How does school measure progress?
How does the school measure progress?
Monitoring Pupil Progress
The progress of SEND pupils is carefully monitored through the whole school assessment cycle. SEND pupil progress is tracked and discussed at Pupil Progress Meetings which take place 3 times per year. Progress is the crucial factor in determining the need for additional support.
We consider the needs of the whole child and record both academic progress along with the development of holistic and lifelong skills.
Progress records may:
- Narrow the attainment gap between pupil and peers
- Prevent the attainment gap widening
- Be the equivalent to that of peers starting from the same baseline but less than the majority of peers
- Equals or improves upon the pupil’s previous rate of progress
- Ensures full curricular access
- Shows an improvement in self-help and social or personal skills
- Shows improvements in the pupil’s behaviour
- Shows improvement and maintenance in physical abilities for disabled pupils
We use standardised assessment to compare our pupils’ progress to national expectations for our SEND pupils. We sometimes also use assessment tools more sensitive to measuring smaller steps in progress in focus areas. These include:
- Assessment materials which accompany an intervention such as handwriting, communication skills development.
- Quest (used to measure progress for Profound and Multiple Learning Disabilities).
- SSSEN Learning Steps to support assessment against the Pre-Key Stage Standards for pupils working below National Curriculum levels.
At the end of each Key Stage (i.e. at the end of Year 2 and Year 6), all children are formally assessed.
A pupil who receives support for class work and course work may also need special arrangements in examinations and tests. This may help to ensure that the pupil is tested fairly.
Targets are set in accordance with national expectations for good or better progress for our SEND pupils. These aim to be:
- Aspiration yet achievable and realistic
- Person centred
- Focussed on closing the gap of attainment between peers
Where necessary, pupils will have individualised targets, which reflect personalised learning outcomes identified by the child and team working with them, including targets set by outside agencies specific to their needs.
Regular book scrutiny and lesson observations will be carried out by the Headteacher, SENCO and other members of the Management Team to ensure that the needs of all pupils are met and that the quality of teaching and learning is high.