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Assessment and Outcomes

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 DfE, LA, Governors and parents (see link below for DfE Performance Tables and School Assessment information).

 

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 new assessment model is linked to pupils’ EHCP 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, 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 for pupils that work below NC  standards for KS1.

 

Summative assessment use G levels and show attainment and progress. Progress is identified and measured through the use of 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 in a key area. 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 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.

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Please find our latest reports on Pupil Progress below and a link to the DFE School performance table for Woodlands School:

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