How we Assess Progress at Wyre Forest School
How we assess learning?
- The principle of assessment is to check and identify what a child understands and what they need to learn next.
- This is done on a daily and lesson by lesson basis.
- Progress is also checked on a termly basis.
- Targets are set for the end of each year and end of each Key Stage.
- Some pupils will undertake tests and exams during the academic year.
- Every child will receive a written report during the year surrounding their progress.
- Parents have two parents evening per year they can attend to check on their child’s progress and the annual review meeting
- The school uses SOLAR and within that the created, Wilson Stuart P Steps, written by the outstanding Wilson Stuart Academy. We also use CASPA.
What the Government says:
The Government has announced that schools need to create their own assessment systems involving the following principles:
- Give reliable information to parents about how their child, and their child’s school, is performing.
- Help drive improvement for pupils and teachers.
- Make sure the school is keeping up with external best practice and innovation.
What is Wilson Stuart Progress Steps?
KS1 – KS4
- Wilson Stuart Progress Steps is the new way we are assessing the education of a child from Key Stage 1 (Year 1) to Key Stage 4 (Year 11) if they have a Special Educational Need.
- Its content has been designed over two years by Wilson Stuart School. It’s designed to be on one continuum and to be simpler for parents to understand the progress of a child.
- It incorporates the original P levels at the lower end and stretches up to the new mainstream National Curriculum so we challenge every child regardless of ability. (From P1i to P18).
- It also crosses over past assessment systems so rough comparisons can be made when we moderate with other schools.
- Cognition level / Age appropriated learning is also mapped into the scale. The Government wants parents to know the cognition age a child is working at.
- It utilises a software company SOLAR to record the assessment data online. We record lesson evidence to check our staff are correct with their judgements.
Various strategies are used to assess the progress of those pupils with Severe or Profound Multiple Learning Difficulties including lateral progression documents and Routes for Learning . We also complete ADAN qualifications.
- When children enter the Reception Class they are assessed according to statutory guidance- using the Early Excellence assessment programme.
- This enables us to look at which age/stage band children are working at in each of the learning areas in the EYFS curriculum;
Communication and Language
Personal, Social and Emotional Development
Understanding the World
Expressive Arts and Design
- The age stage/bands are linked to Early Years Outcomes; 0-11 months,8-20months,16-26 months,30-50 months and 40-60 months.
- The children are then assessed throughout the year, using SOLAR to record the assessment data online.
- The Worcestershire Early Support Documents are also used to assess the progress of children who have Severe or Profound Multiple Learning Difficulties.
- Upper School Students are also assessed on the same system but this is against the accreditation and qualifications they are taking.
- We follow a range of qualifications that build on attainment and link into the transition plan for each pupil at school leaving age. Central to these qualifications is a focus on English, Maths and Personal and Social Development.
- In addition where pupils achieve entry level 3 at year 11 we also offer a suite of GCSE qualifications.
- GCSE Exam grading will change from Summer 2017 to a numerical value from 9 – 1 grades (Instead of A* to G). https://www.gov.uk/government/publications/grade-descriptors-for-gcses-graded-9-to-1
- All of these qualifications develop and embed existing skills but our primary purpose is to make these skills be used functionally to enable our pupils to apply them to real life situations.
- In addition to formal assessment strategies we also focus on transitional outcomes for pupils and measure our progress on successful transition to post school destinations too.
- Students unable to take Functional Entry Level Qualifications will undertake vocational awards and certificates developing understanding of the world, independence and communication.
- Teachers will set challenging annual targets, to aim to reach their projected Key Stage expectations. Students which fall behind or need additional support will be referred to our Phase Leaders and put in any necessary intervention to help keep progress on track.
- Wilson Stuart P Steps has also a key stage target setting system built into the system which ultimately projects where a child should be, dependent on age and start point. This helps teachers, students and parents understand what we expect of our students to ensure outstanding progress.
Progress 8 and Attainment 8
- Progress 8 is a new secondary accountability measure aimed at measuring the progress of pupils across a selected set of 8 subjects. It is designed to make sure schools have a broad curriculum. It is also designed to challenge the most able students and not just satisfy with an equivalent C / Grade 5 pass.
- Attainment 8 is the students’ average achievement across these eight subjects. From 2016, the floor standard will be based on schools’ results on the Progress 8 measure. Attainment 8 Points are awarded for each grade received by the student and this is plotted against their predicted outcome.
Floor standards do not apply to special schools. Schools will be excluded from a progress 8 floor standard in a particular year where they have fewer than 6 pupils at the end of key stage 4, or where less than 50% of pupils have key stage 2 assessments that can be used as prior attainment in the calculations of Progress 8. (Department for Education – Progress 8 measure in 2016 and 2017 – Guide for maintained secondary schools, academies and free schools. August 2015)