“Leaders oversee a truly effective provision which successfully enables pupils with a range of complex needs to re-engage with education and make outstanding progress. ” – Ofsted, February 2018
Our Approach to Assessment
We have established personalised individualised curriculum planning that:
- Combines academic learning with therapeutic curriculum elements
- Indicates individual starting points with robust baseline evidence
- Provides opportunities and mechanisms for assessing progress on national curriculum, Social Mental and Emotional Health (SEMH) and Education and Health Care Plan (EHCP) outcomes
- Sets skills targets agreed at beginning of each academic year with students & parents/carers – progress reviewed termly with students.
- Makes assessment criteria explicit and indicates how progress will be assessed
- Indicates next steps in learning
- Allows evidencing of small steps including student’s green pen self correction in response to the teacher’s feedback across all levels of work
- Evidenced also with photographs, audio etc.
- Ensures students self review targets on their EHCP termly using Goal Achievement Scales
- Collates subject assessments over a series time to show progression
- Reviewed with therapists where applicable
- Is shared and reviewed termly with students and parents and placed in their ‘My Curriculum’ Folder
- Is robustly monitored by senior leaders
- Contributes to School Self Evaluation
Our Response to Assessment without levels and new QCA framework
- From September 2017, we will retain our approach, method and use of assessments but will base the mechanisms, reporting and targeted interventions around Pearson’s Support for Progression 11 -16, personalised to fit our students’ profiles. Click here for more details.
- Assessment approaches for therapeutic curriculum elements and for tracking progress on EHCP outcomes remain the same.
- Emphasis on opportunities for student self assessments remain the same