Special Needs

Data and Assessment Explained

The intelligent use of data can not only prove progression of students, a measure which is vital for when Ofsted calls, for use with Governors, LAs and other Stakeholders, it really can improve teaching and learning. In a mainstream school most data collection revolves around attendance and academic data (such as external and internal examination results and National Curriculum Levels). For most children this paints a reasonable picture of the child for measuring progress and deciding on intervention. However for students that are working within the P Level scales or just above these measures do not work so well. For example a child may realistically be assessed as P4 in Literacy and Numeracy for say three years. If this was the case how you could tell just from this data whether the child had actually made any proress during those years or not? They may have made fantastic progress for them, but the data would indicate no progress at all.

For this reason it is important that Special Schools, and mainstream schools that have children working within P Levels, look at other measures in addition to the P Levels and attendance measures in order to create a better picture of a child and their progress. These measures might include independence skills, progress against IEP targets, number of recorded behaviour Incidents per term, number of school 'awards' given, progress within PECS, and in particular for those diagnosed on the Autistic Spectrum progress within the Triad of Impairments (Social Interaction, Social Communication and Flexible Thinking).

I haven't found an 'off the shelf' system for collecting such data and analysing it and so have created bespoke systems for the special schools I have worked in. Please click on the links below if you would like to see the framework that we use. The data system is still being developed which is why some of the data entries are blank.

Student Yearly Tracking (Pre-16)
Student Yearly Tracking (Post 16)
Student Termly Tracking