Woodfield Pupil Assessment Policy
Our assessment model intends to make assessment and progress easier to understand for all stakeholders. In September 2021, we moved from a hybrid model (Pathway 1 assessed via MAPP (Mapping and Assessing Personal Progress) and EfL (Evidence for Learning) software and Pathway 2 assessed using Classroom Monitor software to set targets, then record academic progress in regard to these termly targets, measured against a continuum of modified national curriculum levels.) to pupils in all pathways being assessed via MAPP and Evidence for Learning.
Underpinning Principles of Assessment
Assessment will be objective and based on clear criteria relating to what our pupils know, understand and the skills they are developing. These criteria will reflect clear definitions of what constitutes expected and exceptional progress. These will be linked to the ‘milestone’ statements for pupils operating at that level, and based upon progress towards targets identified in each child’s EHCP, linked to programmes of study for our pupil. The criteria will also reflect our experience that different groups of pupils respond differently to criteria within the same level.
Assessment will address development and change, including self-regulation of behaviour as well as growth within subject specific areas where appropriate, and will recognise that different groups of pupils have different trajectories in development, according to their needs. Assessment will provide both a baseline from which to measure progress, and data to track progress along planned pathways.
Assessment will lead to appropriate accreditation for our older pupils and enable them to develop skills to go into the wider community and prepare for the next phase of learning and training.
Assessment will be informed by the voice of the parents and carers and the pupils, who are key participants in planning for holistic outcomes. We seek to find every opportunity to involve the pupil in tracking and assessing their own progress and increase their motivation to achieve. Communication with parents and carers about the holistic progress of their child is at the heart of our work.
We welcome the principles embodied in the Education, Health and Care Plans of linking short-step targets to longer term planned outcomes, to inform and develop each pupil’s aspirations for the future. We also welcome the opportunity for multi-agency and therapeutic inputs as part of our target-setting and assessment practice.
Reflection is at the heart of our assessment practice. Assessment will enable us to follow the progress of each pupil closely, and to judge when interventions are required, or where adaptations or modifications are required in the teaching and learning experienced by the pupil. The analysis of pupils’ progress through our assessment practice will be a key driver in informing and improving our teaching and learning practice.
Moderation within and between our partner schools is an essential tool to ensure rigour of assessment and continuous growth and challenge in our assessment practice. It provides us a means of comparison with other schools that similar groups of pupils are optimising their rates of progress and how well our pupils are performing compared with national expectations.
The full policy can be downloaded from the link below.