Assessment, recording and reporting procedures

Children’s progress and development is carefully monitored and assessed by teaching staff, therapists and, if a child is a resident, their key worker. Individual records of progress and achievement (Personalised Learning Files) are maintained by class teams. All members of the team add their views and advice about children’s development through regular dialogue, meetings and written reports. A very broad range of assessment tools are used by teachers and therapists to support the evaluation of pupil achievement at all levels of development. The therapists use a range of standardised and non-standardised tools to enable us to identify small steps of progress and thus plan for the next steps of learning.

Assessment in line with National Curriculum procedures is well established throughout the school. Continuous assessment takes place and is an essential element of the school’s recording, reporting and reviewing system for each child. All school leavers are presented with a Progress File on leaving school. This includes reference to achievements, certificates obtained and records other experiences in which a pupil has been involved.

A detailed Individual Education Plan is written at the beginning of each academic year based on the child’s priorities for development, as detailed in their Statement of Special Educational Needs or Education Health Care Plan. Priorities for development form the basis of individual targets in addition to the class based planning within which progress can be monitored. IEP targets are reviewed throughout the term in team meetings and are updated each term. Where a child has made significant progress or needs a target to be broken down into smaller steps, the target is changed at that point in the term. Feedback on the achievement of targets is the responsibility of all who work with the child and this includes class-based staff, therapists and residential staff. The Assistant Head of School with responsibility for assessment leads the process of evaluating progress, supporting staff and guiding them if children are not making expected progress. She also provides guidance through our moderation process which is shared with other schools.

In accordance with legislation, children’s Education Health Care Plans / Statements of Special Educational Needs are reviewed annually. An updated report incorporating notes of the annual review meeting is produced each year for every child. Parents are invited to submit a written report to form a part of the review process. Teachers, therapists and residential child care workers (in the case of resident children) complete annual reports and contribute views and comments regarding progress, strengths and areas for further development. Additional advice is sought, as appropriate, from other professionals to form an overview of the child.

The annual review meeting (to which parents and other professionals are invited) is arranged every year following circulation of all reports and advice submitted by those involved with each child. All reports, an Individual Education Plan and notes from the annual review meeting combine to form each child’s annual review report.

This will therefore usually include:

  • Parents’ comments on their child’s development (the parents’ report)
  • The child’s views recorded in the most appropriate format
  • Teachers’ comments, details of achievement and progress in all curricular areas (the annual school report)
  • Residential child care workers’ views if the child is resident / has access to respite
  • A report from therapists (physiotherapist, occupational therapist, speech and language therapist) working with the child
  • A copy of the child’s Individual Education Plan (and transition plan from Year 9 onwards)
  • A summary of the annual review meeting
  • Recommendations with regard to the child’s needs and future provision

The annual review report is circulated following the annual review meeting to parents, the local authority supporting the child at the school and other involved professionals.

Open mornings/evenings or individual appointments are organised regularly to enable parents to discuss their child’s progress with teaching and therapy staff. In addition, frequent informal meetings to discuss progress and development are welcomed and can be arranged on request.