In Mabel Prichard School assessment is an ongoing collaborative process. It is integral to high quality teaching and learning. It helps to ensure our teaching is appropriate and that learners are making expected progress. Assessment helps us to identify the strengths and needs of the whole child, and to examine how he or she learns.
Assessment also helps us to monitor the progress and to plan future work using appropriate teaching strategies.
The curriculum provides consistency throughout the school, whilst recognising developmental and age related aspects to learning. Therefore we have adapted and created assessment systems which accurately and meaningfully allow us to support the progress of our pupils.The overarching vision is that assessment should be used as a supportive measure that allows all progress, no matter how small, to be demonstrated and for each pupil to keep moving forward in their learning, however that may look.
When designing a curriculum that takes account of all aspects of a pupil’s life, the assessment of such learning requires a bespoke approach.
Assessment aims to:
• Track attainment and progress of individual pupils and pupil groups over time.
• Identify the learning needs of an individual pupil or a group of pupils.
• Inform planning, target setting and interventions.
• Assist with the development of quality teaching strategies which motivate pupils.
• Be accurate, reliable and consistent across the school using a range of evidence and strategies.
• Complies with statutory requirements.
• Gather and capture additional information necessary to provide a tailored education, of high quality to all pupils.
• Inform parents and carers of their child’s experiences and achievements.
• Support the identification of barriers to learning and the development of strategies to overcome these.
Assessment for learning: on going
Ongoing assessment is an essential part of effective teaching and learning. Teachers and students continually reflect on how learning is progressing, see where improvements can be made and identify next steps. The interrelated strategies that should be part of everyday teaching and learning are:
* Sharing and communicating about learning intentions, learning outcomes and success criteria with pupils, clarifying progression where communicated appropriately.
* Giving formal and informal feedback to pupils, parents and other professionals to support the evaluation of progress, clarify standards and help identify next steps in learning.
* Planning for discussion and self-assessment to help children develop as independent learners.
* Planning specific activities that give teachers an insight into pupils progress and how to remove the obstacles towards it.
* Ongoing evaluation of behaviour impact on learning from assessment data.
Assessment for learning: summative
More formal periodic assessment informs the learning plans for children with different learning and progression needs and next steps in teaching and learning. Pupil progress data is formally collected 3 times per year to assist tracking and to target specific groups and individuals.
The school has regular internal and external moderation to ensure consistency of judgements across the school. Each pupils has a progress file use to store termly progress data and target setting information.
At the end of an academic year parents will get a summative report of pupil progress.
At Mabel Prichard School we use the following assessment documents and curriculum framework to plan for, measure and track progress, as appropriate to individual pupils. Planning is delivered through topic based planning cycle.
* MAPP (Mapping and Assessing Pupil Progress)
* Accredited framework by ASDAN
* School’s curriculum framework (topic based)
Accreditation, award and assessment
Where the school uses providers such as ASDAN to provide accredited awards for students, guidance from the award provider will be followed for the assessment process.
Sharing information about progress with parents
School staff has regular opportunities to share information about progress with parents/ carers, including Parents meetings (twice a year), annual reviews, progress data (3 times a year) and end of year -report.
Reviewed by Susanna Sutton and Lucy Wawrzyniak
Date: 25th March 2019
Signed by………………………………………….Chair of governors
Date 27th March 2019