How We Assess Pupil Progress
In order to best meet the holistic needs of our pupils it is crucial that we assess the progress of each pupil carefully. This process enables staff to make sense of where each pupil is at so that the next steps can be clearly identified. In order to meet our stated aims, we closely monitor both the academic and social development of each pupil.
Assessing Academic Progress
All pupils are taught a knowledge-rich curriculum and this is reflected in all class assessments. Teachers assess using a range of strategies such as low stakes quizzes, whole class questions and answers, formal end of unit assessments and online assessments. This allows all pupils to have repeated coverage of the same knowledge and for them to retain taught knowledge.
All pupils are assessed against a 5 point scale:
We expect that pupils will be taught within their year group’s objectives and will have reached ‘understanding’ level for the majority of objectives by the end of the year. However, some pupils may be working consistently below this level. In this case their assessments will be undertaken using objectives from lower age groups. Teachers will address gaps in learning so pupils still make progress with an aim to catch-up to their year group expectations.
You will be informed that your child is performing for each subject in one of the following categories:
> Well Below Age Related Objectives
> Below Age Related Objectives
> Meeting Age Related Objectives
> Exceeding Age Related Objectives
Further Progress Reviews
These take many different forms:
Informal discussion between adults and children on a day to day basis.
Informal discussion between parents and staff on the telephone.
Discussion with parents through face to face contact – parent’s evenings, open days, coffee mornings, school plays and suppers, home visits and reviews.
Liaison meetings involving teacher tutor, childcare officer, case coordinator and pupil.
Assessing Holistic Progress
Every child attending Eaton Hall Specialist Academy will have an EHCP (Education Health and Care Plan). This is the starting point for drawing up an individual programme for the pupil and evaluates the progress the child has made against the description of needs in the EHCP. These targets are often focused on social development as well as academic progress.
The review process follows this structure;
An initial review held approximately twelve weeks after admission.
A second review six months after admission.
An annual review of the EHCP each subsequent year.
Monitoring is, of course, continuous and the review meeting is only a marking post in this process.
Reviews are based upon reports submitted by the teacher tutor, childcare officer, parent(s) and pupil. Any other professional agencies dealing with the child are invited to attend and it is expected that they too should submit reports at these meetings. Parents are expected to attend and participate in the review discussions, and receive copies of all reports detailing recommendations for the future, following the meeting.