The Engagement Model: Tracking Progress in UK Schools

In 2020, the Engagement Model was introduced as the statutory assessment tool for pupils working below the standard of the national curriculum and not engaged in subject-specific learning. This new framework replaced P scales 1-4 and provides an innovative approach to assessing students with significant Special Educational Needs and Disabilities (SEND). It’s designed to support teachers in evaluating the progress of pupils in a holistic and meaningful way, focusing on five key areas of engagement: exploration, realisation, anticipation, persistence, and initiation.

Why the Engagement Model Matters

The core principle of the Engagement Model is recognising that progress can be made in ways beyond academic measures. For some pupils with SEND, engagement is a more appropriate marker of progress than the traditional academic levels. These students may not always show improvements in areas that the national curriculum assesses, but they can make significant gains in areas like communication, sensory responses, and emotional regulation.

The five areas of the model allow educators to capture this progress, fostering a more inclusive and realistic view of each child’s development. By tracking engagement, teachers can identify how students respond to learning experiences and the strategies that work best for them.

The Five Areas of Engagement

1. Exploration – How does the pupil explore their environment, objects, or people? This focuses on the curiosity and willingness of the student to investigate their surroundings.
2. Realisation – Does the pupil show understanding or demonstrate that they have learned something? This step focuses on recognising that they’ve achieved or understood something new.
3. Anticipation – Can the pupil anticipate what’s coming next or show awareness of routine? This area looks at their ability to predict or respond to familiar experiences.
4. Persistence – How does the pupil maintain focus on a task? It considers the level of concentration and sustained effort.
5. Initiation – Does the pupil independently start activities or interactions? This involves their ability to take the first step in an activity or communication.

Tracking Progress in Schools

Tracking progress using the Engagement Model is a dynamic process. Schools need robust systems to monitor and record students’ achievements across these five areas, ensuring data is used effectively to guide future teaching strategies. Traditionally, tracking progress for pupils with complex needs could be inconsistent or challenging. However, with digital tools and assessment platforms, this process is becoming more streamlined.

Using Technology to Track the Engagement Model

Many UK schools are turning to online assessment tools designed specifically for the SEND population. These platforms make it easier for teachers to track and monitor engagement levels, offering visual dashboards and clear progress markers. One such example is iASEND, which provides a detailed, data-driven approach to capturing small steps of progress in SEND pupils. With tools like these, teachers can input observations, gather evidence, and generate reports on how students are progressing across the five areas of engagement.

Tracking the Engagement Model digitally allows for a more consistent and reflective approach. It empowers teachers by giving them insights into what works, enabling them to adapt teaching strategies accordingly. Plus, it provides a strong base for conversations with parents and carers, showing them concrete evidence of their child’s progress.

Challenges and Future Outlook

Although the Engagement Model represents a positive shift in how we assess SEND pupils, it comes with challenges. Teachers must become familiar with the model and dedicate time to continuous observation and recording. Additionally, schools need to ensure that there is a clear understanding across all staff members on how best to assess and apply the model.

Final Thoughts

The Engagement Model is a forward-thinking approach to assessing pupils with SEND, recognizing that learning happens in many forms. Focusing on the small, yet significant, steps of engagement allows schools to track progress that truly reflects each pupil’s abilities and potential. With the right tools and support, this model can provide a powerful way to enhance SEND education across the UK.

The author

Alice Smith

I am a former primary teacher turned education consultant for iTRACK Education with a passion for all things assessment. With years of classroom experience, I helps schools refine their assessment strategies, ensuring that data is not just collected but used meaningfully to enhance teaching and learning outcomes.

https://www.itrackeducation.com/