1. The National Strategies Progression Guidance 2009-2010 Improving data to raise attainment and maximise the progress of learners with special educational needs, learning difficulties and disabilities

2. Purpose Raise expectations Set out evidence of the progress already being made by learners with SEN /LDD

3. How can this guidance be used? Tracking and evaluation of progress Target setting School improvement

4. Key Principles High expectations are key to securing good progress Accurate assessment is essential to securing and measuring pupil progress Age and prior attainment are the starting points for developing expectations of all pupils

5. Data set 1: National Curriculum teacher assessment/test data 2007 Progression Analysis Key stages 1-2 83.1% of learners made 2 levels of progress in English by end of KS2 75.4% of learners made 2 levels of progress in mathematics by end of KS2 Of the pupils classified as W at the end of KS1, 10.7% made less than one level of progress by the end of KS2 Of the pupils classified as W at the end of KS1, 13% made one level of progress by the end of KS2 Of the pupils classified as W at the end of KS1,46.9% made two levels of progress by the end of KS2 Of the pupils classified as W at the end of KS1,29.5% made three or more levels of progress by the end of KS2

6. Data set 1: National Curriculum teacher assessment/test data 2007 Progression Analysis Key stages 2-3 In 2007, 27.3% of all KS3 pupils made two NC levels of progress by the end of KS3 In 2007, 58.1% of all KS3 pupils made two NC levels of progress in mathematics by the end of KS3 60.4% of pupils classified as W at the end of KS2 made two or more levels of progress by the end of KS3 in English 60.1% of pupils classified as W at the end of KS2 made two or more levels of progress by the end of KS3 in mathematics

7. Data set 1: National Curriculum teacher assessment/test data 2007 Progression Analysis Key stages 3-4 54.7% of pupils made two levels of progress in English by the end of KS4 83% of pupils who started the key stage classified as W attained no KS4 result at GCSE 89% of pupils who started the key stage at NC level 1 attained no KS4 result at GCSE

8. Data set 2: The national P Scales data collection for 2008 End of Key Stage 1 5% of learners registered on at least one P scale Very few learners on lower levels of P scales 69% of those on P scales are male 24% of those on P scales have a statement of SEN 38% of learners on P scales are eligible for FSM 43% of learners on P scales are summer born

9. Data set 2: The national P Scales data collection for 2008 End of Key Stage 2 0.4% of learners registered on at least one P scale 0.4% registered on lower levels of P scales 66% of those on P scales are male 84% of those on P scales have a statement of SEN 29% of learners on P scales are eligible for FSM 5% of learners on P scales are looked after

10. Data set 3: The Progression Guidance Project P scales data collection for 2007 Provides a range of p-scale progression data presented in a variety of different formats Shows what good progress looks like for learners on a range of different trajectories

11. Data set 3: The Progression Guidance Project P scales data collection for 2007 KS1KS2 (25 th percentile LQ) KS2 (50 th percentile Median) KS2 (75 th percentile UQ) P4P5 P7 P5P6P7P8 P6P7L1CL1B P7L1CL1BL2C P8L1BL2CL2B

12. Data set 3: The Progression Guidance Project P scales data collection for 2007 Analysis of Key Stage 1 to Key Stage 2 data for Reading shows that: 71.4% of pupils in year 6 who started KS2 at P3ii, make one or more levels of progress by the end of KS2 58% of pupils who started KS2 at P4, make two or more levels of progress by the end of KS2 46.9% of pupils who started KS2 at P8 make two or more levels of progress, up to level 2A, by the end of KS2

13. Data set 3: The Progression Guidance Project P scales data collection for 2007 Analysis using data set 3 Key Stages 1-2 Over 60% of KS1 pupils with prior attainment of P5 make two or more levels of progress in both English and Mathematics by the end of KS2 KS2 pupils with prior attainment of P2ii and P3i in mathematics appear to find it more difficult to make progress. For example, 55.6% of pupils with prior attainment of P2ii remain at P2ii or regress

14. Progression Guidance charts and tables www.standards.dcsf.gov.uk/nationalstrategies Reference for data set 1: 00646-2009DWO-EN-01 Reference for data set 2: 00647-2009DWO-EN-01 Reference for data set 3: 00648-2009DWO-EN-01