Menu
Home Page

Assessment & Progress

Given the increasing complexity of need of our young people, we have revised our assessment systems. We are committed to observing, recording and evaluating our  pupil achievement in order to be clear about:

    •    where each young person is;

    •    where we expect them to be;

    •    how we intend to support them to get there.

 

Having consulted with the young people, parents, therapists, school staff and governors, we have agreed the a set of key outcomes (Click here) necessary for our students to succeed in the wider community and into adulthood. We are going to use a range of measures to systematically track key academic, social and physical development for each individual. We will call this our Holistic Assessment Toolkit or HAT: 

 

 

What is 'expected progress’?


 

We have devised our own Richard Cloudesley School Progression Guidance to reflect real progress of current Richard Cloudesley Students from their baseline to current levels in the aspects of English and Maths. This data spans 11 years and is informed by the progress each and every students at Richard Cloudesley has made. This informs our target setting and end of year analysis.

 

The first two tables give the overall expected progress for learners working at the three levels, broken down into PODD user and non-PODD user. Expected progress for a non-PODD user is what the national progression guidance deems to be ‘upper quartile’ or ‘better than expected progress’. 

 

 

The scores in each table above represent the expected amount of progress over one year

e.g.  If a student is working at p7 they would be expected to make 0.55 of a reading level from September to July.

 

What about a learner's wider development?


Most of our young people have additional communication needs and require specific AAC interventions and scaffolding, for example many use PODD communication systems, eye gaze technology, and Makaton / Tassels signing. Young people have a communication plan that is written in partnership with speech therapists, teachers and parents. It describes their current function, and gives learning requirements and suggested strategies to move them forward. A pragmatic profile (questionnaire) captures the range of communication functions  and competences the young person is showing at home and in school at this moment in time. This information can be scored and used to identify specific aspects that need to be taught. The pragmatic profile can then be completed again to show progress.


To support identification of next steps and to track progress for our switch users we also use The Switch Progression Road Map and for our eye gaze users the Look to Learn activity record log. 

 

How do we evidence learning?


Progress is evidenced through annotation, photographs and video which is in Pupil Progress Folders, and analysed using the CASPA system. This allows comparison of progress across schools, and between groups of children within our own school. The P1 – P4 curriculum folders capture the progress for the cohort of learners who remain within this parameter.

 

How do we accredit learning in the sixth form?


In the Sixth Form students build on prior learning and work towards OCN accredited courses. We have two pathways:

 

    •    Entry Level learners study Functional English, Maths and Computing at Entry Level. Vocational learning is accredited using Personal Progress Units.

 

    •    Pre-Entry Level learners complete units of OCN Towards Independence.

 

How do we share what we have learned? 


PIVATS progress in English, Maths and Personal & Social Development is shared and discussed with students and parents in annual review meetings alongside their communication plan and physical development plan. We also have termly pupil progress meetings with parents to discuss their child’s individual progress and review their child’s Education Health and Care (EHC) Support Plan. 


We write and share an evaluation of our data three times a year, in October, January and June. This includes a comparison of groups within the school and progress over time. It is shared with parents (during termly pupil progress meetings) and governors and informs our school and curriculum development.

 

 

Annual Report 2016

 

 

 

 

 

 

Top