Assessment, Recording and Reporting Policy.

WOOLGROVE SCHOOL Assessment, Recording and Reporting Policy. Michelle Swift Revised and Updated March 2016 Equal opportunities lie at the heart of all that we do at Woolgrove. We are committed to ensuring that every member of the school community, whatever their position, race, gender, disability or religion is given the same chance as any other to access the services and support of the school 1

WOOLGROVE SCHOOL Contents Policy 1. Summative Assessments 2. Formative Assessments 3. Planning Sheets 4. Reporting to Parents and involvement of Parents and Pupils in the process of ARR 5. Assessment Cycle/Map 6. Prysm, CASPA and BSquared PEP files (Personal Education Plan) Behaviour Support Plans (BSP s) A small number of pupils require additional support in class. A BSP is used for these pupils with the aim of improving behaviour and independence and having access to the full curriculum within the classroom (see Behaviour Policy) The Class levels (P Levels) should be kept at the front of the file. Pupil passport. Current PEP Targets Previous PEP Targets (for that academic year plus review) Yearly Targets EHCP report (most recent) End of Year report. Parents consultation form (most recent) Reading, spelling records if appropriate Therapy reports (relevant & recent) Reports from other professionals Other information as appropriate to that individual e.g. information on specific syndromes and healthcare needs 2

Woolgrove School believes in a structured approach to teaching and learning. Each pupil follows either the EYFS Foundation Stage Curriculum or the National Curriculum asappropriate and there is an individual programme in place for each pupil. Childrenare assessed on entry to the school within 2-6 weeks.. There is a clear system for assessment, recording and reporting throughout the school. The input of parents, pupils, therapists and other professionals is valued throughout these processes ARR at Woolgrove is overseen by the Assessment Team. Staff are kept informed of updates and administration changes and developments in this area. An annual calendar/action plan is supplied to keep the ARR system on a regular cycle of events 1. Summative Assessments These are the assessments at a given point in time: baselines, end of year reports/reviews and end of key stage tasks/tests/teachers assessments. a) Baseline Assessment at Woolgrove on entry to school for new children P scales levels are set using the P Scales level descriptors and other resources. Moderation processes (in-house and externally) are used to ensure consistency in levelling the children. Yearly targets and half yearly targets are set from previous/review reports, where appropriate. This may be using other schools information if a new pupil has joined. All assessments/baselines are completed within the first 2-6 weeks of entry and discussed with parents. Pupils are involved in this process and there are meetings to discuss and set Yearly Targets and half Yearly targets with parents and pupils where appropriate. All of the feed into the EHCP meetings. b) National Statutory Tasks/Tests These are taken at the end of each Key Stage for Year 2 (end of Key Stage 1) and Year 6 (end of Key Stage 2) if the Teacher feels the child is ready to be tested. Teacher Assessment levels at this stage provide parallel information to parents to accompany test results. Some Year 2 and some Year 6 children maybe involved in this process. However the Headteachers decision id final in deciding the pupils suitability for testing. It is unusual for pupils at Woolgrove to take these tests, due to their developmental needs. c) Annual Review/Reports These are a year after the last statement/ehcp was issued. They are a summary of progress towards the objectives outlined in the statement/ehcp and any changes that need to be made to the objectives or summary of the child as outlined in the Statement of Special Educational Needs/EHCP. d) End of Year Reports. End of Year reports are sent out in the Summer term. These are a summary of the progress children have made throughout the school year. These include Yearly Targets for the following school year. 3

e) P scales All teachers highlight pupil s achievements on the P level record sheets, at least three times a year. All existing children are reassessed six weeks into the autumn term, in October, in February and May. In KS1 the newest pupils are assessed within 2 weeks on staring school at Woolgrove. These are updated every year using the school moderation process which involves multiple staff to ensure consistency and clarity in Teacher judgments. Staff from other schools are invited to attend moderation meetings. The Outreach Department at Woolgrove also host and deliver training in P Level assessments, inviting colleagues from the County to discuss and moderate examples of work. P levels are split into c, b, a grades; c being a child is just working within the level, b they have achieved most elements of the level and a, that that child is secure in achieving all elements within the level. 2. Formative Assessments These include school records, teacher records, pupil records, Learning Journeys in Literacy and Maths and the PSHCE Achievement folders. Formative assessments involve day to day ongoing assessment as part of the repertoire of teaching strategies based on how well children fulfil learning intentions, providing feedback and involving children in improving their learning. At Woolgrove this involves: a) Half yearly targets These should be reviewed regularly by teaching staff and broken down into smaller achievable steps throughout the term. b) Pupil Progress Sheets These sheets are filled in with pupils half yearly by the pupil/class teacher, reflect individual targets and are reviewed regularly. For some pupils this may involve using a talking mat to reflect their views about school. c) PEP Files Personal Education Plan files for each class which contain all the relevant information for each child. They should remain in the classroom for reference for all staff. They will be monitored by the ARR co-ordinator and Headteacher. (See Appendix ) d) Learning Journeys These individual files record the pupils' academic achievements in Literacy and Maths throughout their school career. Pupil involvement in choosing materials and compiling them is an essential part of the process. e) PSHCE Achievement Folder We also use a PSHCE Achievement Folder in school to record social achievements. This can include sporting awards, behaviour awards, SEAL certificates or photographs capturing a memorable moment in the child s development. 4

f) Learning Journals are used in EYFS and KS1 3. Planning Sheets for Woolgrove Foundation Stage / Infants RY1, Y2 Long term plans Medium term plans Short term plans Junior Y3, Y4, Y5, Y6 Long term (school year) plans Medium term plans Weekly plans Successful Planning and Feedback We include learning intentions between staff/pupils/parents. This ensures differentiated and appropriate delivery of the National Curriculum/Foundation Stage. 4. Reporting Woolgrove School values good relationships with parents. There are two or three parents' evenings each year as well as the child s Annual EHCP/Review Meeting. During Parent s Consultation Evenings teachers discuss current targets and general progress. The summer meeting is used to discuss the end of term report and the child s yearly targets. The school also provides extra time for discussions both formal and informal, as appropriate. These may include other professionals and therapists i.e. Educational Psychologists, and SaLT's. There are also regular tea/coffee afternoons in some classes in the school and there is a transfer meeting for Year 5 pupils in preparation for their move to secondary at the end of Year 6. Parental Consultation Forms are used to record information for both parents and staff at meetings (Appendix ) a) Involvement of Parents 1. Making policy statements accessible 2. Regular meetings with parents/carers 3. Regular entries in home/school book 4. Access to a range of work at Parents Consultations 5. Parents groups 6. Parental questionnaires which inform school improvement 7. Coffee mornings / tea parties 8. Annual review procedure 9. Spring Term curriculum evening to which parents are invited 10. Signing for parents 11. Parental workshops of areas the parents have requested, e.g. fussy eating, sleep routine, Autism support, Behaviour strategies b) Involvement of Pupils From their entry into school pupils are involved in the process of reflecting on their achievement and target setting. This process will obviously vary depending 5

on the age and ability of the pupil but this involvement is seen to be both essential and effective. Involving pupils is done by using - 'My Personal Progress Sheets' or Talking Mats. Individual and group/class discussions will take place on a regular basis in selecting appropriate targets. For some children this may be every term. These are written by the teacher and/or pupil. Rebus/Communicate in Print/Clicker 6 symbols are used. Targets are reviewed and updated each term or half yearly. As the pupil progresses through the school and they become more mature, they begin to take more responsibility for helping to set their own targets. Different techniques are used to elicit pupil s views. Learning Journeys and PSHCE Look What I Can Do Now! folders These individual files record the pupils progress in a wide variety of areas. Pupils are involved in selecting which photographs and pieces of work they wish to keep in this folder each term. As with the pupil progress sheets, students take more responsibility for their folders as they progress through the school. Resources Learning Journey booklets Learning Journals P Scales B Squared Development Matters (Infant) Ages and Stages (Infant) EYFS material PEP files Behaviour Support Plans (BSP s) A small number of pupils require additional support in class. A BSP is used for these pupils with the aim of improving behaviour and independence and having access to the full curriculum within the classroom (see Behaviour Policy) The Class levels (P Levels) should be kept at the front of the file. Pupil passport. Current PEP Targets Previous PEP Targets (for that academic year plus review) Yearly Targets EHCP report (most recent) End of Year report. Parents consultation form (most recent) Reading, spelling records if appropriate Therapy reports (relevant & recent) Reports from other professionals Other information as appropriate to that individual e.g. information on specific syndromes and healthcare needs Confidential information should be kept in the office files or Headteacher s office 6

Information regarding PEP files: 1. P.E.P. files are kept in class so information is available at all times TA's and N.N.'s in each class has access to the files and can be involved in pupil s targets. Setting targets during class group meetings etc. 2. Parents and pupils are involved termly/half yearly in the target process. Each term a piece of work is put in the Learning Journey folder including and any work or photos into the PSHCE 'Look What I Can Do Now folders' 3. Child's needs and other specific needs including behaviour are addressed in the P.E.P. 4. Targets are set in March and October. 5. Targets are regularly checked to see if the pupils are achieving their targets and comments written by staff to inform future target setting. N.B: Consultation between SaLT therapists and others e.g. Occupational therapy may be used when setting targets. P.E.P. Twice yearly and/or termly If there is a new child is baseline assessed, the next stage is to consider long term objectives and set Yearly/half year targets. These targets would be discussed with the parents. Yearly Targets and half yearly Targets must be SMART ones. Specific Measurable Achievable Realistic/relevant Time related Examples of SMART targets and UNSMART targets Smart - To write all the letters of the alphabet independently on request. Unsmart - Will know all the letters of the alphabet. Smart - To be able to follow instructions which contain 4 ICW's (information carrying words) Unsmart - To develop language and communication skills. Smart -To count up to 10 objects accurately using 1:1 correspondence. Unsmart - Will understand numbers to 10. Fred will read 10 HF words independently Targets should build from what the child can do now. If there are partially learned skills, there should be a focus on them. These offer the greatest opportunity for quick success. The targets should have a clear, observable verb, e.g. 'James will.match, point, copy, add.' The target setting process may been considered as a set of the steps. The child moves upwards towards the target taking one step after another. Steps of progress will be made and recorded using P Levels or BSquared. Assessment will be monitored and tracked When considering whether a child has achieved a target use NOFAN to help 7

Never Occasionally Frequently Always Naturally - look in the Always/Naturally range For younger children when considering whether a skill has been achieved consideration is given as to whether they can do it - without aid, on request or easily and written comments are made accordingly, (please refer to the School Marking Policy.) Key points -PSHCE Achievement Folder process Evidence must be mounted or presented on a sheet, annotated and dated. It is ongoing and should be added to regularly - once a term with the pupil and teacher (with help also from the class NN or TA as appropriate). Social experiences can be recorded in the PSHCE Achievement folders. Positive achievements and progress are highlighted, linked to PEP's and pupil progress sheets. Pupils must be involved in the process of recording. It must be clearly divided into school years - using dividers Evidence should be ordered chronologically (early evidence at the beginning, current year at the end). Folders must be available at every parents evening Particular benefits of the PSHCE Achievement Folder process for pupils with SEN: The process naturally raises pupils' awareness of their strengths and progress and leads to an increase in self esteem. It encourages pupil/teacher communication, for example in discussion of targets and can lead to increased motivation. What to include in the Folder PSHCE Achievement Folders lend themselves to recording activities that have been very worthwhile learning experiences but where there maybe no evidence on paper after the event has taken place. Therefore records might include photos of assemblies, out of school visits and activities including work experience, horse riding, swimming etc. Other activities that the pupil enjoys or excels at may also be included, for example: printouts of ICT work, and photos of pupils' work in technology or art. These photos or examples should be annotated and dated. Copies of certificates awarded in assemblies are good evidence of achievement. In addition to the above, there should be some evidence of the pupils' own work, demonstrating the standards achieved. All pupils have a life outside school where they are able to achieve success. For some pupils it may be recording their success in Gymnastics, for example, while others may have a 8

hobby or interest. Parents or Guardians may support this part of the record by sending information into the school. Children should help to compile their folders, as well as being given opportunities throughout the year to view their folder and make comments on their achievement and progress. The ongoing process The Learning Journals have a specific format to follow. Staff are to seek support from the Literacy and Maths Lead. In the LWICDN folders, each year a minimum of 3 sheets should be added to each child's folder. As more records get added to the file certain sheets could be taken out with the child's agreement, to make the file more manageable. At the end of Year 6 the folders should be presented to the child to keep. Children who leave Woolgrove before Year 6 may take their folders with them. The Infant Department have some overlap in the Learning Journals and the LWICDN Achievement folders. Children may achieve something in Cooking for example, which is both and academic and social skill. The photos therefore may appear in both folders as the Early Years Foundation Stage is focused on social development and is not as explicit in each subject area, compared to those children in Year 3 and above. Pupils and staff mark the children s work using a colour traffic light system. Please see the Marking Policy for more details. 9

Woolgrove Assessment Cycle September Set Autumn individual targets Write or review Pupil Profiles/Learning Passports Infants baseline at 2 weeks Mid October Baseline assess class- 6weeks into Autumn term Ages and Stages completed Review and set new PEP targets for the next 6 months- discussed and signed with/by the pupil Parents Consultation Pupil Views November 1 or 2 pieces of work for the PSHCE 'Look What I can do Now' folder January Set Spring individual targets Tracking of pupil progress February (3rd week) P Level levels grids March Review and set new FS/PEP targets for March/April- discussed and signed with/by the pupil and signed at Parents Consultation April Set Summer individual targets 1 or 2 pieces of work PSHCE 'Look What I can do Now' folder End of May/beginning of June (1st week) P Level grids Write reports Yearly targets June Review Consultation with Parents Pupil Views 1 or 2 pieces of work for PSHCE 'Look What I can do Now' folder Tracking of pupil progress Ongoing assessment daily assessments in class 10

evaluation of weekly plans Literacy and Maths Learning Journals reading records behaviour assessments Moderation process (in staff meeting- each term) ARR Prysm Prysm is a pupil profile programme that was set up by John May with input from Jo Pomeroy and Michelle Swift. The programme had different uses. It can manage the levels of assessment, for example in: The Foundation Stage, KS1 and KS2- all subjects Black and Ethnic Minorities ASD MLD SLCN Syndromes Boys and Girls achievement Free School Meals Child Looked After This enables staff to see areas of progress very quickly and can enable target setting and give a predictive view of potential achievement. ebsquared is also being used from 2016 -taken from their website B Squared has been leading the assessment market for 20 years, and is used in over 3000 schools across the UK. Our Connecting Steps V4 software assesses progress across: the EYFS framework; P Scales; the 2014 National Curriculum; and the Adult Curriculum, covering Milestones and Pre-Entry levels. Following new objectives outlined by the Department for Education, we have created breakdowns for all National Curriculum subjects: one based on Steps replacing the old system of Levels - and the other on End of Year Outcomes. This will allow schools greater flexibility in how they assess and track progress. 11

APPENDIX. Behaviour Support Plans (BSP s) A small number of pupils require additional support in class. A BSP is used for these pupils with the aim of improving behaviour and independence and having access to the full curriculum within the classroom (see Behaviour Policy) Pupil passport. Current PEP Targets Previous PEP Targets (for that academic year plus review) Yearly Targets Annual review report (most recent) End of Year report. Parents consultation form (most recent) PSHCE Achievement Look What I can do Now! Folder proformas 12

Pupil Passport Learning Passport Name: DOB: Add PEP photo Plan here Class: Date of Entry: Review Date: Previous Setting: Pupil s Primary Needs/ Health Issues Objectives from EHCP Key Targets Learning Styles. Communication Behaviours & Strategies Sensory Issues Letters and Sounds Topics Address and Contact Numbers 13

Parents Consultation Form Parent Consultation: Name of child: Class: Date: Areas of strength: Areas to develop: Comments/Discussion points: Additional areas raised by Parent/ Carer: 14

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