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Monitoring children’s progress

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Quick question. Does anyone still use the old development matters to monitor children’s progress? We are finding, when making referrals to outside agencies, filling out EHCPs and apprentices doing their studies, that there is still a lot of reference made to the old dev matters. This is very confusing, especially to our young apprentices. 
thank you


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It does seem very strange, doesn't it? And somewhat lazy, if I'm perfectly honest! I would imagine it's because outside agencies, particularly if funding is required, need to know 'how far behind a child is'. My own view is that we should be explaining a child's unique strengths and challenges in words, not ticking age-bands, etc.

I agree- with our new workforce currently in training, they need to be working with current best practice and assessing against the old development matters really isn't best practice. 😧

We are aware of many organisations using the free-to-download Cherry Garden framework  which offers a flexible approach to assessing a child who may have SEND. 

The reflection toolkit is also proving very popular- also free.

I think things will only change when settings are able to persuade LAs and outside agencies to move with the times!

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It's always tricky when purse holders need to justify their spending.  The convenient aspect of the previous incarnation of DM were the age bands where as Helen says, a setting could easily evidence how 'far behind' a child was.  Unfortunately during the reforms, children with learning differences were somewhat of an after thought.  Dingley's Promise are currently undertaking a significant project around what high quality assessment needs to look like for these children, so hopefully their guidance as a result will be well received.

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