Friday 19 January 2018

SEN progression 'true or false' exercise

Q1. As part of the drive to improve standards, all schools are required to report on the progress of pupils with SEN and to set appropriate targets using the SEN Progression where appropriate.

Q2. SEN Progression are a set of performance descriptions for measuring the progress of pupils for whom the early levels of the National Curriculum are not appropriate.

Q3. SEN Progression have been written for use with pupils of all ages.

Q4. SEN Progression have been written solely for use with pupils who have profound and multiple learning difficulties.

Q5. SEN Progression may be used to show that pupils with SEN are making progress.

Q6. SEN Progression are a framework for making staff and schools accountable for effectiveness.

Q7. SEN Progression may be used to set meaningful performance targets for pupils with SEN as part of the school improvement cycle.

Q8. SEN Progression may be used for summative assessments of pupils with SEN.

Q9. The SEN Progression assess only selected part of the programmes of study.

Q10. SEN Progression range from P1 to P9

Q11. The first three P levels are common to all subjects and describe general attainment.

Q12. The P scale descriptors are quite broad and multi-faceted and teachers have to make a ‘best fit’ judgment when applying them to pupils

Q13. SEN Progression have been developed to assess performance in English, maths and science only.

Q14. SEN Progression are useful in planning a meaningful curriculum and providing evidence of attainment which will inform both the IEP and annual review.

Q15. SEN Progression provide ready-made IEP targets.

Q16. The SEN Progression can be viewed as an alternative curriculum.

Q17. The SEN Progression link into the National Curriculum and the national literacy and numeracy frameworks.

Q18. The SEN Progression offer a standardised framework for setting targets; the statistical data generated will allow comparison both within and between schools.

Q19. SEN Progression are only a partial measure of what pupils can learn.

Q20. SEN Progression support both the spirit and concept of inclusion by means of a process which potentially gives higher status and recognition of the achievements of all pupils in school, including those with SEN.

Q21. SEN Progression can be used as a tool for identifying or labelling pupil’s SEN.

Q22. SEN Progression do not meet all assessment needs.

Q23. There are no expectations of ‘typical’ P scale progress.

Q24. Observation and annotation play a key role in evidencing P scale progress.

Q25. The level W must still be reported with the KS1 results.

June Whalley, Support Services
Room FT44
Cross Street
HU17 9BA
Tel: (01482) 392425

For further information about 'Using SEN Progression' or about the ordering of inclusion publications please contact:

Michael May, improvement adviser (SACRE)
Tel: (01482) 392413

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