London Borough of Croydon


The 2014 national curriculum and interim KS1 and 2 assessment frameworks have raised expectations about the skills and knowledge children are required to demonstrate in order to be assessed as working at age related expectations. With the demise of NC levels, schools now have the freedoms to choose how best to assess the progress of their pupils.

Feedback from mainstream schools indicates that they would welcome further guidance in terms of measuring and reporting on progress for a small but growing number of pupils with more complex needs who are working well below the level of the national curriculum.

This guidance has been produced to provide support for schools when considering how best to demonstrate progress for pupils with SEND. This guidance and associated documents have been developed by a working party comprising advisers and consultants from Croydon LA and Octavo Partnership, school leaders and teachers from special schools and mainstream schools (including those with Enhanced Learning Provisions).

The guidance is organised as a set of resources (below).

Next steps

Since the completion of this guidance recommendations from the Rochford review to look at statutory teacher assessment for pupils with SEND working below the national curriculum teacher assessment frameworks have been finalised with the following recommendations:

  1. For the academic year 2018-2019, for pupils working below the national curriculum assessment framework but able to engage in subject specific learning (above P scale 4) Pre-key stage standards should be used for statutory teacher assessment at the end of KS1 and KS2. If a pupil is working below these standards, teachers should report their outcomes using 
  2. From 2020, for pupils not ready to engage in subject specific learning, the statutory assessment will replace P scales 1 to 4 and will be based on the ‘7 aspects of engagement’, an assessment approach that focuses on pupils’ abilities in specific areas like awareness, curiosity and anticipation. In light of these changes a new working party has been planned for the Spring term 2019 to review this and associated guidance. Find out more.


The following resources are available for download below.

  • Resource 1: How inclusive is your assessment policy and practice? A checklist to reflect on your current approaches to evaluating impact of SEND provision on pupil outcomes.
  • Resource 2: Guidelines on using whole school data management systems and other evidence to demonstrate quality and impact of SEND provision.
  • Resource 3: SEND Data Dashboard: Framework to support schools to compare identification and achievement of SEND pupils against national/ local benchmarks, and inform wider evaluation of SEND provision, highlighting strengths and areas for development.
  • Resource 4: Measuring what’s important. Prompt to ensure schools use a range of assessment measures across all areas of learning to assess and evaluate progress for SEND pupils. suggested framework to record overview of range of assessment measures and indicators to show impact of SEND provision.
  • Resource 5: SEND pupil progress profile: Tool to support collation of key information to provide a holistic view of achievements and impact of school provision for individual pupils with significant needs. It can be used as a reference document or as a template to report information.
  • Resource 6: Preparation for Adulthood (PfA) tool to support assessing and monitoring progress towards outcomes linked to independence and wellbeing.

Each school should adapt and tailor the resources to reflect provision and circumstances in their own setting. The resources will be updated regularly to reflect feedback from practitioners and to respond to any changes in national policy and expectations. Best practice examples developed by schools will also be included.