Assessment at Rosehill School
Rosehill School in Nottingham City is a provision for learners with autism, associated learning difficulties (the majority of which have severe learning difficulties) and challenging behaviour. Accordingly, there are individualised pathways of learning and interventions based on the profile of young people placed at Rosehill. The school provision has an adapted curriculum, which is broad and balanced and offers a wide range of opportunities for learners.
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. Consequently, schools should adopt their own assessment processes and outline how they measure and track progress of learners, and benchmark their progress over time (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 demonstrate evaluation of outcomes, and also to ensure that there are assessment processes within the school, the leadership team created 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 was to form the basis of individual assessment profiles for all young people, and inform and measure a young person’s progress over time. This ensures that there is reference to all areas that contribute to learning and well-being for young people at the school. Not only does this inform the school’s own performance and self-evaluation, but also enables effective target setting for young people where areas are identified as requiring some additional support.
Assessment and Progression Data (within Year and KS Progress)
At Rosehill School, the principle of assessment is to check and identify what a child understands and what they need to learn next.
The school took the decision to continue to use level measurements (P-Scales), while recognising these are no longer statutory indicators of progress, as they remain a best fit for the pupils within the school. Rosehill School will continue to monitor and evaluate emerging national frameworks for SEN assessments. We have also introduced the ‘Ten Strands of Outcomes and Progress’ a whole school assessment framework, which ensures we look at all areas of needs covering: -
Cognition and Learning
Communication and Interaction
Social, Emotional Wellbeing and Mental Health
Sensory, Physical and Health
Independence and Preparing for my future
Pupils’ progress is also measured using SIMS mark sheets software (bespoke database used in Schools) that enables a further assessment of progress. SIMS has been designed specifically for Rosehill School, which makes it clear when expected progress is on track. Where a pupil has not passed a Key Stage within Rosehill, a next end of key stage target will be generated using a best fit judgement and identifying the nearest appropriate end of key stage benchmark.
How we Assess Progress
How we assess learning?
What the Government says:
The Government has announced that schools need to create their own assessment systems involving the following principles:
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 Pupil Learner Journeys (IPLJs) that are written. On-going assessment takes place against IPLJ targets aligned to EHCPs. The IPLJs 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 Rosehill School.
P Scale Attainment Targets
Teachers will set challenging annual targets for their pupils, to aim to reach their projected Key Stage expectations. Students that fall behind, or need additional support, will be referred to our Phase Leaders who work with teachers to put in place any necessary intervention to help keep progress on track
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 twice a year and targets adjusted or changed
Learning records also highlight levels of prompt and engagement, which are also used to inform planning for next activities
Statement on Statutory Reporting of Assessment at the end of KS1 and KS2
We have considered the DfEs Primary School accountability technical guidance for schools Dec 2018, 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 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 Rosehill School have severe and complex special needs and rarely, if ever, would achieve the descriptors set out in the DfE framework: 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.
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 Rosehill School and independence
On-going assessment takes place against IPLJs focusing upon the following areas and are recorded on progress trackers which are monitored closely:
English & Communication