
etc throughout these early stages plus extending up to level 4/5. Plus
looking ahead it is easier to get 1C of the old NC then P8 in may
subjects.
232. With photographs, with clear assessment points but with a way to
record 'soft data' ie the enjoymrnt level, interaction level, level of
support needed etc
233. I would like to use Routes for Learning to show pupil progress at
these levels
234. At my school we using the routes for learning template as a basis for
assessment for these types of pupils.
235. I think the present set up is fine
236. For the majority of pupils at the lower P levels progression will
generally be linear not lateral so therefore connecting steps at times
does not represent this. As schools need data those pupils do not
always master skills so therefore do not show progression in this way
on the existing systems.
237. Allow teacher interpretation of progress to be a part of system to
add value for those individuals who do not meet the regulation
progression guidance
238. An ability to record and 'grade' the wide range of experiences
presented and pupils responses to these in a similar way to
'Experience Levels' which have been around for a while but do not
currently tie in to many assessment schemes.
239. By building in the routes for learning data and to allow use of spiky
profiles
240. Having more detailed assessment within each area
241. photos of achievements, videos of work, photocopies, annotations
from members of staff.
242. More scope for targets tailored for the individual
243. commenting specifically on context, accuracy, levels of support,
familiarity with adult facilitating activity
244. Record aspects that children have experienced rather than
understood or mastered.
245. qualitative data linked to quantative- whilst levels do tell us
something for our children we make much greater use of annotated
photo/filmed evidence.
246. Being able to show the amount of times they have encounted a
target but may not have achieved it.
247. ~
248. by giving a measure for experience and response as well as
attainment of skill
249. Develop ways of showing lateral progression with age. As pupils get
older but are not necessarily going to 'progress' in a vertical fashion it
is harder to show progress.
250. Smaller breakdown towards achievement especially for those pupils
at P1
251. Routes for Learning
252. AS explained above... it would be useful to somehow show that
children are experiencing some of the milestones however not
achieving them. This is often the case with children on the lower p
levels. it takes a long time to achieve some of the sub-levels and
would be a great tool to show other professions, parents and
inspectors this as evidence to what we are working towards.
253. more targets to show greater progress - across the curriculum
254. Be able to populate the number of contexts pupils can progress in.
Show lateral progress.
255. I think what has been done so far is a great start, and i am sure in the
future with feedback's more improvements will be introduced.
256. Link to other curriculums, for example the Victoria Curriculum and
routes for learning.
257. skills are more important as breadth of study is going to vary greatly
between settings
258. I am not sure
259. There needs to be plenty of opportunity for repetition across the
curriculum. too broad a curriculum limits the opportunity for
repetition that allows for consolidation and generalisation before
moving onto new skills. The curriculum needs to reflect the amount
of time that the physical and medical needs take up so that the most
important areas have sufficient time spent on them and that
tokenism does not become rife as I currently believe it is.
260. I usually have children that operate from P6 upwards as we are an
inner city secondary school with excellent SEN provision.
261. - have mpore specific boxes to tick - have more space for written
description and interpretation
262. ?
263. P1 - P3 are generic. They could be specific to a particular subject
264. Recognise small increases in ability, communication, skill and
engagement
265. The early levels don't help to assess the ability of children with
profound learning difficulties and so the levels need to be reviewed.
266. An option for even smaller steps.
267. Progress graphs work well for us, they are visual and give instant
feedback to both teachers and parents.
268. It would be useful to have the ability to insert our own targets to
cover areas that are not on B squared or to break down skills even
further. This was mentioned a few years ago but never really cam to
anything.
269. Have opportunities to record different contexts in which the same
skill was demonstrated (generalisation across different settings) -
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particularly important for children with autism where they don't
easily generalise from one context to another.
270. Focus on ability to engage in an interaction, ability to communicate,
FORGET ANYTHING REMOTELY ACADEMIC until at least P4-P5.
271. To show the level of support provided in the task, how much
participation the student has and how the skill in maintain over time
and in what situations the skill has been used in.
272. Progress needs to be linked to developmental levels- PMLD pupils
have a complexity of disability and are not just slow to make typical
milestones. Having a visual and a physical impairment has a
synergistic effect on the ability to learn which impacts on progress.
We need to measure the right things using an appropriate measure.
Targets should not be linked to particular sensory modes as pupils
with PMLD, by way of definition, have sensory impairments often
linked to vision ( some targets rely on visual skills) Also, physical
skills- many pupils have CP or similar therefore targets in 'maths' that
say 'reach for' are not attainable. The current targets based on P
Levels have been proven to be unequal- P1-P2 represents a very
short period in a typical child's stage of development, (days and
weeks) P3i-P3 (months and years)
273. Perhaps a link through the EY steps (Derbyshire have a very good
system) then the 5 areas above which then feed into the more
traditional subject areas. Also a way of recording the range of
opportunities for the pupils - ie three areas which then show
progress through the areas of awareness; specific contexts and then
generalised skills.
274. The ability to show more lateral progress as progression to the next
step is not always possible and pupils stay for years on the same p-
level without the possibility to show the progress they are actually
making.
275. progress made socially and emotional as well as academically
276. As pupil progress lead I need to be able to show progress within a
small step. Using the level progress often we get what looks like no
progress [lateral/plateau!!]. Connecting steps shows progress when a
small step is mastered, with pupils operating at P1 - P3 I need data
that shows progress at all levels of engagement.
277. Pre-requisites to learning- looking listening responding- adults, other
ch, objects, activities, experiences focus engagement communication
tolerance Sit with a group follow adult direction early thinking skills
motor planning
278. Colour coding is good
279. Percentage points are fine but these need to be separated from the
National Curriculum as it is not always relevant to PMLD learners.
280. Routes for Learning
281. being able to individualise the progress charts/grids/graphs etc to
show how over time the breadth has increased even if the
attainment hasn't significantly increased
282. More space for assessment points to be backed up with photos or
anecdotal observations
283. I feel that this is covered reasonably well for the group I teach
284. There needs to be a way to measure lateral progression. Many of our
children will stay on the same level for a long time but become more
confident and more able to generalise skills. This is real progress but
at the moment we cannot record it
285. I cannot comment not having seen the new B2 program, but I know
in the version we use seems very dated for the ICT curriculum. I
would like to see new updates and additions with equipment and
software assessment areas, also, non-computer activities.
286. Implement the achievement level in the form of boxes but no more
than five.
287. I think the present system of percentages is helpful to explain
progress to parents, albeit often very small
288. Some means by which to demonstrate horizontal progression -
possibly including skills relating to EYFS, Primary, Secondary and
College age students. Some means of representing core skills in
each area and how we aim to consolidate these skills through a
variety of age appropriate experiences and activities. Means by
which to record access to and developing skills in soundbeam Eye-
gaze, switch work (according to a standardised switch progression)
289. needs to be much more developmentally based, with room for
recognition of lateral improvement not just linear
290. small steps so that progress can be seen within the level, especially
for parents
291. To be able to assess the same learning goal in a wide variety of
contexts and using a number of different methods.
292. show range of experiences/ settings/ work with different adults
(which we can do by adding notes)
293. a methodical way to record specific responses to stimuli less
dependence on physical skills in order to complete a p level.
294. small steps- as above- MSI curriculum is good for this which we have
to use alongside b squared
295. Rather than have English Maths and Science these P levels are
supposed to be generic so having one set of targets which should be
achieved across the curriculum with extremely small steps of
progress would be beneficial so that progress can be shown by the
percentage total achieved over time.
296. I think B squared shows clearly the progress the children are making.
It shows continual improvement in very small steps.
297. This is done to some extent by using the National Curriculum subject
areas which allows similar activities/experiences to be delivered but
with a slightly different focus, thus demonstrating some generalising
of the skill into a different environment or using different equipment.
298. A way of showing the different ways a child has used one skill in
many different contexts.
299. Do we really need to show what they've done in every subject if the
skill is the same?
300. Maybe something resembling a Learning Journey used in the early
years, where experience is significant in demonstrating maintenance
of skills learnt as the context of learning progresses in line with a
pupil's age.
301. Engagement in different aspects, which may be revisited
302. Continuum of progress.
303. visually through images or through oral recordings to show progress
of language.
304. More relevant to development skills like Routes For Learning. I
prefer to use FRL as it is more relvenat to my pipils developmental
stages.
305. Detail therapeutic intervention by broadening areas such as
communication and handwriting in to more functional headings eg.
fine motor development. This should be written by an OT or SaLT
306. Lateral / Broad - moving up through the 'Engagement profile' from
experience through to independent In different contexts Very small
progress steps
307. Graphs and statistical information
308. Smaller steps and less ambiguous level descriptors used. Also more
of a difference between maths and English as lots of these are seen
to overlap but there are further skills that can be developed within
these subjects.
309. To have a way to record, through B-squared, which topics have been
covered, which activities the pupils experienced or participated in
and the levels of engagement/enjoyment within these.
310. To reward increasingly small steps and also reward maintained
learning. Sometimes progression cannot be measured but
maintaining learning can be rewarded.
311. Breaking skills down even further into their constituent elements.
312. working with less support applying to different situations
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313. Have a system that shows lateral progress (MAPP - Yorkshire school)
as well as linear for children at the lowest developmental levels. In
this way pupils who will never progress beyond P3 or 4 throughout
their school life can demonstrate progress in the degree to which
they learn or develop a skill ie they move from reliance on adult
support to complete a task or skill to being able to complete it
independently and then to generalise across domains.
314. More opportunities to show progress using smaller step
315. Many of our PMLD students (and SLD students too) simply can't
physically do things that other children can - very often their very
complex medical conditions mean that they rely upon support from
staff to help them access all actvities and staff will look for verbal and
non verbal communication as a gauge to the level of understanding
that child might have of what is happening. Many students really try
or want to take part in an activity but simply do not have the physical
ability to do so - so prescriptive assessment based upon a child
functioning as a mainstream child might is not appropriate for these
students. Many PMLD students develop social skills and display
progress in these areas which do not fit easily into the national
curriculum subjects. I would like study to include an understanding of
these issues - just because a child doesn't do something isn't an
indication of ability - they might simply not be able to physically do it
however hard they try (eg pick up a book and look at it0
316. lateral progress
317. need a more practical, smiled in response to, eye pointed to rather
than relying on language acquistion skills
318. With specific targets as guide lines that can be flexible so that the
teacher can use their own judgement, as some children would not
make any, or limited progress.
319. Unsure
320. Relate to different lessons for example if using an object of reference
say which lesson it is in i.e cooking and also make against English
standards. Give examples, especially for new teachers/staff
321. Through an adapted multi sensory sensory curriculum.
322. More detailed steps similar to those used on the routes for learning
method of assessment detailed steps within specific areas e.g.
communication broken down into areas, listening, looking,
responding - then these broken down into tiny steps
323. Possibly tick boxes
324. That there may be a particular skill that the child may never be able
to accomplish due to physical barriers such as being able to reach
out and touch an object due to their eye sight or their physical
movements. It would be best if there was a way to bypass these
levels or have levels where they can be measured alongside the
original level if they are unable to proceed. Levels that can be linked
to Visual Impairment or Hearing impaired otherwise the children hit
a plateau and become stagnant within the system. For Example P3i-
for VI children
325. A way of recording the different activities and responses the pupils
have and make. These could be linked to general statements within
in the plevels which would give a better picture of whether someone
has consolidated a skills, and able to generalize it.
326. I think the B2 needs to show lateral progression as it doesn't at the
moment. Also, I think much of the B2 doesn't reflect that our PMLD
students have physical disabilities that make it close to impossible to
achieve most of the B2. I think as it is at the moment, our students
are set up to fail.
327. Relevant subject areas Small specific steps which can show progress
Ability to show lateral progress, e.g. same skills in different contexts
Points awarded for each level of progress, e.g. when progressing
from awareness to engagement.
328. To be able to demonstrate continued progress, for example if a child
meets a skill, ticks the box, but then continues to develop that skill,
but is not yet ready to more onto the next level. Include continuous
smaller steps to demonstrate their on-going achievements.
329. Ability to insert other skills/attainment manually in order to .justify
moving to another level (in cases where some objectives can not be
met)
330. example boxes, different context ideas
331. Small steps that are represented in age appropriate steps.
332. As a generic development pathway rather than achievement of
specific attainment as children with profound and multiple learning
difficulties do not progress through...therefore it needs to be a multi-
faceted approach that works for children who progress through and
those that do not.
333. at our school we use Routes for Learning; a set of 43 indicators that
move from birth to 12 months of neurotypical develoment. Students
work through occastional, frequent, consistent and finally
generalised response to each indicator. students can move through
the route on their individualised paths, depending on ability.
334. graphs
335. same as is
336. * Comparing data with other peer groups etc is not useful. Data is
useful to show breadth of study and achievement. * Pie charts would
be an ideal way to show where most progression has been observed
and areas to work on with a child working from P1-P3.
337. skills to be experienced in multiple settings i.e. waves goodbye in
class, waves goodbye in hall, waves goodbye on bus. Transference of
skills is crucial Waves to well known person, family, class team,
school person i.e. cook , head. to be seen as separate skills so pupils
can score, at present multiply questions need completion to gain
mark not always able to get every aspect but need credit for what
they have achieved.
338. Clear - easy to follow data measuring that allows for clear
identification of skills advancement, leveling out and regression.
339. I would like to use the descriptors as they are but include sensory
support as well as different methods of learning (visual, audio, tactile
etc)
340. Is there an area to add notes that could be specific to that child?
341. Gaining skills and understanding possibly on a 3 point or 3 colour
setting to show that progress is being made although it is not
showing as such on trembly assessment
342. be able to show small steps better - a student may not move up a
sub level between P1-P3 for several years, and the % change doesn't
show much. It would be good to have a system where we could
show consistency of skill in different situations to consolidate
learning, or an opportunity for lateral progress too.
343. I'll like to be able to use the routes for learning model.
344. Potentially a wider range of specific examples? Some children may
not be able to access specific assessment points due to specific
physical impairments or disabilities.
345. pupils require a sensory approach to the curriculum and benefit from
experiential learning experiences that encompass a range of subjects
and skills rather than being subject specific.
346. more boxes per subject area a 'consolidation' descriptor with a
specific colour in addition to 'mastered' etc.
347. don't know
348. in a multi sensory way
349. To be able to similar achievement in different settings
350. Demonstrate more lateral progress within the levels - progress
within targets rather than just vertical progress. The same target
from a particular P level can be addressed in a number of ways by
teachers as they plan for the different subjects.
351. A much wider range of objectives/targets within each subject and
level. Some targets to be much broader and with scope for teacher
to assess according to needs of individual children, particular
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activities covered in school.
352. No Thank you
353. I would like to be able to show that students have been able to apply
skills in more than one context and for them to get recognition for
that as progress.
354. Through descriptors that describe children who can observe/ explore
through play based tasks
355. I think there needs to be detailed evidence bases for sensory
massage responses / sensory story responses / sensory cooking etc
356. It would be great if we could broaden the targets into different
subjects we teach in the curriculum for example, using the numeracy
skills in cookery alongside other basic cookery targets to achieve.
357. with the different grades of achievement (encounter, engage,
gaining skills and understanding etc) valued just as much as when the
children have actually achieved one statement. lots of space to add
comments, explanations, photos and videos that are all easily visible,
so that it becomes a really useful working document rather than just
a summative assessment tool. the ability to "undo" skills that the
child has forgotten or lost - have them still visible somewhere, but
not considered in the child's present assessment - especially
important for children with degenerative conditions.
358. With smaller assessment steps. Representing that progress goes up
and down.
359. ?
360. smaller steps broken down into more pieces. Also time to repeat and
revisit activity's and use in different contexts to show ability and
understanding more thoroughly.
361. Smaller steps i.e. not lumping materials together but separating
them out into different stimuli Percentage increases for other levels
such as 'encounter' and 'gaining skills' because for some pupils they
will never achieve 'mastered'.
362. as above
363. I think percentages of progress made need to include the small
progressions, e.g. moving from awareness to involvement, rather
than only showing progression when an assessment point has been
mastered. Some pupils I work with will need support for a number of
assessment points and would possibly never achieve it entirely
independently. This becomes more of an issue as pupils move into
P3.
364. By having an area in B squared where it is possible to record non
verbal/ photo evidence.
365. More like routes for learning, although that is not perfect either as
pupils get stuck at certain points. I like the Sounds of Intent model.
We have to somehow show the levels of engagement in a clearer
and easier to use way. I like the pie charts that show the coverage of
subjects and percentage changes.
366. Maybe ask parents what they feel is important for their child to learn
and incorporate their responses to what is already available. This
would make it easier for teachers to personalise their teaching more
for these pupils.
367. Photo & video Age appropriate activities Developmental stages
Allowance for physical, visual, auditory and other sensory
impairments
368. More hands on approaches
369. skills / abilities to be shown in common contexts How pupils
demonstrate generalized terms like 'listening' 'responding' Increased
range of criteria which provides a more detailed reflection against
the performance criteria. criteria reference / include aspects of early
child development particularly in specific areas such as language
development / communication
370. foundation phase areas
371. An overview of what has been covered in each strand of my subject.
372. leave some points blank for staff to indicate a success which may not
be common for all children.
373. Having perhaps more subdivisions within the levels that wouldn't be
tied predominantly with one sense (le.g. lots of visual targets) or
several free boxes to fill in in each level
374. Need to be able to cater for pupils who have physical difficulties and
who are non verbal as some of the current b squared targets are
based on movements and sounds produced. Pupils who have cerebal
palsy have high cognition but often little physical or verbal ability. B
squared then shows that they are working at a very low level and if
you begin the process of using not applicable the lines become blurry
as you could N/A your whole way through the programme.
375. Through a range of stimulus
376. teacher observation-ongoing
377. As it currently is.
378. Needs to incorporate a scale of achievement - supported /
unsupported et.c
379. Number of criteria achieved
380. Given the age of my class I would like it to be liked with the EYFS
early years; i.e. birth to three years old.
381. Being able to show what a child has achieved not just a percentage
of a level
382. To be able to show lateral progression and a more formalised way of
showing/tracking progress within a sub level for example moving
from E through to U. This would be particularly useful in the areas of
Language and Communication and Physical.
383. Ways to show generalisation of skills - showing same skill in different
contexts and with different people Ways to show changes from
reflex to more chosen responses
384. Frequency of, and breadth of experience in a skill/understanding
being shown within the assessment; ie the 'comments' facility in
Bsquared Connecting Steps allows us to record this.
385. Breaking down into smaller steps the type of support given.
386. More points to achieve a level as sometimes you tick things that they
can do and then a month later they have lost the skill but by then
they might have achieved the P level and its too late to go back
387. Do not introduce more detail in the levels, there is more than
enough. Main problem occurs when previous teachers tick too many
boxes because they want to show they have made progress, this
makes the pupil appear far more intelligent than they are, someone
has to do a reality check at sometime. However I am not sure what
you can do about this as you already give a lot of room for
differentiation
388. Very small steps form ealy learning skills.
389. A wider range of experiences to record and a way of recording
interim steps to show progress more fully.
390. I don't feel that B-squared should be doing this. B-squared is an
assessment tool only. Our school has written its own curriculum to
ensure breadth of study. The attainment targets that you have show
progress being made at a pace that is appropriate to the child.
391. Using a scheme such as MAPPS to record horizontal progress made
by students who are unlikely to develop skills further up the
continuum. This allows us to show that whilst they are not
progressing on to the next level, a student is not stagnating and may
in fact be refining skills and applying these to new contexts.
392. I think they should be more focused on areas similar to a complex
learning curriculum looking at Orientation, motor and mobility,
cognition and thinking, communication and language, expressive
arts, ICT, social and emotional, which in turn would allow for the
targets to be more focused at age appropriateness than in subjects
which students can not really access due to the sensory and
developmental abilities of the children.
393. in a way that captures all achievements, not just of an English/maths
nature and that reflects all achievements that are made..film
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included would be good.
394. Through a range of sensory based activities which allow pupils to
practice the key skills key to their personal development as this
would allow more opportunities within the school day for the
practice and attainment of skills. The breadth could be addressed
through a thematic approach which does not distract from the core
skills needed and offer variation as a child progresses through school
especially for those who do not necessarily make significant progress
in their P level.
395. applying the same skill in different contexts, locations
396. some ways could include: the context of the experience the essence
of their response(s) building upon the repetition of activities and
responses
397. a cyclicar method so that revisiting skills adding new layers of
understanding or maintaining skills even when seriously ill can be
measured.
398. percentage with threshold reviewed half termly target markers -
targeted journey for key stages
399. I think that the steps need to be more in tune with the new
curriculum and in some cases of the P-levels have fewer but more
relevant statements. I also think that photographic evidence needs
to be able to be uploaded quickly and stored somewhere so that
staff. parents and other professionals can see the progress clearly
and the evidence.
400. Experiences and more detail about what is being attempted in the
classroom
401. A lateral progress measure, which cannot be achieved with highly
structured tick boxes. The ability to add evidence with 'Now I can'
statements might be a way to address this.
402. same skill different experience
403. More room for teacher comments to back up statements Statements
to be broader and freindlier for pupils with physical as well learning
difficulties.
404. used in a more structured and smaller step assessment
405. comments easily visible with dates/annotations of context/ response
etc. Facility to put in photo/video evidence if practical.
406. in a meaningful way which helps to show that although progress may
be slow and in tiny steps it is still significant and quantifiable
407. possibly showing how they engage or respond to a task e.g. first
encounter could have been completely supported, second encounter
could show some engagement- reaching for the object, repeating an
appropriate action. Show making a choice from 2 objects, 3 objects
etc.Giving value to social skills, eating/drinking, communicating.
408. lateral progress.
409. A Breadth of Study box which could be added to each Term to
include Themes studied.
410. Objectives need to be pulled apart more - smaller steps to reflect
more acheivement
411. I'm not sure
412. Specific examples of individual targets with a clear focus. Ideas/
activities to enable children to meet these targets and progress
through the levels.
413. small steps of achievement via B squared
414. Give more scope for teachers to be able to explain/describe the
progress as very often with children at this level there is a huge
variety of contexts and situations where progress can be made.
Progress with these kinds of children is often difficult to quantify and
may not fit into neat, predetermined categories; box ticking often
does not reflect the real progress made as the categories may be too
narrow.
415. A range of activities over and over again in order to be able to learn
from them. A variety of contexts and materials A gradual
progression of encounter, experience, awareness, etc toward
independent activity or action such as described in previous p level
descriptions and routes for learning descriptors.
416. I believe that recording students progress, who are within the lower
levels of the P Levels, in a hierarchical system like Connecting Steps
does not give a true picture of what a student can do. This is because
often progress is linear.
417. Being able to measure the length of time or enjoyment level would
be useful information to record / inform future planning. Giving
more precise examples how each point could be achieved at each
level. Reorganise the areas of development according to the 7 areas
of learning / foundation phase.
418. Ways to show the generalisation of skills through a range of different
situations. Lateral rather than linear progress so students can be
credited for broadening their skills even if they have not progressed
to a new skill.
419. To have different stages to each skill. e.g. cutting skills could be
broken down into can hold standard scissors correctly, can cut
straight lines with suppport, can cut straight lines independently, can
cut curvy lines with support, can cut curvy lines independently, can
cut out basic shapes with support, can cut out basic shapes
independently etc. Something like jig saw puzzles could be broken
down into with/without support and different amounts of pieces.
420. photos/video recording
421. an extension of the P1-P3 targets to reflect the amount of time a
student will be working at these levels. Possibly 17 years with no
possibility of progressing past P3
422. Opportunities with in the software to upload work, footage in
support of the criteria for assessment.
423. seeing the same skill but being able to transfer it in different
situations
424. steps broken down even further within each level Take reading,
writing etc out of these levels as skills within English and Maths (and
all subjets are generic at this level.
425. consistency of engagement, breadth of experience, skills
426. More detailed tailored made assessment Experiential linear
Curriculum is a vehicle for the above fundamentals of learning and
communication
427. It is very difficult to do so
428. I would like objectives that are more broad and not prescriptive . A
lot of the objectives are not age appropriate and not useful in a
school setting . We need a way of assessing when the objectives are
represented in varying ways when working on different topics. We
need to be able to show on one sheet how the objectives have been
experienced by the pupils.
429. non-hierarchical no criteria for level completion individual
progression routes
430. I do not have much experience of these early levels and so do not
feel I have enough information to provide an opinion.
431. The pictures, videos and through an assessment system that asks for
specific examples.
432. The key areas of development could be broken down further into
smaller steps for learning and development. Key indicators for each
area of learning and development could be linked to descriptions of
"can do" "try this" as in The DfE developmental journal for children
and young people with Multiple needs.
433. More sublevels so that small steps of progression are communicated
to parents in a way they understand
434. More opportunities to recognise increments of development. Not
necessarily on a continuum.
435. having more engagement, and consolidation stages to record
repeated observations of the skill over a period of time.
436. A series of achievements linked to one strand across a period of time
to show how and why the skill is mastered.
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437. make them more fun, enjoyable
438. With the ability to record horizontal / lateral progress (often the
same skill set but a different environment / people / context).
439. The p level descriptors need to be more clear so that it is very clear
what they need to achieve and have different criteria for blind
children, children with no or little gross and fine motor skills. Have
each subject specific criteria and language.
440. Assessment should take account of the fact that these pupils require
a wide range of experiences as their learning is lateral. Assessment
should take account of the acquisition of learning and that often
when a child has progressed from encounter to mastery and
consolidation for a particular skill they may have to start again with a
different but similar skill. However they are still demonstrating
progress which should be celebrated
441. more recognition of the huge amount of work which goes into
moving from Encounter to Engaged
442. Contexts Number of adults engaged with Transferable skills across a
range of settings not just school
443. I think this is represented through the school's long, medium and
short term plans.
444. Watergate has other documentation for each pupil which supports
this.
445. more early years focus/style of assessment
446. Na
447. In line with the comments above I feel that developing a more
holistic approach to study at these levels would be the way forward
to assessing the progress of each student; as each students needs,
abilities and capabilities differ so greatly. Penny Lacey devised the
concept of SCRUFFY Targets which are: Student led, Creative,
Relevant, Unspecified, Fun, For Youngsters. I think developing
breadths of study based around the EYFS and bearing in mind the
type of unspecified targets you may need to work on would be start
on getting to grips with a truly relevant assessment tool for children
working at the lower P Levels (especially those with Profound and
Multiple Learning Difficulties).
448. I think these pupils are better reflected through EYFS curriculum. The
national curriculum has a lot of irrelevant subjects to pupils at this
level. The curriculum needs to reflect their skills. Some pupils cannot
progress as they may never actually speak and some targets give
talking as an actual progression. More should be focused on using
signing or objects of reference, communication is not just about
talking a child can use facial expression, body language, gesture,
signing or object exchange. These are covered in the early stages, but
as the child progresses they may not be able to go further due to the
type of wording used in the target.
449. Read out style reports showing what they have accomplished and
what they are on their way to achieving
450. make room for lateral progress as well as developmental use of
video banks on pupil profiles to illustrate their progress award
certificates at the end of an achieved level
451. If b squared could quantify the progress in the steps from encounter,
engagement to gaining skills and on to mastery in all levels of work it
would be a great improvement.
452. P1 -3 broken down into smaller steps or the other assessment such
as engaged, participated etc show up on the summary so that those
children who remain at this level for an extended time can show
progression
453. An overlay of all steps which shows the breadth of progress rather
than the vertical progress. Demonstrated through your criteria that
you already use e.g. engagement, experience etc.
454. The levels of attainment (eg Encounter, Awareness etc can be
recorded - but bot manipulated or used in any way - it seems
pointless as it stands.
455. examples of activities/ visits/ opportunities experienced, and to what
extent responded/ engaged
456. Through an assessment system which accounts for progress within a
step. Progress linked to independence within a target, ability to meet
target across contexts and people and also engagement levels.
457. With options of more anecdotal feedback at these levels A range of
relevant examples
458. More emphasis on communication as this is a key factor for pupils
operating at this level. and also thinking skills/problem solving. Can
we show how pupils learn the pre-requisites to learning - e.g.
attending - from awareness to being responsive to involvement in
activity. Communicating - from pre-intentional behaviours through to
conventional communication?
459. Ability to input your own steps that show achievement as each
student will make their own progress relevant to them. The contexts
made be completely different, so possibly the ability to input some
information on context.
460. In a special school progress from a level might take years.It would be
good to have more pointers that reflects breadth of study.
461. not sure
462. As above as some chidren may only make very very small steps
463. Short descriptions of their abilities.
464. In a user friendly and non-jargonised way. Graphically it can show an
increase or decrease in understanding
465. I would like to see the levels of awareness through to mastered have
an effect on data so that small steps become more visible on data
466. If staff at B squared could re reference the present descriptors within
p levels 1 to 3 under the four categories- there would be cross
referencing involved as we all appreciate. Some children will
continue to operate at p levels 1 to 3 into early adulthood and
beyond. For some of our special schools, teaching the 16 - 19 age
range means some B squared p level 1 to 3 descriptors are either
inappropriate or currently not in existence! I am aware - as I know
your staff will be - of an increasing number of special schools in our
country who are feeling more and more emboldened to ensure a
curriculum for children who operate these levels that rather than
cow tow to the statutory remits of the National Curriculum are
saying "Let's get real again ( like back in the good old 1980's!), and
write PROPER programmes that address the developmental needs of
individuals and does not require that staff can show an individual is
continuing to make those learning steps towards a Level One. They
are making learning steps that advance or enhance their own
personal developments and functional skills. There are also currently
descriptors in p levels 1 to 3 in Bsquared that some individuals
operating at these levels are never going to be able to do! We fully
understand why Bsquared is written as it is - it is written in excellent
terms to address a journey within the National Curriculum. It is
splendid in this sense. If it could be tweaked - ha ha ! - to really
reflect the four key areas described in the above section - we'd be
buzzing. For communication skills development we find the Sundberg
VB -MAPP to be a very hekpful structure. The Down's Association
Teaching programmes are very good in their structure of objectives. I
MAKE MENTION OF THESE BECAUSE THEY REFLECT THE LITTLE STEPS
THAT SOME OF OUR CHILDREN HAVE TO PRACTISE AT THE 1-3
LEVELS. The resources that support the methods of TEACCH and
Discrete Trial Teaching also bring tiny step objectives to mind in
objectives in the four developmental areas.
467. Difficult - bitt explore topics and therapies more - photo journal.
468. Linked to other areas/methods to teach such as SCERTS for example.
469. Through a recording system which is not represented in a
hierarchical way, but through a spiral or flow diagram. Recording
formative achievements as well as summative. Through adult
annotation of achievements as to context and support.
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Breadth of Study cont’d.
470. Could there be more sub levels so very small steps of progress can be
shown as progress?
471. a way of recording and recognising the repetition of skills in different
areas and with different of people
472. quickly and significantly
473. Should be a way of recognising lateral progression.
474. Through easy explainable charts
475. much more detail and smaller steps which enable progression to be
shown, particularly for those students who may not progress beyond
P3
476. I would like to assess their knowledge then work out a personal
intervention to meet their needs.
477. BY reference to their specific needs which should include social
communication and development of friendships with peers as well as
indepebdent skills e.g. self help washing, toileting, personal hygiene
and eating
478. it would be through different contexts, to show how they learn
laterally. For example, responding to a sensory stimulus, this could
then be broken down into: hard/ soft, wet/ dry, sticky, scratchy,
noisy - loud/quiet, warm/cold. Likewise with responding to lights and
tracking lights, what colour lights are they responding to? warm
tones, cold tones? bright lights, soft lights? Again, all helps to build a
picture of where the child is and how they are developing by
transferring and using skills in other contexts. Perhaps identifying if
children are using hands or feet would also be helpful for mark
making elements.
479. with more focus on sensory activities and curriculum designed for
children with PMLD
480. Opportunity to reflect how they have rehearsed a skill in lots of
different settings.
481. More options to show development in awareness and
understanding, seen through observations over time and not based
on physical skills
482. More intentional communication targets
483. Use of photographs and observations may be a more accrete way of
showing/ evidencing progression. At this level of development each
pupil requires personalised assessments and data tracking. Tick box
dater tracking systems do not always truly reflect pupil’s progression.
484. Physical and sensory Communication Movement responses
485. make them more specific to the subjects in school, as a school we
break down the generic skills supplementing them with the themes
from the topic being taught at that time. thus reinforcing the skills
through different contexts.
486. I think there needs to be more emphasis on developing the same
skills in lots of different contexts. This is especially relevant for pupils
as they progress through their educational career towards adult life.
For example - communicates a need in a familiar context/ in an
unfamiliar context/ during an off-site visit. I sometimes struggle to
see how we can move pupils on through and up the performance
scales. This is particularly relevant where the same skill is being
practised but with a lower level of support. It would be helpful if the
assessment points were more linked together, from one level (or sub
level) to the next. Some of the assessment points seem to lack
meaning or context. Why is it relevant whether a pupil can bang
objects together? Could this not be put into context better, eg. using
materials/tools: bangs one object against another. Perhaps it is a
case of thinking of examples across the curriculum for each
assessment point, eg 'Pours sand/water out of a container' sounds
like a nursery school activity, so why not 'pours a liquid out of a
container'? This way older students can help prepare drinks for
lunch, and any pupil can practise this in food technology or perhaps
art?
487. Maybe the number of times a step is achieved over a period of time
could be an indicator of achievement ?
488. Broader set of objectives to assess using a wider range of key areas
Key objectives broken down into smaller achievable steps that can
show small step progress
489. We are looking at using a continuum of skill development which
allows for a skill to be broken down into very small step in different
areas (MAPP continuum from the Dales School) - this will allow us to
focus on different areas of development within the same skill and
also to show very small rates of progress which is very important to
us. We have found that Routes for Learning targets are more
appropriate for pupils who have profound learning difficulties and
are working at P1-3 and will probably continue to work at this level
for much of their school life. Pupils working at this level don't work
on 'NC subjects' and require targets that can be applied to any
activity they are taking part in.
490. It is important to be able to show transference of skills to different
topics etc. and be able to record this as progress that can be
measured. Many of the targets even at these early levels depend on
physical abilities that our students do not have and it is extremely
difficult to move them on within a level year after year and therefore
impossible to show progress by the time they are in the senior
department, any suggestions?
491. In small steps which show improvements laterally as well as
hierarchical.
492. showing how the individual skills have been achieved or experienced
in different contexts.
493. By recording progress across curriculum areas/topic based
approaches.
494. Horizontal skills development - ie having a breadth of skills and
experiences at the same cognitive level. Recognition for learning at
the same level but in different contexts or through differing media.
Similar skills achieved through different topics.
495. By ensuring access to a wide range of experiences alongside
developing skills which are common to all areas and useful in future
life. No record of progress should be presented in an entirely linear
format as there is no reason to presume that these pupils are
acquiring skills or knowledge in a way that mirrors that of average
ability children. Space has to be given to record incidental learning -
no child will learn just the targets they have been set. Boiling all
records down to numerical data tells anyone else nothing about the
pupil and the actual progress they have made.
496. photographs and videos of responses to experiences.
497. Ability to look at context of achievement in range of settings/ people/
peers
498. By using themes or topics which enrich their learning and make it fun
whilst also working on the things which are most important to them
and their future
499. Being able to show lateral progress - generalisation, maintenance,
fluency, level of prompting. Small and appropriate steps based on
relevant learning patterns.
500. This is the one thing that as a school we do not like about B2. It does
not show the wide ange of skills the children have to develop over a
long period of time. We use lots of observation and photographic
records to record the small steps these children make.
501. Through range of experience and generalisation of skills - in different
environments, with different people, across time
502. I like representation in a diagrammatic form like routes for learning
where it is acknowledged that pupils will have different barriers to
their learning (e.g. VI, HI, physical impairment etc) which will result in
different learning pathways. This enables some personalisation of
assessment which i think is essential. I do not think that breaking
down the p-scales in a linear way can accurately reflect the way that
all children learn.
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503. Don't need to , that is done by the curriculum
504. each student to have their own personalised learning plan based on
their need and what engages them with progress shown against
what they could do previously with evidence shown through video
records
505. Use routes for learning/quest for learningn which are brilliant lateral
progression over years and years colour coding like the anmazing
sound sheet by Adam Ockelford