Using the P scales: Moderation

See also QCA Using the P scales which includes a section on moderation.

The P scales are designed to provide a common basis for measuring the progress of pupils for whom the early levels of the National Curriculum are not appropriate.

For P scales to be effective in raising standards for pupils with SEN they must be applied with rigour and consistency and be included in the same cycle of moderation used to ensure robust judgements for National Curriculum levels above level 1. Moderation is essential if judgements of pupils’ attainment and progress are to be accurate and consistent in order to usefully inform planning and provision.

Moderation can be carried out within school groups, across the whole school and between partnerships of schools or local authorities. It is particularly valuable when moderating evidence for pupils with SEN that where possible, there is some discussion with the pupil and with others who may know the pupil in different contexts.

Moderating against the P scales allows colleagues with a range of experience and viewpoints to come to a common agreement and understanding about the level of a piece of evidence. Evidence may include for example, an observation, a photograph, video or audiotape or a piece of pupil’s work.

Moderating a selection of evidence should allow staff to develop more consistent judgements than when assessing a pupil’s level of achievement at a later date.