ABSTRACT
This chapter looks at the variety, content and potential uses of baseline data, offering teachers a structure for thinking through information about ability and attainment in order to enhance teaching practice and pupil attainment. It considers the role of baseline data in the implementation of the graduated approach of Assess, Plan, Do, Review. Pupils with Education, Health and Care plans should be the subject of regular meetings that prepare for and address transitions in detail, ensuring those involved in identifying, making, and monitoring provision and progress are aware of potential bumps in the road. Attention to detail in terms of baseline documentation, Special Educational Needs Disability documentation and contextual data can help to mitigate some of pupil anxiety that exists around transitions by re-establishing a consensus, aiming for a consistent approach and helping to mitigate some of the limitations inherent in the structure of the current system.
