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Pupil Progress & Assessment Including Key Stage Results

Year 7 Literacy & Numeracy Catch-Up 2017 - 2018

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.

 

  • This is done on a daily and lesson by lesson basis
  • Progress is also assessment and recorded on a termly basis
  • Targets are set for the end of each year and end of each Key Stage
  • All parents will receive an update on progression at the Educational Health Care Plan Review Meeting
  • The school uses BSquared and within that P-Scales, as an assessment tool.

 

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:

  1. Give reliable information to parents about how their child, and their child’s school, is performing
  2. Help drive improvement for pupils and teachers
  3. Make sure the school is keeping up with external best practice and innovation.

 

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

  • P Scales are designed to be one continuum and to be simpler for parents to understand the progress of a child. They stretch up to the National Curriculum so we can challenge every child regardless of ability (from P1i to P8)
  • It also crosses over with other assessment systems so rough comparisons can be made when we moderate with other schools
  • We utilise a software company BSquared to record the assessment data online.

 

Target Setting

  • 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

  • Very precise small-step targets are written using the broader EHCP targets
  • 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 10-Strands Assessment Framework enables us to measure progress across all areas of need. It also ensures pupil target setting and assessment are focussed upon aspects within the areas listed above
  • 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

 

To view our Assessment Policy and Procedures please follow this link.

 

Statement on Statutory Reporting of Assessment at the end of KS1 and KS2

 

This academic year (2018/2019), 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.

 

Sixth Form

  • 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

    • Personal Development

    • Life Skills

 


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