The Progression Guidance 2009–2010: a caution about the achievement targets

Abstract

The article welcomes the publication of the Progression Guidance 2009–2010 as an important milestone in the government’s attempt to provide data to schools on how well children with special educational needs (SEN) are progressing. The materials hold the potential to enable school improvement partners, inspectors and educational psychologists to help schools become more accountable for the progress children with SEN make. However, they are based upon generic norms, which intentionally do not acknowledge category of need. Whilst there are strong inclusive principles underpinning this rationale, doubt is raised about their ability to help special schools set appropriate learning targets for pupils.