Assessment & Pupil Progress
Assessment at Rosehill School
The curriculum, alongside specialist teaching approaches, provides consistency throughout the school, whilst recognising developmental and age-related aspects to learning. To ensure we maintain high standards in relation to assessment of progress and attainment we have invested heavily in developing an assessment framework that will record, track and monitor pupil engagement and progress alongside gaining knowledge and applying skills. Our framework tracks:
- Individual progression and achievement - Individual Pupil Learner Journey (IPLJ)
- Progress towards EHCP outcomes
- The ‘10 Strands’ of outcomes and progress (which captures holistic assessment across all areas of a pupils learning)
- Progress within and across our Progression Pathways
- Autism Education Trust (measuring progress in areas that fall outside the National Curriculum)
- Achievement of vulnerable groups or other sub-groups against whole school data
- Accredited learning, including accreditation attained over the last three years
- Leavers’ destinations data
To further develop our assessment process; ensure our assessment framework is effectively supported by teaching evidence, yet fully supports teacher workload and wellbeing, we have introduced a new assessment software system across the whole school, called Earwig. Launched in 2020, this commercial package is appropriate for all attainment levels and has been tailored to support Rosehill’s own assessment framework. The system not only allows senior and subject leaders to track, benchmark, analyse and report progress throughout and across years for the whole school, it also enables teachers to stay abreast of their pupil’s attainment through the form of continuous evidence tracking. As the software is flexible and allows teachers to record learning, achievements, outcomes and teaching evidence easily i.e. multimedia, it can be used throughout the day to make comprehensive assessments, including measurement of engagement as well as progress and setting targets based on the EHCP. Progression towards attainment levels can therefore be monitored on a daily basis, enabling teachers to make recommendations for additional interventions or support.
New pupils will be baselined on arrival using any previous attainment information alongside support from the Assessment Lead using the various assessment bases within Earwig.
In order to measure outcomes for young people, and tie together these various assessment processes within the school, the leadership team created a summary framework, ‘The Ten Strands of Outcomes and Progress’.
The intention of this initiative is to form the basis of individual assessment profiles for all children and young people, and inform and measure a young person’s progress over time including a young person’s progress towards achieving the outcomes specified in the Education Health Care Plan. 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.
The 10 Strands framework includes evidence of outcomes within; Cognition and learning - core learning attainment & achievements and accreditation; Communication – speech & language; Social, Emotional, Wellbeing & Mental Health - behaviour & emotional well-being; Sensory, physical & health - sensory regulation & health; Independence & Preparation for my Future - social interaction, independence and skills for life & aspects of partner/carer partnerships.
Statement on Statutory Reporting of Assessment at the end of KS1 and KS2
As part of our overall assessment programme, the school has considered the DfEs Pre-key stage 1 and Pre-key stage 2 assessment documents for pupils working below the national curriculum assessment standard (2018/2019).
According to the Pre-key stage 1 'Assessment and reporting arrangements (ARA) Section 6: Test participation', “Teachers should use their knowledge of each pupil when considering whether to administer the tests to them"..
Alongside this guidance, teachers have also taken into consideration the special educational needs of each individual child (Rosehill is a school for children and young people with autism and associated learning needs - sensory, communication and behaviour).
Outcomes of Pre-key stage assessments - June 2019:
- Pre-key stage 1 - No pupils met the criteria to sit the national curriculum assessments tests
- Pre-key stage 2 - 6 pupils were assessed and ranged between standard 1 and standard 5 in reading, writing, maths and science.
Outcomes of Pre-key stage assessments - June 2020:
- Pre-key stage 1 - No pupils met the criteria to sit the national curriculum assessments tests due to the ongoing Covid-19 pandemic
- Pre-key stage 2 - No pupils met the criteria to sit the national curriculum assessments tests due to the ongoing Covid-19 pandemic
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
Despite the challenges presented to us during 2020, more than 44 accreditations were completed by our Post-16 pupils.
Rosehill Data Report Spring 2021
Results 2019 - 2020 are not published due to Covid-19 and the suspension of testing
Rosehill School Pupil Progress Report 2018 - 2019
Rosehill School Pupil Progress Report 2017 - 2018
Rosehill School Pupil Progress Report 2016 - 2017
Rosehill School Pupil Progress Report 2015 - 2016
Please see our Curriculum Teaching and Assessment Policy on the link below