Assessment processes at NPS

The knowledge of the individual child remains core in our approach to pupil progress and assessment. Each child has a Learning Map (EHCP informed, personalised curriculum related set of targets) that is reviewed and assessed termly. This forms a central part of pupil progress and enables every child at the school to work towards relevant small steps of achievement. Evidence is collated over the term to support assessment of each targeted area which is scored using an internal rating scale. The Learning Map is further informed by different external assessments where appropriate (e.g. linked to Routes for Learning Steps or an engagement model area of learning).

Learning maps: Each pupil in school has a Learning Map, which is a set of curriculum-based targets informed directly by EHCP priorities and areas of need. In this way the EHCP and school curriculum remain linked and a holistic focus remains across the school day. Pupils are given a baseline assessment at the start of each term against each of the Learning Map targets and pupils are assessed again at the end of a term. Internal data system analyses of Learning Maps form the core of a personalised pupil assessment approach in school. Senior Leadership team moderate the Learning Map targets to ensure that they are appropriately challenging. Evidence towards progress is captured using the app Evidence Me and is able to link to different external and personalised assessment systems. 

Engagement Model: The five engagement indicators that are used for supporting pupils who are working below level of the national curriculum and who are not engaged in subject-specific study. The model has 5 areas: exploration, realisation, anticipation, persistence, initiation. Each of the Learning Map targets links to an aspect of the engagement model and evidence towards them collated in this way. It is expected that pupils will focus on two engagement indicators each term, and these may change or remain the same throughout the year but will inform Learning Maps and next steps. Further analyses of the engagement indicators is a work in progress. Observations of pupils enables teachers to reflect on next steps and use the engagement indicators to help inform learning. To support whole school pedagogy, the engagement indicators are also considered in teacher observations in order to gain an overview of strengths and areas for development as a school in addressing the different areas of engagement.

Routes for Learning: Pupils working at the earliest stages of development each have a routes map that charts which steps in cognition and communication they are working at. This also links to the Learning Maps and thus evidence is collated. Some of the routes steps might be worked on for prolonged periods and the routes planner helps teachers to plan the smaller steps of learning and inform target setting for individual pupils. Routes for learning maps are updated regularly.

 

 

 

The following table shows the different assessments that are used at NPS to support pupil progress:

 

EYFS

Informal Curriculum 

Semi formal curriculum

EYFS Developmental Journal

 NPS Data scales for personalised curriculum targets

 Learning Maps informed by EHCP and Developmental Journal

Routes for learning Map

NPS Data scales for personalised curriculum targets

 Learning Maps informed by EHCP, Routes Steps and Engagement Areas

Pre Key Stage standards tracker and standards entry into SIMs

 NPS Data scales for personalised curriculum targets

 Learning Maps informed by EHCP and engagement areas

Observations and evidence collation (two entries per Learning Map area per half term)

Observations and evidence collation (two entries per Learning Map area per half term)

Observations and evidence collation (two entries per Learning Map area per half term)

Regular focused moderation of evidence throughout the year by SLT

Regular focused moderation of evidence throughout the year by SLT

Regular focused moderation of evidence throughout the year by SLT

 

 

Pupil progress data to be added.

 

 

 

 

 

 

 

 

 

Assessment 2018-19

All children in school are closely monitored to ensure they are making progress. Since Sept 2018 children have been assessed in a different way than before following government reforms.

2018 - 2019

94% of EHCP targets for pupils in Ks1 and Ks2  achieved. 

98% of curriculum targets for Ks1 and Ks2 have been achieved or exceeded.

95% of EHCP targets for pupils in Early Years have been achieved.

100% of EYFS curriculum targets have been achieved or exceeded

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whole school pupil premium
2017 - 2018  89 91
2016 - 2017 84 84
2015 - 2016 78 74

% of children making expected or greater progress 


Click this link
 to be taken to the Department for Education's performance tables website for Norfolk Park Special School.