Ganton School

Pupil Progress

  • Pupil progress and attainment is measured using a range of assessment tools within Ganton School.  In September 2019  we introduced three new assessment systems to improve how we measure pupil progress. These were B Squared Progression steps, B Squared Engagement steps and ImPACTS.   

    The main method used to ascertain pupil progress for the majority of pupils 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.

    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 across the school who are working below the subject specific level of learning is measured using the Engagement steps framework which is based around the Engagement model and the 5 areas of Engagement. This is provided through the B Squared software and is a precursor to Progression steps. Engagement steps is broken down into the 4 broad areas of need; Communication and Interaction, Cognition and Learning, Social Emotional and Mental Health and Sensory and Physical. There is a specific focus on the 5 areas of Engagement which are Persistence, Initiation, Realisation, Exploration and Anticipation. 

    For pupils with Profound and Multiple Learning Difficulties 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. As a school we currently have very few PMLD pupils that require this approach. 

    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.

    The school uses a progression guidance document to help set challenging yet realistic targets for pupils based on their entry baselines. Our pupils are uniquely individual and each pupils rate of progress is assessed on an individual basis. The smallest step of progress can be huge for some of our learners. For this reason 'Good progress' is never judged solely on assessment data alone. At Ganton school we prefer to look at the pupil holistically and celebrate progress in all of its forms.  

    Please see our whole school Assessment report for 2020 -2021 below.