How do we know whether support for using tools in design technology is working?

The same visible difficulty can arise from language demands, uncertainty, prior experiences, attention, memory, sensory load, skill gaps, relationships, fatigue or a mismatch between the task and the support available. Look for patterns across people, places and times of day, and compare difficult moments with occasions when using tools in design technology goes more successfully.

Define success before collecting data

For using tools in design technology, choose one or two indicators that matter: greater independent participation, fewer prompts, improved quality of work, earlier help-seeking, reduced recovery time or successful use across more than one context. Avoid relying only on whether adults report that things feel calmer.

Measure independence as well as completion

Apply this principle specifically to do we know whether support for using tools in design technology is working. Gather a few concrete examples, identify what makes the situation easier or harder, and choose a response that addresses the barrier rather than the surface behaviour. Review whether the pupil becomes more able to participate independently.

Check generalisation and pupil experience

The practical test in this case is whether support for do we know whether support for using tools in design technology is working changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

Keep the response proportionate

The practical test in this case is whether support for do we know whether support for using tools in design technology is working changes the pupil’s experience in school. Agree what staff will try, what they will notice, and how the pupil can contribute their view. This keeps provision responsive rather than routine.

Further reading