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Assessment

Introduction to Assessment

Information about what we measure, how and why.

What we measure - We are keen to measure what is worth measuring:

  • Pupils' personal and social development
  • Pupils' abilities in communicating effectively
  • Pupils' progress in relevant academic, arts and sports subject areas
  • Pupils' independent abilities

We identify pupils' progress through:

  • Formative assessment (diagnostic testing and marking helps form the next areas of teaching/learning),
  • Summative (at the end point - evidencing standards reached)
  • Ipsative assessment (progress related to their own development)

As such, assessment is a key aspect of:

  • Celebrating individuals' achievements
  • Enabling others (e.g. employers/college) to build on proven skills, knowledge and abilities
  • Comparing pupils' attainment with similar learners and, neurotypical learners
  • Effectively establishing the levels of support needed to continue learning and making progress
  • Examining the effectiveness of our teaching
  • Evidencing the individual's comparative strengths, from which to build on

Different Types of Assessing progress and achievements

We use a 'Basket' of Assessment Measures:

  • EHCP Outcomes - steps of progress
  • StAPPS: Our in-house assessment system
  • Engagement Model (replacement of P-Scales)
  • Government Age-related Tests for Year 1, Year 2 and Year 6 children: Literacy, Numeracy, Phonics
  • Subject-specific testing for baselines and progress analysis
  • WRIT: Wide Range Intelligence Testing: Testing that is standardised to find a child's IQ score
  • Hodder Reading Tests: Testing reading to ascertain ability scores that translate to Reading Ages
  • Helen Arkell Spelling Tests: Testing to find the spelling age of our pupils, with diagnostic support for phonics issues
  • Occupational Therapy and Educational Psychology Assessments: Testing to ascertain abilities and diagnostic tests to establish a programme of further support
  • Speech and Language Communication Needs Assessments: Testing to ascertain abilities and diagnostic tests to establish a programme of further support
  • External Examinations
  • Skills based qualifications e.g. swimming, cycling
  • Entry Level 
  • Entry Level Certificate, Award or Diploma level
  • Level 1 Qualifications (GCSE 1-3 grade equivalent)
  • GCSE 
  • BTEC Level 1 and Level 2
  • City and Guilds Level 1 and Level 2
  • Industry CPD Accreditation (work-related learning certification)

 

 

Progress 8 scores for children with EHCP’s in Special Schools are 1.66 grades lower than ‘average’

Progress 8 scores for children with EHCP’s in Special Schools are 1.66 grades lower than ‘average’

https://ffteducationdatalab.org.uk/2019/01/progress-8-for-pupils-with-sen-are-p8-scores-really-that-low/

https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised

The average attainment 8 score for pupils with SEN in 2019/20 was 30.7 compared to 53.7 for those with no SEN.

The average attainment 8 score for pupils with SEN support was 36.4 and for pupils with an EHC plan was 15.2.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/985162/Special_educational_needs_Publication_May21_final.pdf

 

 

Expectations of Progress Within Our Pathways from Different Starting Points

Pathways Parameters: Working through Pathways towards an identified set of outcomes, triangulated with national data sets from starting points. 

 

End of KS1

Lower School

End of KS2

Middle School

End of KS3

Upper School

End of KS4

PMLD (Min)

P1(i)

EC

P1(i)

EC

P1(i)

Internal

P1(i)

PMLD (Max)

P3(ii)

EC

P5

PKSS

P6

Internal

P6

Path 1 (Min)

P4

EC

P6

PKSS

P7

ASDAN

P7

Path 1 (Max)

P5

PKSS

P7

PKSS

1C

EL1

U

Path 2 & 3 (Min)

P6

PKSS

P8

KS1

1B

EL2

U

Path 2 & 3 (Mid)

P8

KS1

2C

LKS2

3B

EL3

G

Path 2 & 3 (Max)

1A

KS1/LKS2

3B

UKS2

4A

Level 1

E

Mainstream (Min)

2C

LKS2/UKS2

4C

KS3

5B

Level 2

D

Mainstream (Max)

2B

LKS2/UKS2

4B

KS3

6C

Level 2

C

Benchmarking and Cross-Referencing Different Assessment Systems

Old NC STAPPS Arbor % New NC     Old NC Herts STEPS Dev. Age EYFS Age TAP Level   STAPPS Arbor % STAPPS % Equivalents
            P1 P1 1-3m   6 Stage 1   1 <5 <5    
            P2 P2 6-9m 0-11m 12 Stage 2   2 5-9 5-9    
            P3 P3 12-15m 8-20m 18 Stage 3   3 10-14 10-14    
          EYFS /
P-Scales
P4 P4 18m   24 Stage 4   4 15-19 15-19    
P5 5 <10 PKS1   P5 P5 2y 16-26m 30 Stage 5   5 20-24 20-24    
P6 6 10-19 PKS2   P6 P6 3y 22-36m 36 Stage 6   6 25-29 25-29    
P7 7 20-29 PKS3   P7 P7 4y 30-50m 42 Stage 7   7 30-34 30-34    
P8 8 30-39 PKS4   P8 P8 5y 40-60m 48 Stage 8   8 35-39 35-39    
1C,1B 9,10 40-44 / 45-49 Y1   1C A0     54   9, 10 40-44 40-44    
1A,2C 11,12 50-54 / 55-59 Y2   Y1 1Bi, 1Bii A1, A2     60 Stage 9 EL1 11 45-49 45-47    
2B,2A 13,14 60-64 / 65-69 Y3   1Ai, 1Aii A3     62   12 48-51    
3C,3B 15,16 70-74 / 75-79 Y4   Y2 2Ci, 2Cii A4     64 Stage 10   50-54    
3A,4C 17,18 80-84 / 85-89 Y5   2Bi, 2Bii A5, A6     68   13 52-54    
4B,4A 19,20 90-94 / 95-100 Y6   Y3 2Ai, 2Aii B1, B2     72 Stage 11 EL2 14 55-59 55-57    
          3Ci B3     74   15 58-61    
          Y4 3Cii B4     76 Stage 12   60-64    
          3Bi, 3Bii B5, B6     80   16 61-63    
          Y5 3Ai, 3Aii C1, C2     84 Stage 13 EL3 17 65-69 64-66    
          4Ci C3     86   18 67-70    
          Y6 4Cii C4     88 Stage 14   70-74    
          4Bi, 4Bii C5, C6     92   19 71-73    
          L1 4Ai, 4Aii D1, D2     96 Stage 15 Level 1 20 75-79 74-77    
          5Ci D3     98   21 78-81    
          L2           Stage 16     80-84    
                    Level 2   82-84    
          KS3           Stage 17     85-89      
                             
          Foundation GCSE           Stage 18     90-94      
                             
          Higher GCSE           Stage 19     95-100      
                             
                                   
                                   

The Engagement Model & EYFS Development Matters

The Engagement Model - working below National Curriculum expectations

The areas of Engagement:

  • Exploration
  • Realisation
  • Anticipation
  • Persistence
  • Initiation

 

Standards - A Change from P-Scales

At St Luke's School, we use the Engagement Model for some of our pupils and, work where relevant with assessments including StAPPS.

 

Early Years Foundation Stage

Development Matters - Non-statutory Curriculum Guidance for the EYFS

Cognitive Testing - WRIT

Cognitive Testing - WRIT

All pupils at St Luke's School present with complex learning difficulties that impact on their progress in learning, highlighted when comparing this with the expectations of age-related/ neuro-typical learners' progress and attainment.

The WRIT (Wide Range Intelligence Test)

is designed for individual administration to persons aged 5 through 85 year therefore is suitable to all pupils in school (4 – 17 years). It has strong psychometric integrity and its application is to identify ability levels and other exceptionalities that will identify barriers for learning and inform educational provision to overcome these difficulties.

The test is administered by a trained teacher/HLTA in conditions that observe testing principles and courtesies as described in the testing instruction requirements. 

The results are obtained and presented in a simplified table for the teachers to interpret and consider it as part of an educational pen portrait. Further identification of underlying abilities allows the school to secure focused interventions to address weaknesses and further develop individual strengths.

The test results usually confirm observational traits (spiky profile) and are consistent with diagnosis although they highlight specific areas that then can be addressed in lessons on an individual level. They ensure precision of intervention and a long term implication and projection. A starting point for further research could be Eric.

Where appropriate, the results are shared with parents and other professionals to evidence the pupil progress and inform the right curriculum and environment to maximise learning.

StAPPS - our in-house assessment system

StAPPS - St Luke's Assessing Pupil Progress System

We needed a system that anchored progress against national data of mainstream and special school pupils.

  • To evidence progress 
  • To cover areas of learning required for our learners e.g. national curriculum and our curriculum priorities
  • To seek to avoid the assessment system being a curriculum planner
  • To be effective and bespoke for special needs learners and their teachers
  • We anchored progress against national data of mainstream and special school pupils for triangulation and benchmarking

So, what is the focus of the assessment at St Luke's?

  • Progress in learning across our key curriculum intents of improving Communication, Personal Development and Understanding Our World.  
  • Developing independence and functional skills
  • The acquisition of new skills and knowledge
  • Inclusivity of children, parents/carers and professionals in the co-assessment of pupils' learning

What makes St Luke's system effective for SEND learners?

Many systems for assessment are only age-related and categorise our children as under-achievers. We feel this is over-simplistic. Invariably, people with cognitive disabilities, achieve less than a child of the same age, who learns at an 'ordinary' rate - evidenced through the Government's Progression Materials regarding progress across the country.

This system uses 'I Can' statements, which build up as points over the course of the year, identifying small increments as well as leaps in progress. As such, StAPPS captures pupil's spiky learning profiles and age-related abilities. All of which are monitored through challenging targets based on their comparative abilities and, benchmarked with national data.

Different 'starting points' (recorded ability at a recorded age) are important to know in order to see how much progress is made between that point and a subsequent point in time (data is most often measured from the end of academic years/ ends of key stages).

Every day is a new day! We do not know any child's potential, nor should we create glass ceilings that prevent progress as a result of low expectations. With synapses in the brain forming in the plasticity of our brain- these sparks of learning need encouraging to transfer to the parts of the longer-term memory in the brain.

StAPPS is used for each child at St Luke's from 7yrs through to Yr11 along with external examination accreditations, enabling children's strengths to be mapped at whatever point they meet.  Both concrete and abstract aspects of learning feature in the hierarchy of skills and knowledge. It is a flexible system, easy to understand and work with, whilst also reflecting the requirements of the new national curriculum and new external examinations.

 

Reporting to Parents

There are many ways parents and carers are informed of their child's progress over the course of the year. These include:

  • Face to face meetings with parents
  • Letters and information sent home
  • Weekly newsletters
  • Assemblies that parents are invited to attend to see the presentation of ideas and activities
  • Notes between parents and teachers through Class Dojo
  • Email correspondence between parents and staff
  • Telephone conversations between parents and staff
  • EHCP Progress Review meetings - Termly meetings with the class teacher
  • EHCP reports
  • EHCP Annual Reviews
  • Copies of referrals and letters between professionals

We are challenged by the new GCSE examinations, which are designed for the young person who can retain knowledge, has a good working memory and can access examination situations. The new GCSEs are linear courses, with no coursework but examinations at the end of a two year course.  They demand a reading age of 16.5yrs to access all the questions.  Instead of grades A*-G, the new GCSEs are graded 1 to 9, where one is the lowest grade and 9 the highest.