Policy Document Planning, Assessment, Recording and Reporting September 2010

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1 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1

2 INTRODUCTION Planning, assessment, recording and reporting are an integral part of the Fairfields Curriculum. With the aid of monitoring, the curriculum continues to be a flexible entity seeking improvement and responding to the needs of pupils and appropriate educational initiatives. The curriculum is made up of four interacting strands that make up the child s whole curriculum, the proportion of each being based on individual need. The Foundation Curriculum The Experiential Curriculum The National Curriculum and Religious Education Personal, Social and Health Education The Planning, Assessment, Recording and Reporting Policy reflects the consensus of opinion of the whole teaching staff and has been drawn up as a result of staff discussion. The implementation of this policy is the responsibility of all staff. It will be evaluated by the whole staff under the guidance of the curriculum co-ordinator, in accordance with the School Development Plan. RATIONALE Planning should: be useful be informative to others, support staff and cover be appropriate to the needs of individual children be flexible to allow for individual responses ensure continuity and progression, breadth and balance assist and ensure effective teaching and learning include assessment opportunities be informative of time allocation and placement of staff 2

3 Assessment should: be an integral part of the teaching and learning process include the full range of the personal development of the child be formative identify what an individual knows and can do, and use this evidence to inform the next teaching and learning steps, and motivate the learner by setting targets be diagnostic identify learning difficulties or gaps so that action can be taken to meet individual needs lead to summative records, to summarise key points in an individual s achievements for reporting to parents or for passing on to the next stage of learning be evaluative be fair, accurate, valid and reliable endeavour to avoid stereotyping or broad generalisations about individuals use methods, activities and materials which aim to minimise bias according to gender, race and cultural background be consistent across the school be systematic apply criteria which are shared by the teacher, support staff, parent and/or child provide the child with a clear picture of his/her learning programme, where appropriate, its objectives and how he/she is progressing involve the child in a review of his/her own learning and achievements, where appropriate celebrate success include the child s interests and achievements outside school Recording should: enhance learning to meet the pupil s needs, eg to acknowledge achievements, increase motivation and improve self esteem 3

4 enhance teaching to make teaching more effective, eg to demonstrate progression and continuity acknowledge impact on learning of the lesson acknowledge experiences acknowledge achievement acknowledge attainment be manageable be useful Reporting should: be easily understood be accurate ensure accountability meet legal requirements provide information for discussion with others, eg to collect and retain information for annual reports ENTITLEMENT At Fairfields we aim to offer equality of opportunity. To achieve this, all children will have access to the curriculum they require to meet their needs. The proportion of each strand of Fairfields Curriculum present in each pupil s whole curriculum depends on individual needs, and as such there will be some variance in the curriculum provided for different pupils. Material may be selected from earlier or later key stages of the National Curriculum where this is necessary to enable pupils to progress and demonstrate achievements. This material will always be presented appropriately, according to the child s age and ability. Fairfields School believes that Planning, Assessment, Recording and Reporting ensures continuity and progression for all children. The effectiveness of this is checked through the monitoring process. Each child will be valued as an individual and enabled to develop intellectually, socially and emotionally within a caring, purposeful and flexible framework. 4

5 The school s aims guide the development of each child and provide a direction for future school and curriculum development. The aims that support the Planning, Assessment, Reporting and Recording Policy are: To provide effective education, therapy, and support for children with a range of physical, sensory, medical and learning difficulties. To recognise and value the qualities, abilities and dignity of each individual. To provide a high quality and appropriate environment in which all pupils are encouraged to develop to their full potential. To provide a relevant, broad and balanced curriculum. To respond effectively to pupil s changing needs, offering opportunities for integration where appropriate. To encourage the greatest possible independence of thought and action. Consistently to achieve high standards of performance in teaching, management and communication. To work effectively with parents, other professionals and agencies in the best interests of the children and the school. To promote the spiritual, moral, physical and personal development of each child. To ensure equality of opportunity is provided for all within the school. IMPLEMENTATION Planning Long term planning (Schemes of Work) School level schemes of work have been designed in all National Curriculum and Foundation Curriculum subjects, and also in Religious Education and PSHE/SEAL. These schemes of work function in several ways allowing the curriculum to respond to the need to: Reflect the current level of functioning of each child and give guidance in the selection of the subsequent learning objectives and teaching activities. Provide a broad, balanced, age appropriate curriculum, giving the pupils equality of appropriate access to appropriate National curriculum areas. Thus some school level schemes of work are developmentally based (e.g. fine motor, gross motor, language literacy and communication, and developmental strands of English and 5

6 Maths). Teachers use these to guide and structure the teaching of individual pupils, thus responding to individual needs, current levels of function and pupil priorities. Coverage of these schemes, therefore, is not prescribed. Other school level schemes of work (e.g. those for Science, History ICT and the topic strands of Maths and English) are designed to provide pupils with a broad, balanced, relevant curriculum, which presents a range of experiences. These subject schemes of work run on a cyclical basis for each key stage and PMD. The MSI/PMLD schemes do not have stand alone Maths and English topics these now relate to the main topic but are designed to extend the pupils knowledge and experiences by including aspects of Maths and English, which may not be covered in daily literacy/numeracy groups that are targeted towards IEP s/developmental levels. The schemes of work for Science, History, Geography, Art, DT, ICT and PSHE/SEAL combine to provide the children with half termly cross curricular topics. The cycles have been designed to provide a balance of subject focus across the year. Topics for Maths, English and RE are distinct topics. In the foundation stage (nursery and reception classes) cross-curricular topic schemes have been designed, focusing on the foundation curriculum including English and Maths when appropriate for the child. Long term planning for National Curriculum topic subjects shows how National Curriculum PoS have been combined into cross curricular topics (with major and minor focus). This is presented in the form of a curriculum map for each subject (subject boxes) which identify how work on different Programmes of Study are distributed across the key stage (Foundation, KS1, KS2 and MSI/PMLD). A balance of coverage within and between subjects is reflected. There is a greater emphasis on Programmes of Study that offer our pupils the greatest opportunities to progress and most appropriate context for learning. Not every subject appears each term. Continuous elements for each subject area, often taught outside crosscurricular topic lessons, are also identified. These schemes of work set out a central focus of knowledge, skills and understanding, but are designed to be flexible and respond to the needs of different groups of children. Children may access the topic experientially; others will be expected to acquire knowledge and skills from the subject areas. Medium term planning (½ termly planning) Medium term planning for each subject in each topic contains details of learning objectives and outcomes based on the P scale and early National Curriculum level descriptors. A variety of learning activities and experiences, which will facilitate achievement of the learning outcomes are suggested, along with strategies for differentiation. Each teacher uses this medium term scheme of work to produce a forecast of work for the half-term / terms topic. A yearly class scheme of work will be written, for Language, Literacy and Communication and for Maths and Cognition, reflecting the level and attainment of the children. 6

7 This will include: Content Medium term aims Overview of teaching methods Organisation The planning incorporates short term, measurable objectives for monitoring achievements and ensuring continuity and progression. The priorities are identified through the review procedure or post statement planning meeting and/or agreed by staff, parents and the pupil where possible. Copies of pupil planning and evaluations are stored in individual IEP pupil files kept in the classroom. Early copies may need to be stored separately. Individual planning by specialists will be kept by specialist teachers. Lesson planning, Schemes of Work and individual pupil planning should be available for monitoring by the Headteacher or Curriculum Co-ordinator. Short term planning (Individual Education Plans) Planning for an individual session is undertaken by class teachers, and will involve the whole class team. This planning will include information on differentiation to help ensure that the individual needs and priorities of the children, including IEP targets, are addressed. Proposed curriculum coverage and resources are identified. 1. Ongoing activity plans for half term or one term. There may be several of these for each subject, running alongside each other. They should detail the content of the module and may last up to half a term. They should be clearly dated. If revisited they should be redated and contain clear differentiation for each child and a means of monitoring. 2. Planning for non-topic sessions may take the form of ongoing activity plans and include assessment and monitoring, These are reviewed at least half-termly, Planning for individual children There must be clear differentiation for each child within the planning process. This may be through individual planning, or differentiation detailed in recording formats, drawn from topic schemes of work and may include IEP targets. All staff will follow a standardised recording sheet for the impact of learning. The importance of considering the balance between working on individual priorities and providing a range of curricular experiences is recognised. Although specified curriculum content may suggest some activities, individual priorities will shape those activities to ensure relevance. At other times, individual priorities will determine the selection of activities. 7

8 Assessment Assessment opportunities are considered at the planning stage to ensure that they are identified and planned for. Our schemes of work also contain learning objectives / outcomes linked to P scale levels and National Curriculum level descriptors which enable us to assess pupils at the end of a module. Teacher assessments are made by: planning assessment opportunities systematically, so that all children are assessed on a regular, continuing basis; ensuring that all children are given the opportunity to demonstrate what they know, understand or can do through the use of a variety of assessment techniques; carrying out assessments as part of normal classroom activities; using formal and informal assessment opportunities; recording noteworthy occasions when children achieve, including momentary evidence through a standardised format with the class team. Parents and pupils are encouraged to become involved in specific areas of assessment as appropriate. National Curriculum and RE The requirements of the National Curriculum are that children s achievements should be assessed with best fit to level descriptors, for each Attainment Target. Evidence of this should be recorded and used as a method for the continuance of the child s progress. All children, from Year 1, are subject to National Curriculum orders. These are recorded in the pupils individual record files and records of achievement and experience. All teachers, in appropriate groups have a responsibility to assess the children s progress in National Curriculum subjects and RE, and to gather and record evidence of pupils attainments in relation to the Attainment Targets (Circular 11/93). Entry Assessment When children enter school, observations, multi-disciplinary team discussions including parental input, past reports and information from the statement, contribute to an entry assessment in all appropriate areas of the Fairfields curriculum. In addition Teacher assessment and PACE are baselined. This culminates in the post-statement planning meeting, approximately half a term after admission. For further information concerning entry and baseline assessment, see the Early Years Policy. 8

9 The class teacher will carry out these assessments in English, Maths, Science and PSHE. Foundation Curriculum Each subject in the Foundation Curriculum has an assessment schedule. Individual pupil observations in a range of settings allows staff to assess children s initial level of functioning and plot subsequent progress of skills and knowledge acquisition. Topic Cycle for Foundation Stage A two year cycle of topic work offering opportunities to cover appropriate areas of the Fairfields Foundation, Experiential and PSHE Curriculum help children work through the descriptors of the early years Foundation Stage Curriculum. Topic Cycle for Key Stages 1 and 2 A two year cycle of topic work covers all the appropriate areas of study in the National Curriculum Key Stage 1 and in the Northamptonshire Agreed Syllabus for RE. Similarly, for Key Stage 2 a four year cycle of topic work is used and the MSI/PMLD group use a six year cycle. The topics identify the programmes of study to be covered each half term/term to ensure a broad and balanced curriculum coverage. The level descriptors should be regarded as achieved when the teacher is confident, through assessment, that the child can repeat that performance on the majority of subsequent occasions. Specific assessments may be used to gather data for the school target setting process. 9

10 Annual collection of PACE data will take place in the summer term of each academic year so that whole school targets can be triangulated in July of each year and new targets set for September of each subsequent year. Teacher Assessment will take place termly. Targets will be monitored by the leadership team and new targets set. If appropriate, teachers will administer Key Stage 1 and Key Stage 2 Statutory Tasks and Tests in accordance with the instructions given with the materials provided. Testing and assessments should be carried out by the class teacher in a manner which conforms as far as possible to normal classroom practice, avoiding undue stress being put on the children. Performance on Statutory Tasks and Tests will be recorded accurately in accordance with given instructions. Testing and assessment results will be submitted and reported in accordance with current regulations. It will be written into a child s Statement that the National Curriculum may require altered arrangements. If the Statutory Tasks and Tests are inappropriate for an individual child, the information gathered for reporting at the end of a Key Stage will be by Teacher Assessment. If this is the case, then teachers will assess the level attained in each Attainment Target at the end of Key Stage 1 and Key Stage 2 in the core subjects (English, Mathematics and Science). Performance on Statutory Tasks and Tests will be recorded accurately and submitted for central processing in accordance with current regulations. Personal, Social and Health Education PSHE/SEAL is taught as a topic in specifically focused sessions. Assessment of personal and social independence skills such as feeding and eating, are assessed through observation and programme planning. Reporting of this is carried out in the individual pupil records. Personal qualities (trust and respect for others), conceptual understanding and knowledge (choice, decision-making) and skills (sharing, communicating) are assessed by all members of staff through observations throughout the school day and discussed in class meetings. Those achievements and experiences in PSHE/SEAL which are topic based, are recorded on pupil s half termly evaluation sheets and collated on a record sheet. These are kept in the pupil s individual class file and in the Individual Records of Achievements and Experiences. Foundation Curriculum Individual pupil-observations of structured tasks, in a range of areas (e.g. LLC, sensory, play) are the main tools for initially assessing the Foundation Curriculum. This enables individual programmes for pupils to be devised. These, in turn, inform the next stage of planning for teaching and learning. Assessment and recording schedules are used which link with the scheme of work for each area. These are recorded in the pupils individual record folders. 10

11 Experiential Curriculum Observations of all experiences, whether planned or incidental, forms the basis for assessing this area of the curriculum, and is guided by the nature of the experiences and individual pupil responses. Recording The Education (Schools Records) Regulations apply and a record is kept for each pupil showing academic achievements, other skills and abilities and progress in school. This is updated at least once a year. All recording is colour coded/dated see white Master Recording file. While specific attention will be paid to the assessment of English, Mathematics and Science, other National Curriculum subjects and Foundation Curriculum subjects are also assessed, so that progress and coverage can be noted and assessment information used for future planning. Foundation Curriculum and National Curriculum Assessment and Record Keeping is currently collated on individual pupil records. Master copies of all recording sheets are kept on curriculum sticks, held by the teacher in each classroom RE is incorporated in the topic cycles. Evaluation is teacher assessment based using the schools Schemes of Work with learning objectives and Northamptonshire guidelines as a focus and it will be recorded in each child s individual file, through topic evaluation. The RE Northamptonshire guidelines can be found in the staffroom and with the subject leader. Individual Records of Achievements and Experiences/Portfolios of Evidence These are kept to provide: An evaluation of each topic covered including statements of what the child has learnt or can do in relation to the topic I can Evidence of all activities, not just National Curriculum attainments and achievements. Tangible evidence for parents and children of experiences and achievements. A record of general progress and experiences to share with the child and parents. Each individual record of achievement will contain: Examples of significant achievements from all curriculum areas. One piece of work and/or photograph relating to each topic. These will be dated and annotated to show experience or achievement. Any other evidence of significant achievement, such as certificates for riding, music, swimming, PE. 11

12 These are kept in individual Record of Achievement and Experience files and updated every half term. Reporting Post Statement Planning Meetings (After approximately 6 weeks in school) At the culmination of entry assessment, a post statement planning meeting is held at which 6 monthly targets, short-term objectives and present levels of functioning are agreed with school and parents. Copies of this report are sent to IPS and to parents. 6 Monthly Reviews The class teacher prepares a report to discuss progress towards past targets and new targets, with parents. Copies of the report are distributed to those involved and to IPS after the review. These are for pupils under 5 or where special arrangements have been specified. School Annual Review Advice This is distributed to parents, IPS and other agencies as appropriate before the pupil s Annual Review Meeting. The school office collates all reports, including reports from integration schools, which are distributed two weeks before the Review Meeting. Parents are invited to given their views on their child s progress on a standard form and a copy of this is also distributed. Annual Review Report This contains the minutes of the Review Meeting, and is circulated after the meeting. School Report to Parents A written report is sent home at least once during the school year to the parents of each child, for their retention. This report contains: brief particulars of a pupil s progress in subjects and activities studies as part of the school curriculum details of a pupil s general progress, including health details of the arrangements under which the report may be discussed with teachers at the school 12

13 separate brief particulars for all NC foundation subjects studied accompanied by a brief commentary setting out what the results show about the pupil s progress in each subject. More appropriate headings are used for pupils in the foundation stage a summary of the pupil s attendance record End of Key Stage Reporting For those pupils in Year 2 and Year 6, the Annual Report to parents is combined with end of Key Stage Reporting. This contains: a statement that the levels have been arrived at by statutory assessment a statement where a pupil has been exempted from any attainment target under Sections 18 or 19 of the Education Reform Act 1988 in the core subjects in English, Mathematics and Science, both pupil s test results and the teachers assessments of the pupil s level of attainment on the NC1 10 level scale (where applicable) a brief commentary setting out what the results show about the pupil s progress in the subject comparative information about both the teacher assessments and test results of other pupils in the school at the end of the Key Stage, unless the pupils can be identified due to low number of children within this age range Foundation Stage Children in their Reception Year will be assessed using the Early Years Foundation stage profile and this will be included in their Individual Pupil Record Translation of Reports to Parents Should a report be needed in another language, the Home School Liaison Service will be approached. Reporting to others within the school Informal and formal reporting takes place when pupils change classes. Detailed pupils records are kept in their individual files and passed on to the class teacher. These records for the basis for teaching and learning in the new class, thus ensuring continuity and progression. Governors have access to children s records and are welcome to visit the school to observe and comment upon aspects of assessment, recording and reporting. Reports are available to appropriate agencies upon request and agreement by the Headteacher. Reports to Receiving Schools A record containing information about a pupil s achievements will be sent to a receiving school when he/she transfers. 13

14 This will contain: The pupil s statutory assessment results in the core subjects of English, Mathematics and Science by subject and attainment targets at all previous key stages (where available), and the school year in which the assessment were made. The teachers latest assessments of the pupil s progress against the attainment targets in the core subjects since the last statutory assessment or since the pupil arrived at Fairfields School (provided that the pupil was on roll for at least four weeks) whichever is more recent. * P Scale achievement data A progress report in the foundation curriculum and PSHE. All the information detailed on the list on the next page. To enable schools to maintain up-to-date records on individual pupils, the required information will be sent to the receiving school within 15 school days of the pupil ceasing to be registered at Fairfields School, or within 15 days of Fairfields School receiving a request from the new school for the report. This policy will be reviewed in accordance with our agreed cycle. 14

15 All assessment material - P Scales Equals Receiving School Transfer Information Checklist Assessment Manager electronic transfer and paper Individual pupil file Any reading records Note of any special equipment needs IEP s Physical Management plans Behaviour Management plans Feeding plans Pupil profile Medical issues Annual Report to Parents Evidence files Records of Achievement 15

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