Frank’s mock SAT’s result gave him a mid level 4 in mathematics, a low-level 3 in English and a mid-level 3. This was derived from the KS3 SAT’s papers.
Frank’s reading age was taken in year 7, and was classed as 7 years and 6 months. This is obviously lower than his actual age
Frank is classed as having specific learning difficulties (SpLD). His IEP states that he needs suitably differentiated work as he has a low reading age.
How useful is this data in terms of helping to meet his learning needs?
The key stage 2 results help him in the fact that he would have been appropriately setted (if applicable) when entering year 7. His current teachers would have been given an indication as to what level he is currently working at, and given the chance to suitably differentiate for him in lessons and differentiation is there to provide a different way of accessing the mathematics for everyone ().
With his KS2 levels quite low, he would also be assessed to be taken onto the Success Maker program, where he would spend a lesson a week out of lessons with other SEN children, focussing on basic verbal and numerical skills. This is an obvious positive step in helping him with his learning difficulties.
The MidYIS is a test that asks questions to estimate future attainment. The future attainment is based on previous year’s student attainment, basically seeing what they scored in MidYIS and the seeing what levels they got in KS3.
I am not so sure how this would help a teacher provide a more inclusive education for Frank, or any SEN pupil. It does not say what specific problems the pupil is having, or gives appropriate advice to the teacher.
I do not think that this piece of information should be available at all to the student, and possibly the teacher. For a pupil to be told he has only a small chance of getting a high level is not very encouraging at all. It also will give the teacher preconceptions about the pupil, which could affect the way that the teacher teaches the pupil, or what expectations the teacher has. If the teacher has low expectations already, then the pupil will only achieve to those expectations, which possibly should be higher than they are.
These are useful because they give Frank and the teacher a target to be aiming for. Frank will need something to focus on and to achieve; otherwise there is no impetus for him to try in lessons. As before, the KS3 target will influence the work that he receives in lessons. I hope that his class teachers will use his targets to differentiate his work for him, especially in English, which is not setted at this level.
- Current attainment level (Y9)
Current attainment levels are important, as pupils need to know what level they are working at and what they need to do to either consolidate on that level or proceed to the next level. Unfortunately, these current attainment levels are only given at specific dates during the academic calendar, and there are only 2 points in the year (Usually Parent’s evening and near the end of the academic year)
Previous attainment levels are useful for both teacher and pupil, as it allows the teacher to appropriately and successfully plan lessons that are suitable for the SEN pupil, but also challenging the knowledge they already have, which can be taken from their previous attainment records.
The usefulness of tests has always been an area of conflict for me. I believe that our education system contains too much testing of knowledge, and not enough focus on understanding. I was reading about Blooms Taxonomy and it says that 80% to 90% of the time, teachers just ask questions, which assess knowledge, but not understanding. (Taxonomy of educational objectives: the classification of educational goals, Bloom B, Longmans, 1956). Knowledge does not mean you understand something. However, in the case of mock exams, they are useful in determining gaps in knowledge. This is especially important for SEN pupils, as I have found from experience, they tend to hang on to misconceptions far more aggressively than other pupils do. Therefore, the mock exams do provide the teacher with an opportunity to assess the misconceptions of a SEN pupil, as well as others.
The knowing of the reading age is useful for teachers, but teachers should already be differentiating enough for this. However, I have a different pupil with a reading age of 6years, and for him I have to write in his homework for him as he takes an extremely long time to read it from the board. I say the homework aloud too. I spoke to the SENCO (QTS 2.6) at the school and she gave me some tips for pupils who find reading difficult. Something interesting she told me was that dyslexics find the font Franklyn Gothic Medium (size 12 minimum) the easiest font to read. So any work I do on the interactive whiteboard, I always use that font.
This is of good use as it tells us that if he has Specific learning difficulties, he will have “a particular difficulty in learning to read, write, spell or manipulate numbers so that their performance in these areas is below their performance in other areas” ()
Pupils with SpLD “may also have problems with short-term memory, with organisational skills and with co-ordination.” ()
SpLD also tells the teacher that he is receiving additional educational provision.
Qualitative Data.
Frank is a very confident person. His mathematical ability is generally his best asset.
According to his maths reports, Frank often tends to take too long to settle at the beginning of lessons. He also does not complete enough work in the lesson. Looking at his MidYIS scores for non-verbal work, he scores quite low compared to all other areas, which suggests he struggles with non-verbal work, which we know to be true. Most of the work he does in maths is non-verbal, which might account for his lack of interest. Speaking with Frank, I know his older brother to be dyslexic. This may explain why Frank also has problems with his non-verbal work.
His English report is generally good. His effort in aspects of English is excellent. He has a good imagination and can use this well when asked to come up with ideas for written stories. Obviously due to his SpLD, he does struggle with reading and writing tasks. His MidYIS scores place him with average verbal skills.
His Science report is similar to English in the fact that he is capable when it comes to practical work that does not include lots of reading or writing. He has no trouble in recording data in tables.
He is a key member of the class when it comes to oral work and finds it easier to communicate verbally than through text. This might explain his lack of work.
When Frank undertakes group work, or work that does not involve textbooks, he does seem more engaged and understands better. This is also the time when Frank is at his most productive. However, he does take a long time to settle and is not always on task for very long.
By watching Frank, it is clear to see that he is very aware of his classmates and that social acceptance is a higher priority than his mathematics. Although, he has said to me on several occasions that he wants to beat his brother’s grades and often asks how well he is doing with that cause.
I spoke to Frank’s mother during an academic review day and I could see that Frank receives a great deal of support at home, which will only aid his learning. She was very interested in how Frank can progress in mathematics. Again, this can only be positive for Frank to have a good support network at home. Concerning homework, it is always done, and to a good standard. It is not always correct, but he always tries.
Frank is very much an activist when it comes to his learning. He learns best when involved with other people or as part of a team. He does better with short tasks rather than listening to lectures or reading explanations. Being a 13-year-old boy, he also likes competitive tasks. He does not like the monotony of textbook exercises and is always receptive to new ideas or ways of learning. In a conversation with Frank, he did say to me that he much prefers group work as it is less boring than working through exercises on his own.
So what is the most valuable piece of information a teacher can have about a SEN pupil in order to meet the pupil’s learning needs?
After reviewing both the quantitative and qualitative data, I think that the most important information a teacher can have about a SEN pupil is the quantitative data. It is so important for pupils with SEN to have complete structure and continuity in their education. SEN pupils also perform better, when their teachers are aware of their special educational needs, which allow them to make special provisions for them. ()
When it comes to formative tests, which provide the bulk of quantitative data, I do not believe the results indicate the pupils understanding, as I have seen first hand that some pupils cannot answer a question in a test, yet I have seen them complete work that is more complicated in lessons. More often than not, the reason for these errors is lack of preparation, not lack of understanding.
However, for you to get the best out a pupil and for them to achieve to the best of their ability and provide good quantitative data, they have to work in lessons. From experience, I have noticed that some pupils will not work for you if they cannot see you as a ‘real’ person, and getting to know pupils is a real step towards overcoming the grim, but popular, teacher-pupil divide. I believe I have gotten the best out of the pupils I have taught by being interested in them and not just their educational ability (QTS 2.7). When pupils work in my lessons, they are comfortable with making mistakes in front of the whole class, I see that a positive step in their learning, and it also gives me insight into their actual ability in the subject. I can see where there are gaps in their knowledge if they will speak open, honestly, and mathematically with the class and me. With this, I believe I can set more realistic targets that are actually based on the pupils’ real understanding, not by how well they have been prepared for a type of exam question. It also gives me a better understanding of what level pupils are working at.
In addition, if pupils are more at ease with you as person, from experience, they are more likely to be honest with you. I often ask pupils if they liked a certain lesson, and most of them are comfortable in saying yes or no. I can ask pupils what they like doing in maths and what they do not. This way I am getting the pupils to tell me what their learning needs are, rather than me try to work it out.
I would prefer it is more emphasis was placed on qualitative assessment than quantitative, as I believe it would yield better and more accurate results. The only problem is, is that just schools are judged on statistics, and it is quicker and easier to give formal tests than to sit down and thoroughly evaluate a pupil. Pupils also like to receive marks and percentages. They would usually prefer to know they got 90% in a test than to just be told that they are working at a very high level.
References
Making special provision for SEN pupils, OFSTED inspection.
SEN classifications
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Provision of a statutory education – The National Curriculum
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Differentiation is there to provide a different way of accessing the mathematics for everyone
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QTS Standard 2.6
They understand their responsibilities under the SEN Code of Practice, and know how to seek advice from specialists on less common types of special educational needs.
QTS Standard 2.7
They know a range of strategies to promote good behaviour and establish a purposeful learning environment.
Blooms Taxonomy
Taxonomy of educational objectives: the classification of educational goals, Bloom B, Longmans, 1956
