Data & Assessment

A Quick Guide to Assessment at The Clare School

The Clare School caters for pupils with physical disabilities, sensory impairments, complex health and medical conditions and life limiting conditions. 50% of the current cohort have life limiting conditions. 80% of the pupils have some form of sensory impairment. The purpose of this document is to show how we assess progress and attainment while pupils are at The Clare School.

Baseline assessments

Pupils who are new to the school are assessed by their teachers to give a baseline level in every subject. This is done using the assessment system that is most suitable for that pupil.

On-going teacher assessments

All pupils are assessed through on going teacher assessment. Pupils working below P4 follow an integrated multi-sensory Pre-formal curriculum. Their progress is monitored using ‘Routes for Learning’ and other specialist tracking systems such as ‘Intensive Interaction’. All other pupils follow a Semi-formal or Formal curriculum where progress is monitored using the B Squared assessment system which breaks down the P scale and B Squared stage descriptors into smaller achievable statements. Reading and spelling skills are also regularly assessed.

Early Years / Foundation Stage

Pupils in the Early Years Foundation Stage are assessed using the Early Learning goals, which link into the Early Learning Profile. The B Squared Early Years Small Steps are also used. For Year 1 pupils Routes for Learning are used. All pupils have detailed learning targets clearly visible in the classroom.

Post 16

All students in Post 16 follow accredited courses. Formal pupils progress in English, Maths, PSHE and ICT is monitored through the continued use of B Squared stages. Pupils in the pre-formal class continue to use Routes for Learning and the Pre-Formal curriculum. The Semi-formal FE class uses a combination of B Squared, Pre-Formal curriculum and accreditation to monitor progress.

Other opportunities to assess progress:

  • Through LSP targets and annual review targets.
  • Through accreditation opportunities
  • Intensive Interaction records
  • Spelling tests/reading tests
  • ‘Catch up’ intervention programme in Literacy
  • ‘Tapestry’ records used in the EYFS
  • Individual Programmes (using targets taken from ‘Development Matters’ or B Squared Early Years package) used in the Early Years department
  • Learning Journeys completed in the EYFS and Primary Department

 

Target Setting

The school sets individual annual targets for all pupils. These are set by teachers using attainment level, prior progress and knowledge of the individual pupil. The Assessment Coordinator then moderates these with the teacher, if required, to ensure that targets set are challenging.

Pupil tracking and monitoring

Teachers and the Assessment Co-ordinator update tracking systems regularly throughout the year. At the end of each term a sample of pupils assessed work is checked by the Assessment Coordinator and the Deputy Head. Where pupils have not made expected progress in key areas during the term, intervention plans are formulated with the relevant staff.

Identifying gaps / LSP Targets

At the beginning of the school year a summary of progress is made for each pupil identifying if they have met school targets (Teacher Set targets, LSP targets, CASPA/Progression Guidance expectations). LSPs for the Autumn Term are set using this data. This information is regularly reviewed and new LSP targets set as appropriate.

Data Analysis

Data is analysed by the Assessment Co-ordinator on a regular basis. Currently, we monitor the progress of our pupils against the ‘Progression Guidance’ document. We also use the CASPA (Comparison and Analysis of Special Pupil Attainment) National Database to monitor progress against nationally set expectations. Pupil progress against Teacher Set Targets is analysed. The Assessment Co-ordinator also analyses attendance data and progress of pupils in receipt of Pupil Premium funding. Analysis of various different cohorts of pupils is also undertaken, such as pupils who are LAC, EAL or those in receipt of FSM, for example.

Moderation

In order to moderate our assessment and ensure that our levels are accurate, we regularly moderate samples of work with other schools in the Norfolk Special Schools Trust. In order to have a ‘common language’ amongst all of the schools, we moderate using the Norfolk Assessment Pathway. Moderation takes place on a half termly basis and a range of curriculum subjects and ‘strands’ are moderated. We are also required to take our EYFS profiles for external moderation. This is organised through Norfolk County Council. All accredited exam coursework is sent for external moderation, as are ASDAN Personal Progress and PSD portfolios.

Reporting arrangements

Reporting to parents

Attainment and progress is reported to parents through the Annual Review process. Discussions around progress also take place at parents’ consultation evening and at meetings involving other agencies. The school has an ‘open door’ policy where parents are welcomed to come in at any point and discuss their child’s progress.

Reporting to Governors and Local Authority

Governors receive a termly assessment update as part of the Headteacher’s Report. They also receive information annually in the form of a formal presentation to the whole governing body detailing pupil progress and data analysis for the whole academic year. The annual ‘workbook’ prepared for the County Council Assessment Lead is also shared with the full governing body.

Data is also forwarded to the local authority for analysis and comparisons against other schools. Our data is also exported to CASPA for national comparison. There is a statutory duty to report EYFS scores and end of Key Stage levels for all pupils who are at the end of Key Stage 1 and 2.

If you would like any further information about any aspect of Assessment or Data at The Clare School please do not hesitate to contact the Assessment Co-ordinator.