Supporting the use of the P-scales in Plymouth
Evidence for Assessment
Using single or several observations / pieces of evidence
Dates of task(s) and subject(s): / Pupil name and age:Background information of child: School, year group and specific need
Setting/staffing: 1:1, small group, whole class
Outline of task: including support given and objective if appropriate
Coding for support given – NS – no support, VS – verbal support, SP – signed prompt, SU – symbols used,
GS – gesture support, HOH – hand over hand
Evidence: What did the child actually do/say? (Include paying attention and interest) Attach observations / evidence as appropriate.
Time taken to complete task:
Conclusion: What does this show? Experience/response/skill/ attitude/concept/knowledge
Level given and next step / target:
Assessed by: Date:
Level agreed: Yes / No Date:
If level is different from above please comment overleaf
Moderated by:
SEND STRATEGIC ADVICE AND SUPPORT
Acknowledgement to emsen (East Midlands Special Educational Needs Regional Partnership) and
University College, Northampton
Supporting the use of the P scales in Plymouth
Observation Pro-forma
Name of pupil: / School:Background information of child: Age, year group, specific need / Date of task / observation:
Lesson / activity:
Setting/staffing: 1:1, small group, whole class
Observation of child and task: including support given (see coding below) and objective if appropriate. What did the child actually do/say? (Include paying attention and interest)
Time taken to complete task: Observed by:
Coding for support given:
NS – no support, VS – verbal support, SP – signed prompt, SU – symbols used, GS – gesture support, HOH – hand over hand
Level given and next steps / target:
Assessed by: Date: / Level agreed: Yes / No
If level is different from above please comment overleaf
Moderated by: Date:
SEND STRATEGIC ADVICE AND SUPPORT Acknowledgement to emsen (East Midlands Special Educational Needs Regional Partnership) and University College, Northampton