Using attainment data to identify SEND in independent schools

We use PTE and PTM with pupils to measure their attainment compared with their ability. This is the start of our process of identification and intervention. We start by monitoring the Standard Age Scores (SAS) from PTE and PTM for any discrepancies. For example, if the PTE SAS is average (c100) but the PTM SAS is considerably above average (130 or over), then we know there is an issue.

We also map the PTE and PTM SAS against the Verbal and Quantitative scores from the Cognitive Abilities Test (CAT4). Any discrepancy in the SAS of +/-5 alerts us to investigate the pupil further. The next step for an underscore will be a SENCo review, which is then followed by an external assessment if necessary.

One of our Year 3 pupils was clearly very intelligent – a great conversationalist and curious. Their PTE SAS was 104 and PTM SAS was 141. They had always been a high achiever, so it was only when the reading element became greater and they were required to read much longer passages that it was obvious there was an issue. Not only were we able to diagnose dyslexia externally, but also Meares-Irlen Syndrome – as the child was struggling with visual stress and not able to keep words in their visual “screen”.

For every child externally assessed and identified with SEND, an Individual Learning Plan is developed including scores, diagnostic information and all interventions. This plan is shared with all teachers and parents. Our SENCo collates the information for each child and constructs a whole school overview identifying any difficulties.

Detailed information for each pupil is presented in a class overview where all learning, personal, social and emotional information is easily accessible to teachers – including data from the Pupil Attitudes to Self and School (PASS) measure. We also provide an end of year summative report for parents and the Individual Report for Parents, provided by both PTE and PTM, forms an important part of this.

Once interventions are put in place for these pupils, we continue to measure the impact of these by referring back to the previous year’s PTE and PTM scores to determine whether or not the child has made progress. If there is little or no progress we look for any reasons why, alter our approach, consider any PASS data etc. and put the pupil on half-termly headteacher monitoring.

I can’t remember us not using PTE and PTM at our school. These assessments have always been the measure which, when cross referred with CAT4, identifies achievement in line with, exceeding, or not yet meeting ability. That, in turn, drives any necessary further investigation, monitoring and an intervention programme.

This has been important not only for the pupils, but also to identify trends. Are children coming into the school less skilled, as the Kindred Squared research has found? Are their devices causing them to be less efficient and effective learners? We can see how we compare with the national cohort in any year group, make comparisons between our year groups, and understand the impact of teaching on scores and individual pupil progress year-on-year.

The Gleddings Preparatory School is one of our Advocate Partners