What people have said about the SATTS Discs
‘Having put on the initial data we are finding the program very easy to use.’
DB. - Grantham
‘The individual pupil chart is great for annual reviews and discussing progress with parents.’
KH N.Yorks
‘The tracking of progress against targets has helped inform future planning of support.’
CL Sutton
‘The traffic light system gives a very quick visual overview of progress or otherwise.’
CM Derby
‘The program shows the progress of all our pupils which is great.’
JB Lincoln
Core Subjects / Foundation Subjects – SEND
The tracking and target setting on these discs are based upon National Curriculum Levels and Pupil Progression Guidance. Where mainstream pupils expected progress is deemed as satisfactory for the pupils designated with Special Educational Needs or Disabilities then this level of progress would be deemed as outstanding progress – the upper quartile of the Pupil Progression Guidance. Good progress is determined by the median and satisfactory / expected progress determined by the lower quartile.
Core Subjects / Foundation Subjects – significant SEND
The tracking and target setting on these discs are based upon National Curriculum Levels and Pupil Progression Guidance. Where mainstream pupils expected progress is deemed as satisfactory for the pupils designated with Special Educational Needs or Disabilities then this level of progress would be deemed as outstanding progress – the upper quartile of the Pupil Progression Guidance. Good progress is determined by the median and satisfactory / expected progress determined by the lower quartile. However there are still some pupils with significant special educational needs who will not be able to attain as well as other pupils with Special Educational Needs and would always be seen to be ‘failing’. What we have created at Otherways Education is the opportunity to track and target set for those pupils by continuing down the Pupil Progression Guidance. The median has been indicated as being outstanding progress and good progress being identified by the lower quartile. By developing this we have been able to successfully show improvement for all pupils and have given challenge to teaching staff to achieve targets for these pupils. For a pupil to be assigned to this tracking system the school does need to have evidence that the child has not been successful on the SEND tracking disc in the first place.
Post 16 – Supporting the Assessment of Tracking and Target Setting
It is recognised that some students who stay on at school through to the end of Key Stage 5 / Post 16 still require recognition of their success through a school tracking system. To support this Otherways Education has developed a ‘progression’ to the significant SEND Tracking and Target Setting Disc developed for Key Stages 3 and 4. This disc again shows the progress being made by students who would otherwise have been making ‘unsatisfactory’ progress against other systems.