1. Personalised Learning @ BSAT

2. Curriculum BSAT Mission To pursue educational excellence, innovation and research offering the most effective teaching and learning opportunities to our pupils.
Aims
To provide all pupils with opportunities to learn effectively in a supportive, creative, safe and engaging specialist environment.
For all teaching to be intrinsically motivating using the pupils interests to help motivate and involve them in their learning.
To ensure the best outcomes for all of our pupils, with a strong focus on the development of functional communication, social and interactional skills and independence and self -help skills.
To promote social, moral, spiritual and cultural development as well as intellectual and physical development.
To provide a broad and balanced topic based curriculum which is personalised , creative, innovative and flexible allowing for the needs of each pupil to be met.
To provide continuity and progression from secure and robust baseline assessments with planned opportunities for pupils to make connections, transfer skills, think creatively and solve problems.
To provide opportunities for pupils to work independently and collaboratively.

3. Highly effective baseline
Accurate assessment is essential to securing and measuring pupil progress.
We recognise that one of the most important purposes of assessment is to inform teaching and learning.
All BSAT pupils are baselined on our BARICS assessment system (Brent Assessment Route I Can System)
Prior attainment and secure base lining of pupils is the starting point from which we measure and track progress of individual pupils and set challenging targets. The more we know about the progress of our pupils and their starting points, the better informed our expectations and our target setting is.
We are confident that Brent Assessment Route ‘ I Can’ System levels are robust , ambitious and secure.
We know that our assessments are secure and truly reflect pupil progress because we are part of BHHAG which is a group of high performing special schools who meet regularly to share good practice, moderate pupil work and compare outcomes.

4. “Personalised Learning” means…
“Realistic expectations”
“Making activities fun and meaningful”
“Differentiated resources”
“Using special interests”
“Individualised
equipment”
“Multiple professionals
working together”
Quickly read through/discuss bullet points
Specific and measurable targets for each child linked to their EHCP
According to the Department for Education, Personalised Learning means: “Focusing in a more structured way on each child's learning in order to enhance progress, achievement and participation. It is based on the principle that all children and young people have the right to receive support and challenge, tailored to their needs, interests and abilities.”

5. Focus on inclusive practice and removing barriers to learning
SEND code of practice We share the code of practice vision for pupils with special educational needs and disabilities– that they achieve well in their early years, at school and in college, and lead happy and fulfilled lives.
Views, wishes and feelings of the child or young person, and the child’s parents
Early identification of children and young people’s needs and early intervention to support them
High quality provision to meet the needs of children and young people with SEN
Focus on inclusive practice and removing barriers to learning
Support to achieve the best possible educational and other outcomes, preparing them effectively for adulthood

6. Why Have PIPs?
According to the Code of Practice (2014), every pupil at Manor and The Avenue have an EHCP by the end of April 2018.
EHCPs list Long Term Aspirations which are personal to each individual child. 
The kind of things we regularly see on EHCP plans are extremely broad and include things such as: “to communicate better,” “to become more social,” “to live independently,” “to maintain a job,” “to be able to use public transport independently” etc.

7. Why Have PIPs?
It is our responsibility to set Short Term Targets. These targets should support pupils to achieve their Medium Term Outcomes... which in turn should help them on their journey towards achieving their aspirational goals.
PIPs are the ‘vehicle’ that we use to set our Short Term Targets.
Long Term Aspirations
Medium Term Outcomes (Section E)
Short Term Targets (PIPs)

8. What are PIPs?
In 2017 we made them more user friendly and moved to digital PIPS.
PIP targets are set every half-term which totals 5 per academic year and most children have 8 targets per half term
Digital PIPs are set up in a “Map > Tracker > Map > Tracker...” format. The final page of the workbook is the ‘Results’ page.

9. E-PIPs Differentiation EYFS PIP: ( B1 to B4 ) PIP
Cognition and Learning
Sensory and Physical
PSED (Personal Social and Emotional Development)
Expressive Communication
Receptive Communication
Behaviour for Learning
( B1 to B4 ) PIP
Cognition and Learning (1)
Cognition and Learning (2)
PSHE

10. E-PIPs ( B5+) PIP Number Geometry and Measure Reading or Phonics
Writing
Expressive Communication
Receptive Communication
PSHE
Behaviour for Learning

11. PIP Cover

12. Example of EYFS PIP Map
Our EYFS PIPs differ slightly, targets are linked to areas in ‘Development Matters’

13. Example of PIP Map

14. Example of a PIP tracker

15. Analysis ( PIP)

16. How is Progress Monitored?
The Results Page is RAG Rated and lets us see how many targets a child has achieved by the end of a half-term.
EYFS PIP
Base PIP
Standard PIP
Green
6/6 targets
7/8 or 8/8 targets
Amber
5/6 targets
6/8 targets
Red
4 or less targets
5 or less targets

17. 1. PIP MAPs
2. PIP Trackers
3. Evidence 4 Learning

19. Jayne Jardine
Steven Thomson
Margaret O’Connor