Assessment and Reporting
Teachers continuously assess the pupils to inform their planning to deliver an individualised bespoke learning experience.
Within every classroom, there is an Assessment File for every child. This folder contains detailed evaluations of what development and achievement each pupil has made in Literacy, Maths, PSHE and the Performing Arts subjects. This is updated continuously and time is given to teaching teams during twilight sessions throughout the year to manage this.
Any new pupils have a baseline assessment completed within six weeks of their arrival. Pupils are admitted throughout the year so this can happen at any point during the year. Summative assessments are completed once a year and handed to the Senior Leadership Team to analyise.
These following tests are for those pupils that can access the tests. They are offered to a small group mainly through our intervention program and may not be happening in all classes.
- Neale Analysis of Reading Ability (NARA)
- Early Literacy Test
- 1s Class @ Number (Numeracy Tests)
- Phonics Screening Tests
- Single word spelling test
- Key Stage 2 SATS
- Entry Level Numeracy and Literacy
- Portfolio of work internally and externally modifies for ASDAN
- Portfolio of work to be submitted for AQA Unit Awards
Every class uses a working wall. This is a display area with individual pupils represented and the targets they are working on across every lesson every day. When observations or assessments take place post it notes are completed. These are written by all the adults working with the pupil and are placed on the working wall and celebrated in a lesson plenary or generally in class.
Each individual has an annual review of their Statement of Special Education Needs (SEN) or Education Health Care Plan (EHCP). It is statutory that content, objectives and level of professional support in these documents are reviewed for accuracy, and objectives/targets are monitored to check that they are being adhered to.
The school will invite parents, pupil, class teacher, appropriate professionals, and the Case Officer from the appropriate Local Authority. The Annual Reviewing Officer will be a member of senior staff from the school; they will chair the meeting.
For those pupils with Statement of SEN, 5 annual targets will be set at the review meeting under the curriculum headings of Literacy, Maths, Personal, Health and Social Education or Physical Development, Performing Arts, and Inclusion. Those pupils with an EHCP will have annual targets set towards the aspirational targets shared at the EHCP/Statement Conversion Review. These 5 SMART (Specific Measurable Achievable Realistic Timed) are set between all individuals present at the meeting. The 5 targets are considered to be the priorities for that individual pupil. The school encourages parents/carers to be more proactive and aspirational when setting targets, and share responsibility for achieving the targets.
The class teacher's annual report, written for the Annual Review, is supported by copies of the Individual Education Plans (IEPs), annotated work evidence sheets, a parents report, a pupil report, and reports from appropriate professionals.
Individual Education Plans (IEP’s)
An IEP is a three stepped plan to achieving targets set at the Annual Review. Following the Annual Review the class teacher has the responsibility of writing the IEP within three weeks. It is then shared with the Annual Reviewing Officer before being sent to parents/carers. Each IEP is reviewed at each Parents Evening throughout the year; encouraging parents to feedback.
IEPs will be embedded into subject planning where appropriate and will be reviewed by the class teacher at each planning and assessment stage throughout the year.
If an individual target is achieved early or is considered to no longer be appropriate or a priority, a new target will be set in discussion between the class teacher, parents/carers and the Annual Reviewing Officer.
Every class has a marking policy on the class room wall. Each marking policy contains information on how each pupil receives verbal and written feedback during the lessons and in their work books or folders. It also helps all adults supporting the pupil in different sessions to pick up on next steps and informs learning. This marking is shown on displays in classrooms and around the school.