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Special SIPs CPD
17th June
Tiverton
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This database contains a collection of School Improvement Partner visit reports. The data is
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linda chapman is logged into the SIPS database:
This database contains a collection of School Improvement Partner visit reports. The data is
meant for internal use by DES staff.
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26
DawlishOaklandsPark school
Phil Sylvester
14th May
2008
4.00hrs
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school
visitor
date
duration
7
•Working practices – special visit notes
•QA
•Induction and CPD
•Secondary national strategy
•Special Steering group
•Data and target setting
8
Developments:
• Requests for outstanding practice re: “Effective use of
data”
• OCT 16th ‘Target setting for Special schools” -
CPD conference - south
• At SHAD – schools agreed to share exclusion
and attendance data
• Target setting + CASPA
• Persistent absences
9
Target Setting Return for Special Schools for 2009: P Scales
P1(i)
P1(ii)
P2(i)
P2(ii)
P3(i)
P3(ii)
P4
P5
P6
P7
P8
1C
1B
1A
2C
2B
2A
English
Maths
Science
Please enter the Key Stage and the total number of pupils in the year group, either Y6, Y9 or Y11 at the top of the sheet. The numbers of pupilstargeted for the various levels should then be entered in the appropriate boxes for each of the subjects. (Please note that there is no statutoryrequirement for science targets to be set at Key Stage 2).
This pro-forma should be completed for each relevant Key Stage in addition to the standard target setting pro-forma distributed by the LA.
Where you have set targets using criteria other than the P Scales, please contact the Research and Statistics Section for advice on the way inwhich you should submit your targets.
SchoolDCSF No: Key Stage*Number of pupils in year group
*Please complete a separate sheet for each Key Stage
1010
KS 2pupils with Special Educational Needs which mean achievement of level 4 is unlikelyshould have targets which help them to progress as far as possible and by 2 levels ifappropriate
Number incohort: …….
% to make
2 P levels gainfrom end of KS1
% to make
1 P level gain
from end of KS1
% to make 2
NC levels gain from endof KS1
(taking average of readingand
writing at end of KS1)
% to make 1 NClevel gain from end ofKS1
(taking average
of reading and writingat end of KS1)
% to reachNC Lv 4 inboth Englishand Maths
English
Mathematics
1111
KS 3pupils with Special Educational Needs which mean achievement of level 5 is unlikelyshould have targets which help them to progress as far as possible and by 2 levels ifappropriate
Number in cohort:…….
% to make
2
P levels gainfrom end of KS2
% to make 1
P level gain
from end of KS2
% to make 2
NC levels gainfrom
end of KS2
% to make
1
NC level gainfrom
end of KS2
% to reach NC
Lv 5 or above
English
(in both Eng. +Maths)
Mathematics
Science
1212
KS 4pupils with Special Educational Needs which mean achievement of 5 A*-C gradesincluding English and mathematics is unlikely should have targets which help them toprogress as far as possible and by 2 levels if appropriate
Number in cohort: …….
Percentage
To make 2 P levels progress in English (from level attained at end of KS3)
To make 2 P levels progress in Maths (from level attained at end of KS3)
To make 2 NC levels progress in English (from level attained at end of KS3)
To make 2 NC levels progress in Maths (from level attained at end of KS3)
Entry level
1 A*-G
5 A*-C including English and Maths
1313
KS5Consider:Targets for progress in external accreditation, NC levels, P levelsStrengthsAreas for Improvement
1414
CASPA 2007- Comparison andAnalysis of Special Pupil Attainment
CASPA
• enables bench-marking of a pupil’s attainment against
each of the pupil's recorded categories of need, rather
than just the single main area of need
• allows schools to select for each pupil the categories of
need that they feel are most appropriate as the basis on
which to compare his or her attainment to that of others.
1515
1616
1717
1818
CASPA 2007- Comparison and Analysis of Special Pupil Attainment
• reports on performance for individual and cohorts of
pupils showing whether the actual, or target, progress of
pupils, based on prior attainment, is meeting, exceeds
or is below expectations.
• provides 'drill down' analysis for any cohort of pupils to
illustrate the spread of differences between actual, or
target, progress and expectations based on prior
attainment.
1919
Expected progress - the track
of pupil progress follows the
starting percentile, so the ending
percentile rank is the same as
the starting percentile rank
Above expected progress - the
track of pupil progress moves
up from the starting percentile,
so the ending percentile rank is
higher than the starting
percentile rank.
Below expected progress - the
track of pupil progress moves
down from the starting
percentile, so the ending
percentile rank is lower than the
starting percentile rank
2020
2121
2222
2323
2424
2525
