Since spring term 2016, Duke Street Primary School have been using the new PIVATs 5 materials from Lancashire to assess and support all pupils with SEND and also to establish the small steps of progress which the children are making.

Please see below information about PIVATs for assessment of our children with Special Educational Needs and Disabilities (SEND)


Raising standards of achievement within an inclusive education system is an essential expectation for all pupils. All young people in our school have the right to receive an education of the highest quality which is appropriate to their needs.

PIVATS provides a structured approach to assessing, planning for learning, tracking and measuring small steps in attainment, focusing within the PIVATS structure on small steps within the P scales up to the revised national curriculum Y4 age related expectations.

Using PIVATS we recognise achievement and aim to close the gaps in pupils’ attainment. When assessing attainment, tracking and setting learning targets for pupils whose performance lies outside national expectations, certain principles should underpin the process.

Schools have the key role in the assessment of attainment and the setting of appropriate and challenging targets for all pupils and therefore it is important to consider both the attainments of individual pupils and standards across the school. The main aim for all schools is to ‘add value’ to pupils’ progress.  This can be demonstrated in the data, but should also be evident in pupils’ work and in discussions with pupils.

What is PIVATS for?

PIVATS is not aimed at providing for pupils who are underachieving – it is aimed at supporting pupils who are working well below national expectations for their age, due to aspects/attributes of SEND.

  • A key purpose is to provide supporting material for teachers, TAs and SENCos, in assessment of attainment and achievement, and planning for subsequent learning support. It should also provide support in term of subject knowledge regarding small steps in learning for each aspect.
  • It provides criteria for establishing starting points of an initial attainment judgement. This can then be used to aid in measuring future and further progress. Progress may be in very small steps for some pupils due to their needs.  Over time it should aid staff in setting appropriate learning targets for individuals.
  • It will also provide a basis for judgements to be more consistent, with staff being able to use the indicators to support internal and external moderation, and for use when explaining small steps of achievement to parent and carers.
  • It will then provide the basis for evidence of progress for senior leaders and others – backed up by other evidence such as learning journeys, portfolios, etc.

Please see an example of the PIVATs 5 assessment below. There is only one section for number, writing and reading due to copyright issues.


Please see the link below for an overview of the attainment of our SEND children from the Spring term. The information shows the amount and percentage of SEND children within the different assessment brackets. It includes PIVATs, previous year expectations (PYE), Below age related expectations, At age related expectations and working at greater depth within the age related expectations.

If you have any queries regarding the data below then please don’t hesitate to contact our SENDCo, Mr Reay.


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