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Assessment and Pupil Progress

Assessment, Attainment and Progress at Rosehill School

 

Context and Summary

Rosehill School in Nottingham is a provision for learners with ASC, associated learning difficulties (the majority of which have Severe Learning Difficulties) and challenging behaviour. Accordingly, there are individualised pathways of learning and intervention based on the profile of young people placed at Rosehill.

 

In September 2014 (statutory from 2015), the DFE formalised the requirements and expectation for a new National Curriculum for all schools, and revised the core content and expectations for delivery for learners at Key Stages of learning. Allied to this framework, the OFSTED expectations for outcomes for learners, made it clear to schools that there was no longer any formal requirement to report using level attainment markers, and that schools should adopt their own assessment processes and outline how they measure and track progress of learners, and benchmark their progress over time as indicative of performance of individual and whole school outcomes.

 

Within Rosehill, there exists a range of evidence based processes to measure progress over time. In order to exemplify evaluation of outcomes, and also to ensure that there are assessment processes within the school, the leadership team decided to create a summary framework, ‘The ‘Ten Strands of Outcomes and Progress’ – in order to measure outcomes for young people, and tie together the various assessment processes in place within the school provision.

 

The intention of this initiative is to form the basis of individual assessment profiles for all young people, and inform and measure a young person’s progress over time. This will ensure that there is reference to all areas that contribute to learning and well-being for young people at the school. Not only will this inform the school’s own performance and self-evaluation, but also enable effective target setting for young people where areas are identified as requiring some additional support.

 

Assessment and Progression Data – within Year and KS progress: -

Rosehill uses Bsquared small steps (Version 4) assessment data as a summative assessment tool to measure progress over time. This system identifies small steps within the P Scale indicators that suit the profile of the school’s SLD cohort, the vast majority of whom are working within the P1-P8 parameters. School leaders bear caution on the linear nature of these scales in relation to the complex profiles and learning patterns of the pupils placed at the school. However, Rosehill took the decision to continue to use level measurements, while recognising these are no longer statutory indicators of progress, as they remain a best fit for the pupils within the school while there is no replacement national framework for SEN.

 

Teachers complete assessment work at least fortnightly, using evaluations of weekly planning. English, Maths, PSHE are identified as being the key functional components, and ‘learning behaviour’ orientated subjects that provide the basis of judgements.

 

Pupils’ progress is measured against the Upper Quartile Progression Indicators (DFE Progression Guidance 2010-2011) as an expected attainment figure for each pupil at the end of their next Key Stage of learning. Where a pupil has not passed a Key Stage within Rosehill, a target will be generated using a best fit judgement. This process only looks at starting point level at entry, and does not factor in the pupils’ SEN and profile in making a judgement.

 

Allied to this Rosehill also uses CASPA (Comparison and Analysis of Special School Attainment) software, that enables a further appraisal of progress. This data is generated by comparing over 140,000 pupils nationally, and using school data to identify expected progress for young people with various profiles and SEN. This is a much broader measurement than the Progression data, and CASPA has produced a data set outline summary, which makes it clear that expected progress within CASPA has learners’ attaining equivalent UQ Progression attainments as a norm.

 

Statement on statutory reporting of assessment at the end of KS1 and KS2 (2016/2017)

 

We have considered the DfE September 2016 Primary school accountability technical guidance for schools, and the implications for our schools in the group who have primary aged pupils with regard to reporting assessment information at the end of KS1 and KS2. According to the June 2017 Key stage 2: assessment and reporting arrangements (ARA) guidance “teachers should use their knowledge of each pupil to decide whether to administer the tests to them. If a school decides not to enter a pupil for the tests or if a teacher does not have evidence that a pupil consistently meets all the statements in the lowest standards in the interim teacher assessment frameworks, the interim pre-key stage standard(s) should be used to provide a statutory assessment outcome for the pupil and any reasonable adjustments which reflect usual classroom practice may remain for teacher assessment.”

 

Children who attend Rosehil School have severe and complex special needs and rarely, if ever, would achieve the descriptors set out in the DfE July 2016 Pre-key stage 1 and 2: pupils working below the test standard - Interim teacher assessment frameworks.

 

We recognise that within the interim key stage levels there is the Below Working Level (BWL) which states that the pupil is unable to sit the test and so has been disapplied from sitting. We therefore will be reporting at the end of KS1 and KS2 that our pupils are working well below national expectations at Below Working Level. Only as an exceptional case would we ever be reporting a pupil as working within the interim assessment levels, or within national expectations.


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