Our assessment processes

Assessment is an ongoing process and is an integral part of our teaching and learning.  It allows us to identify what pupils already know and can do and helps us to plan the next steps in learning. It also helps us to identify any barriers to learning and then put in the necessary support.

We use different types of assessment depending on the needs of the learner. Evidence of progress is gathered using our online system Evidence for Learning, which enables us to link evidence to a range of frameworks.  Progress is reported to parents at three points during the year. In January and June we share a summative report. We also report progress within the Annual Review; these take place throughout the year. Parents are also invited to a discussion meeting each term. Progress is discussed regularly in school, with a formal progress discussion taking place January and June between class teachers and the leadership team.

All of our assessments link to our tree of learning and aims to ensure our pupils are well-prepared for life after Castle School. Each level of assessment is explained below.

Root Level — Factors that Impact learning

We have created an assessment framework to support the essential underpinning foundations for pupils wellbeing and learning. These have been developed in conjunction with our therapy team.

All pupils at Castle school can access a universal level of support.  At targeted level and above, the criteria for each root can be assessed to show progress over time.

Engagement

For all pre-formal learners we use the Engagement Model to record our observations, this helps us to improve our teaching and learning. The areas we look at are Exploration, Realisation, Anticipation, Persistence, and Initiation.  Observations are recorded within Evidence for Learning twice a year, these are used to support our reporting process. 

Tick charts are also used to record pupil engagement at 15min intervals throughout the day. These are analysed by class teachers.  Further analysis is completed by the Class teacher, AHT and Senior Leaders; this analysis informs allocation of resources and our dialogue with other professionals. Where appropriate, they are discussed with individual pupils so that they are involved in the management of their own behaviour and learning.  This supports positive reinforcement and raising of self-esteem.  They are used as a discussion point for school team around the child meetings and the monitoring of the effectiveness of provision.  They are used to inform individual case studies and reinforce the idea that the focus is on behaviour for learning and pupil engagement.

Education Heath and Care Plan (EHCP)

All Pupils at Castle have an EHCP.  Theses are reviewed within the first term that a pupils starts and then annually, unless there is an emergency.

We make sure that all the outcomes and targets are relevant for each of the pupils and link to our agreed school frameworks. 

We set long term outcomes  for a Key Stage  except KS2 when they are also reviewed in Year 4 and short term targets which usually last for a year. These are set  under the following headings:

• Cognition – This has an assessment framework for pre-formal learners and covers English and Maths for semi-formal and formal learners
• Social Emotional and Mental Health – The SCERTS framework is used  to  support this area  
• Sensory, Physical and Life Skills – We have a variety of frameworks which support our assessments in this area.

Communication and interaction The SCERTS framework is used to support this area 

Social Comunication Emotional Regulation Transactional Support (SCERTS)

The SCERTS framework supports the setting of outcomes and targets. Transactional support, which is what the adults can do to support the child, is included with pupil targets on their PLP.

Pre formal learners

In addition to the Engagement model we also use Roots for Laerning to support assessment  for our most complex and sensory learners . In addition to this we have developed our own Flower Assessment . This is based on  MSI criteria. This helps us break learning down into very small steps.

Education Heath and Care Plan(EHCP)

All Pupils at Castle have an EHCP. Theses are reviewed within the first term that a pupils starts and then annually, unless there is an emergency.

We make sure that all the outcomes and targets are relevant for each of the pupils and link to our agreed school frameworks. 

We set long term outcomes for a Key Stage except KS2 when they are also reviewed in Year 4 and short term targets which usually last for a year. These are set under the following headings:

Cognition – This has an assessment framework for pre-formal learners and covers English and Maths for semi-formal and formal learners

Social Emotional and Mental Health – The SCERTS framework is used  to  support this area  

Sensory, Physical and Life Skills – We have a variety of frameworks which support our assessments in this area.

Communication and interaction The SCERTS framework is used  to  support this area 

Social Communication Emotional Regulation Transactional Support (SCERTS)

The SCERTS framework supports the setting of outcomes and targets. Transactional support, which is what the adults can do to support the child, is included with pupil targets on their PLP.

Pre-formal learners

In addition to the Engagement model we also use Routes for Learning to support assessment for our most complex and sensory learners. In addition to this we have developed our own Flower Assessment based on Birmingham MSI criteria. This helps us break learning down into very small steps.

Maths and English

Semi-formal and formal learners all have an assessment in maths and English. We have developed our own assessment framework to support this. These are called the Rainbow or Gemstone levels, these are separate for Maths and English. In addition, we are able to track coverage and progress of phonics for some learners.

PSHE

Semi-formal and formal learners are assessed using the PSHE framework. This links to our medium term planning units of work

Physicl health and well being  

We are currently developing a new framework which will help us to assess in this area, we are currently using PE criteria as a measure of success

Creativity and our world

These areas are used as a vehicle to deliver personal targets. As the more formal learners move through the school teachers may use subject based criteria to also show progress. This will link to accreditation in key subjects such as Art, Humanities and Food Technology

 Interventions

A range of interventions have been identified as an effective way of enhancing teaching and learning and responding to individual need.

Interventions are delivered by the class team, specialist TAs, therapists and external agencies.

Individual need is identified by the class teacher using a range of methodologies.  There is referral route for specialist and targeted interventions this via Assistant Heads or the Senior Leader Progress is evidenced through case studies and or intervention reports. The interventions cross-reference to a staff skill audit which is used as part of the performance review process and link to the whole school staff training programme.

Statutory assessment

For all of our pupils in year Reception we complete a baseline assessment within the first half term using the Birth to 5 matters criteria. Progress is then recorded at the end of the year using the range descriptors.

At the end of year 2 and year 6 we complete statutory assessments for our semi-formal and formal learners which are based on the pre-Key Stage Standards.  For some pupils we also complete the year 1 phonics screening.

Accreditation

All of our pupils work towards relevant accreditation. We have three accreditation pathways, which link to our three types of learner. Exam certificates are presented to the students at a special celebration event which takes place the term after they leave school.

Preparation for Adulthood

All of our work aims to prepare our pupils for the transition into adulthood. There are 4 strands to this, Employment, Independent living, Friends Relationships and Community, Good Health.  We update our targets for all of our leavers to reflect these areas. This helps support the bridge between school and post school provision, ensuring that the necessary resourcing and support is identified to ensure a smooth and successful transition.

 

Please find below a link to the Department for Education's webpage where you can download the following information for Castle School:

• Exam and test results
• Ofsted reports
• financial information

Please contact the school if you would like to discuss any content.

https://www.compare-school-performance.service.gov.uk/school/134972