P scales are progressive levels describing learning that leads to level one of National Curriculum subjects. They are intended for pupils with all kinds of special needs who are still working towards the National Curriculum across the age range from 5 to 16. P scales are related to National Curriculum progress and as such reflect that part of the whole child’s progress
They are of great use helping us reflect upon the steps that children with special needs make as they develop and extend the application of knowledge and skills. Such children often make progress in very small steps, or in idiosyncratic ways, following very individual paths. Consequently they often need their own individual objectives.
P scales are not a curriculum or preset objectives, or recommended or expected steps. They are intended to be broad framework to help teachers make professional judgements taking into account their knowledge of individuals and circumstances to reflect on the progress of a wide range of children.
The Qualifications and Curriculum Authority (QCA) guidance states that whilst they provide useful information there are many considerations that must be taken into account when using aggregated data derived from P scale assessments.
In 2005 QCA produced further guidance ‘Using P Scales’ which reaffirmed many important messages about the use of P scales including.
- P scales were a useful framework to support observations and assessments over time – making best fit judgements
- They are a framework that outlines attainment and helps track linear and lateral progress.
Hi,
I am the principal of a small special school in Hong Kong. We have used the P scales for a number of years now and also we submit the PACE results to Durham each year.
My problem is I have a new SEN adviser who is talking about breaking the P scales down to smaller steps so that we can track individual student progress and measure the improvement especially at P 3.
My understanding was that the p scales helps teachers to get a picture of where the child is and what can be expected. It is then for the teacher to plan the way forward and that assessment will inform you of the progress. She is very keen to get me to change this and I am not sure what to do about it. I cant see how you can break the p scale down into smaller steps.
We dont use IEPs as all our planning is derived from the EQUALs schemes. I have a feeling that she is going to challenge this as well.
Any suggestions?
Thanks
Mike
Hello Mike
you are right that P scales were intended as a broad framework — and were not intended to be rigidly sub divided.
They have to apply to many different kinds of children – with different kinds of barriers to learning and accross a wide range of ages — so it would be impossible to write the definitive list of sub divisions.
We might expect very different next steps from different children — e.g A child of 5 years old with autism who is operating at P3 will be different from a 15 year old with profound physical and sensory difficulties.
so P scakles were originally intended to help us see levels of functioning but also for us to relate to individuals –
But that has not stopped systems like PIVATS and B squared from describing sub divisions — THough I must add that wherever sub divisions are used teachers still find that there are inadequacy.
I would suggest that rather than write lists of expected progress — staff look for individulal examples of priogress — set personal targets thet relate to the needs of individuals — remembering that these are not always steps up the ladder — they may be lateral i.e applying existing levels of skill in different contexts or connecting learned skills together.
Think of the enormous barriers to learning that are experienced by PLD kids and we should reconise that tiny steps of Progress at P3 may be great achievements.
May be your coordinator would like to look at
routes for learning — which has a great deal of detail about progress for PLD kids — but is also flexible about the paths they take http://accac.org.uk/eng/content.php?cID=3&pID=1309 or look at the assssmnt materials on the cd that is included in flo longhorns new book multi sensory workout