Introduction to assessment arrangements at Hinderton School
At Hinderton School we have very high aspirations for all of our pupils, meaning that we want each child to flourish and develop to the very best of their ability during their time with us. To do that, it is important that we assess what they can and cannot yet do regularly and accurately, so that we can plan and deliver the most meaningful and appropriate learning opportunities at each stage of their school career.
What are P levels?
Under the old National Curriculum, P Levels were introduced to enable teachers to identify small steps of progress for pupils working below the start of the curriculum (called Level 1). Until summer 2018 schools had a duty to report end of Key Stage outcomes for pupils (using P Levels) to the Local Authority (and in turn the Department for Education). However, as of summer 2019 P Levels will no longer be used for end of key stage reporting, and their use throughout the year is currently under review.
What are End of Year Expectations?
Using a combination of P Levels, and Rising Stars End of Year Expectations (in line with the requirements of the New National Curriculum), pupils are routinely assessed in all strands of English and Maths. Pupils who have achieved all aspects of P8 (the highest P Level) move on to being measured against the national expectations for pupils in Year 1, as outlined in the National Curriculum. Some pupils move to work within the year 2 curriculum. Pupils likely to be working consistently at or above Year 3 outcomes will be discussed with Local Authority colleagues regarding the possibility of increased participation in mainstream settings. To assess Year 1, 2 and 3 progress we use a commercial product called Rising Stars.
How will I be kept informed of my child's progress?
Our Annual Review process and termly parents' evenings provide regular opportunities for parents and teachers to discuss progress. In line with the requirements of the New National Curriculum), pupils are routinely assessed in all strands of English and Maths. Teachers keep their own, finely-graded record of progress, and update the school-wide system for the benefit of the school’s leadership team on a half-termly basis (about every 6 weeks). Targets are set in these two subjects in September, and Pupil Progress Meetings with the Assessment coordinator throughout the year keep everyone informed about how well each child is performing against those targets. Pupils working with the Rising Stars programmes are also assessed annually using the standardised tests within that system.
We formally assess an individual’s awareness of phonics using the Read, Write, Inc. system and, where appropriate, also track their chronological reading and spelling age using the computer-based IDL system.
For science we annually track ‘working scientifically’ and in all other National Curriculum subjects, we record detailed evidence of an individual’s learning using the Tapestry electronic learning journal.
How does school measure other important types of progress?
For all of our pupils, progress in areas other than the National Curriculum is vitally important, and we recognise that by giving our ‘Essential Skills’ curriculum the highest priority in school. Twice a year we set ‘Personal Learning Plan’ (PLP) targets, and we grade outcomes against those using a traffic light system, where green is above the predicted level of progress, amber is at or around the predicted level of progress, and red is below the predicted level of progress. Pupil Progress Meetings are used to discuss target-setting and outcomes with teachers, and to pinpoint situations where outcomes are likely to be ‘red’, with curriculum delivery changes made or additional support provided accordingly. PLP targets reflect the desired outcomes agreed in Statements or Education Health & Care Plans, and incorporate elements of SCERTS (see below) and the Cheshire Essential Skills Syllabus (CHESS).
What is SCERTS?
Using the autism-specific SCERTS model (Prizant et al, 2005), we also track each pupil’s progress in the areas of Social Communication (SC) and Emotional Regulation (ER), providing a detailed breakdown of their specific skills and challenges within those areas. Find out more about SCERTS at Hinderton here
How is progress measured in the Early Years Foundation Stage?
Pupils in Reception (generally Blue Class and sometimes Yellow Class) at Hinderton follow the the Early Years Foundation Stage (EYFS) guidance and requirements, as used in mainstream early years settings. These include:
- Early Learning Goals (ELG)
- Development Matters
- EYFS framework
Our Early Years team have worked hard to develop an assessment system that allows us to measure the small but important steps our pupils make. This system links with the one that is used further up the school.
What is The Hinderton Progression Map?
Based on the Continuum of Skill Development devised by the Dales School in Yorkshire, our Progression Map provides a framework for teachers and senior leaders to assess and break down both academic and essential skills progress, into fifths of ‘mastery’ of any skill, under the headings of Prompting, Fluency, Maintenance and Generalisation. When we discuss steps of progress with you as parents, we will use this system.
How can parents support progress and assessment?
Communication and partnership between home and school are crucial if pupils are to develop new skills, and keep hold of them into adult life. In addition to Annual Reviews and termly Parents’ Evenings, parents and carers are welcome in school at any other point to discuss progress. We also post regular updates on each pupil’s Tapestry account, and welcome your feedback (and of course Tapestry posts) from home.
Please get in touch with Ben or your child’s class teacher at any time if you have any questions.
Department for Education (DfE) Data
The DfE produces data for all schools which includes school performance, characteristics and spend per pupil data;
Progress Tracking Summary 2017-18
68% of pupils made expected, or above expected progress in english; outcomes for girls and for pupils in receipt of pupil premium were were in line with those of their peers. In maths the outcomes were even stronger , with 72% of pupils making expected or above expected progress. Pupil premium pupils made progress in line with their peers; girls (though the cohort size is small) made better progress than boys as a group (100% making progress at or above the level
In Essential Skills last year, of 441 Personal Learning Plan objectives evaluated during 2017-18, progress in 94% of these was at or above expected progress (a significant increase on last year's figure of 88%). In SCERTS, we had 19 Social Partners, 15 Language Partners and 9 Conversation Partners (a similar picture to last year, though with an increase in social partners). 5 pupils were assessed as being above the threshold required to move to the next partner stage.