This blog is a place to exchange information about using P scales to track the progress of individual pupils with special educational needs, who are who are working at earlier levels than that described by the UK National Curriculum programmes of study or the Primary Strategies yearly teaching programmes.

The purpose of this blog is to promote professional dialogue, helping teachers develop their common understanding of levels of pupils’ progress, and developing perspectives on issues such as :

  1. Making and sharing professional judgements.
  2. Level descriptors for pupils of different ages
  3. Profiles exhibited by pupils who experience different barriers to learning
  4. Recognising lateral progress.
  5. Consolidation of knowledge and skills
  6. Celebrating progress for those whose progress is extremely slow
  7. The strengths and weaknesses of data.

Before the P scales were included in the Qualifications and Curriculum Authority (QCA) guidance documents ‘Planning, teaching and assessing the curriculum for pupils with learning difficulties’ in 2001 teachers of pupils with severe or profound learning difficulties didn’t have a common framework on which to view progress. Since their introduction they have become a common language through which we can communicate about individual pupil’s levels of performance and the progress they have made.
These documents are available here

Les Staves,
P Scales Matters moderator