We know that accurate and on-going assessment is fundamental to the setting of challenging learning targets, and creating stimulating opportunities for learning. We report to Department for Education (DfE), Local  Authority (LA), Governors and parents (see link below for policy).

Pupil progress is measured using The Growth Assessment Model which is a developmental assessment system using G Level ‘I can’ statements to measure small steps of progress. The assessment model is linked to pupils’ Education Health and Care Plan outcomes and allows a holistic approach to pupils’ development and promotes child-centred assessment.  The aim of this model is to look at pupils as individuals, recognise and promote their strengths, develop and focus on areas of a slower rate of progress and celebrate their unique skills and achievements. The Growth Assessment Model replaces P levels and includes G levels that bridge the gap for pupils that work below National Curriculum standards for Key Stage 1.

Children who are unable to access The Growth Assessment model are assessed using ImPACTS assessment. ImPACTS is a curriculum, assessment and target setting tool for pupils’ engaged in non-subject specific learning that allows the teaching and therapy team to meet pupils’ needs. These learners at Woodlands are assessed using the five key skills assessments from ImPACTS: Communication, Cognitive Skills, Environmental Control Technology (ICT), and Physical Development: Fine Motor and Gross Motor and PSEWB: Self-Advocacy. Once these assessments have been completed information from them is recorded on a Key Skills Profile.

Summative assessments use G levels or profile points depending on whether the pupils use the Growth Model or ImPACTS, and show attainment and progress. Progress is identified and measured through the number of 'I can' statements achieved, and a predicted trajectory for individual pupils. Formative assessment uses G level ‘I can…’ statements, PLPs (Personal Learning Plans) and Learning Journals to measure small steps of progress. Assessments are recorded continuously when a pupil has consistently achieved a skill and a teacher is confident that this skill is secure. Progress towards EHCP outcomes is tracked using both summative and formative assessment:

• Learning Journals/ Evidence for Learning (daily)
• PLPs (daily)
• Short term outcomes report (termly)
• Short Term outcomes data analysis (termly)
• Annual Review Report (annual).

Personalised Learning Plans (PLPs) are written at the start of every half term and reviewed at the end of the half term, though targets may be completed and renewed at any time. The PLP format is divided into five areas from the Educational Health Care Plan:

• Communication and interaction( Speaking and Listening, SLAT, ICT)
• Cognition and learning (Maths, Reading and Writing, Science)
• Sensory, motor and physical (PE, Swimming, Rebound, OT, Sensory diet, Physio)
• Social skills, mental and emotional health (PHSE, RSE, Social skills, Learning Behaviour, Learning to Learn, Interventions)
• Independence and community (Independence skills, daily living skills, Community visits, PSHE)

Assessment information is discussed at pupil progress meetings where pupil progress, measured against EHCP outcomes and PLP targets, are discussed and impact of interventions is reviewed.

Termly analysis and review meetings show whether learners are on track to meet or exceed targets and what is needed to support progress for all learners.

We moderate regularly both internally and externally to ensure consistency in judgments. Internal core subject moderation sessions are planned termly and have an agreed annotation and marking policy used by all staff. Our assessment systems are used constructively to support self-evaluation and school improvement.