Assessment, Achievement and Progress
Reviewing and assessing our achievements and progress is a vital part of our overall journey of the School's Self-Evaluation Form (SEF), which we report on each year.
Our journey
Jan 2016
- 4 January 2016 - First Day ‘Understanding and Educating Learners with PMLD (Profound and Multiple Learning Disability)’
- Numerous reviews on pre-existing reporting systems and processes including annual review and data measures and outcomes
- Discussions on improving curriculum and assessment framework to meet the specific needs of the children and young people
- All children and young people baselined on the new Impacts curriculum
- Children and young people’s achievement celebrated through video presentation at annual review, pupil achievement assembly, star of the week and weekly newsletter
2016/17
- 10 ImPACTs targets (Individualised, (meaningful), Profile, Assessment, Curriculum, Target, Setting) set across all curriculum skill areas, and as a result children achieve well
- Children’s learning tracked through daily sessional RAG (Red, Amber, Green) sheets and from routines. Patterns in data and identification of next steps part of weekly team discussion
- Progress tracked from baseline with half termly APIES (Attendance, Physical, Intellectual, Emotional, Social) data and star charts
- Adopted principles of ‘engagement’ as outlined within Rochford review October 2016
- Ongoing validation of internal and external judgements with moderation of evidence pages
- External recognition of progress with Surrey Quality Assurance and Ofsted
- 24-hour curriculum recognises ‘golden moments’ of learning achievement through play and leisure
- Annual review reports updated to reflect Special Educational Needs and Disability (SEND) Code of Practice 0-25
2017/18
- Annual progress showcased within ImPACTs point score and progress percentage at annual review
- A year of enrichment ‘golden moment’ achievement displayed within the main school
- Achievement celebrated on displays and class data handbooks entitled ‘progress, achievement, celebration’ and class case studies
- Spiritual, social, moral and cultural progress tracked with SMSC (Social, Moral, Spiritual, Cultural) gridmaker
- Implemented adult engagement scale of supportive qualities to learning
2018/19
- Developed use of adult engagement scales as source to raise individual progress
- Implementation of therapy measures Goal Attainment Scaling (GAS) goals and music Sounds of Intent (SOI) target – progress and achievement driven through annual review
- Meaningful engagement within assistive technology, music and early years
2019/20
- Limitations of ImPACTs ‘paper- driven’ procedures reviewed
- From March 2020 school remained open to deliver with our best endeavours EHCP (Education, Health and Care Plan) requirements. Monitoring of progress continued.
- Annual progress collated in July 2020 with consideration to retention and implementing wellbeing focused targets
- Pupil achievement celebrated with creative and safe recognition of musical progress
2020/21
- Implementation of software-based pupil tracker package – earwig
- Spiritual, social, moral and cultural progress tracked within the earwig platform
- Implementation of ‘schoolzine’ a parent engagement platform to share and celebrate school and pupil achievements
2021/22
- COVID catch up allocated to children with progress <2% - key area of COVID catchup - ‘physical wellbeing’ ‘happiness profiles’
- Devised a ‘SOI’ music matrix to monitor and evidence music progress from start points, to identify targets and support monitoring
- Identified Earwig staff champions to support whole school use of ‘earwig’ resulting in all child baseline and profile data being actively tracked for patterns and progress
