Pupil progress and attainment is measured using a range of assessment tools within Ganton School. As of September 2019 the main method used to ascertain pupil progress is ‘BSquared progression steps’. BSquared are a national company which provide assessment software to many special schools and mainstream schools alike to support them with their assessment. They specialise in assessment for learners with SEND.
Progression Steps is an observation-based assessment framework. It helps teachers to identify and record the on-going achievements of pupils who are working moderately or severely beneath age-related expectations in some or all areas of their development. It can be used with pupils who are either studying elements from a formal curriculum or those who are still engaged in a semi-formal approach to learning.
In May 2018, the DfE announced the new Pre-Key Stage Standards for Key Stages 1 and 2. This signalled the end of P Levels for pupils working above P4 for end of Key Stage assessment. B Squared progression steps framework allows us to measure the small steps of progress our learners make whilst acknowledging the move away from P Levels. Using old language, Progression Steps covers a range from P4 to around Level 7 of the old National Curriculum. It supports the schools use of the new Pre-Key Stage standards from the DfE.
Progression steps is used and applied to all Key Stages throughout the school for core curriculum areas; Communication, Reading, Writing, Maths and PSHE. Pupils and students from KS4 onwards, who have the potential to follow examination routes, are entered for a range of qualifications and accredited pathways. Those who follow a vocational pathway gain unit awards for their efforts.
The progress of pupils in KS1 and others who are working below the subject specific level of learning is measured using a program called Engagement steps. This is also provided through the B Sqaured software and is a precursor to Progression steps. Engagement steps is broadly based on the 4 areas of need; Communication + Interaction, Cognition, Social Emotional and Mental Health and Sensory and Physical and specifically focuses on Assessment against the 7 areas of Engagement.
For pupils with Profound and Mulitple Learning Difficulties working below the subject specific level of learning we use the ImPACTS assessment and curriculum tool. ImPACTS is an assessment, monitoring and target setting tool. It allows for teaching and therapeutic measures to combine, holistically benefiting the student. ImPACTS promotes child centred planning and offers a specialised curriculum in Communication, Cognitive skills, Environmental control and Social & Emotional well-being.
The Long and short-term outcomes from pupils’ Education Health and Car Plans (EHCPs) are also a huge part of on –going assessment and monitoring. These personalised outcomes are central to helping us plan our curriculum and they inform teacher planning on a day to day basis. They are assessed and reviewed annually during the EHCP Annual Review, as well as during the termly Pupil Progress Meetings.
Teachers use each of these forms of assessment when they write each pupil and IEP – Individual Education Plan. The outcomes on the IEP will be personalised and directly related to the pupil’s levels of achievement and the long and short term outcomes from the EHCP. The IEP is a working document and is reviewed regularly by the teacher.
Pupil progress for all pupils is measured and reported termly through a formal pupil progress meeting. Teachers continuously monitor pupil progress as a matter of good practice, this then informs future planning and helps identify if intervention is necessary.
Ganton School works closely with all of the other H.E.T. schools, particularly HET special schools; Tweendykes and Frederick Holmes. Each school now uses similar assessment systems. This has allowed us to create M.A.T. wide moderation and comparative assessment to further improve the reliability of our assessment and ultimately improve outcomes for pupils.