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WyreForestSchool

Assessment

Assessment

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 P Steps.

What the Government says:

The Government has announced that schools need to create their own assessment systems involving the following principles:

  1. Give reliable information to parents about how their child, and their child’s school, is performing.
  2. Help drive improvement for pupils and teachers.
  3. Make sure the school is keeping up with external best practice and innovation.
What do we do?

We pride ourselves on meeting the needs of a broad spectrum of children and young people. One way of achieving this are the detailed Individual Provision Plans (IPPs) that are written. On-going assessment takes place against Individual Provision Plan (IPP) targets aligned to EHCPs. The IPPs are moderated and form part of the Annual Review cycle. 

At the end of every academic year, very detailed conversations are held about each child to ensure they are in the correct learner group. We are very flexible in our approach with the main aim being to give each individual child the most appropriate curriculum to prepare them for life after WFS.

EYFS

  • 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

Physical Development

Understanding the World

Expressive Arts and Design

  • The age stage/bands are linked to Early Years Outcomes; 0-11 months, 8-20 months,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.
  • We continue using the Early Years Outcomes until Year 2 where we transition to P Steps.

P Steps

  • P Steps or Progress Steps is designed to be one continuum and to be simpler for parents to understand the progress of a child.
  • They incorporate similar steps to the old P Levels and stretches up to the 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.
  • It utilises a software company SOLAR to record the assessment data online. We record lesson evidence so we can moderate judgements. 

Target Setting

  • We have developed progress paths from Key Stage to Key Stage so we can set challenging targets to be achieved annually and across the Key Stage.
  • The progress paths also help determine what exam or accreditation pathway each individual will require in KS4 and KS5.

Complex Learners

  • For our most complex learners a subject based curriculum is not appropriate therefore pupil target setting and assessment are focussed upon aspects within the areas of:

Cognition & Learning

Communication & Interaction

Physical & Sensory

Personal Social & Emotional Development

  • Very precise small step targets are written using the broader EHCP targets.
  • Staff use a variety of ways to assess in order to gain a picture of progress and to inform planning of next steps; written observations, photos, videos, etc.
  • The assessment is summarised half termly and targets adjusted or changed.
  • Communication permeates through everything within a complex needs learning environment.
  • Learning records also highlight levels of prompt and engagement, which are also used to inform planning for next activities.

Lower School (Years 3 to 6)

  • Staff assess speaking, listening, PSHCE, reading, writing and maths.
  • They record onto SOLAR regularly and data is analysed termly.
  • The use of assessment helps informs planning of next steps.
  • Moderation also occurs termly to check the accuracy of judgements and support staff knowledge.
  • Following the analysis of the data pupil progress meetings are held and where a child is not on track to achieve their target(s) detailed discussions are held and where appropriate interventions are put in place. 
  • At the end of Year 6 all other subjects are baselined in readiness for Middle School (KS3).

Middle School (Years 7 to 9)

  • Staff assess speaking, listening, PSHCE, reading, writing and maths.
  • They record onto SOLAR regularly and data is analysed termly.
  • The use of assessment helps informs planning of next steps.
  • Moderation also occurs termly to check the accuracy of judgements and support staff knowledge.
  • Following the analysis of the data pupil progress meetings are held and where a child is not on track to achieve their target(s) detailed discussions are held and where appropriate interventions are put in place. 
  • At the end of each year all other subjects are assessed.
  • During Year 9 the Middle School Phase Leader and the Upper School Phase Leader meet to look at appropriate examinations and accreditations. 

Upper School (Years 10 to 11)

  • Upper School Students are tracked on a progress tracker sheet against the accreditation and qualifications they are taking.
  • The use of assessment helps informs planning of next steps.
  • 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 and have worked with our local Secondary School to accommodate pupils. 
  • 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.

Sixth Form

  • Within the Sixth Form the focus is not only upon accreditation targets but is even more closely aligned to the ECHP target areas and preparing our pupils for life beyond WFS and independence. 
  • On-going assessment takes place against Individual Provision Plan (IPP) focusing upon the following areas and are recorded on progress trackers which are monitored closely;

Functional English & Communication

Application of Maths

Personal Development

Life Skills