EP10 Assessment policy - Westbourne School...Date reviewed: September 2018 Policy: Assessment policy Review due: September 2019 Reviewed by: Leo Guy ASSESSMENT – stage by stage,

Date reviewed: September 2018 Policy: Assessment policy

Review due: September 2019 Reviewed by: Leo Guy

EP10 Assessment

policy



Version Date Updated by

1.1 September 2018 Leo Guy



Introduction: The place of assessment in the school

This policy on assessment will guide practice in several areas:

• It will lead to successful personalisation, in that it will enable the school to build up a unique picture of each learner’s strengths and areas for development, enabling the school to offer the right curriculum and the learner to make well informed choices

• It will enrich classroom practice by ensuring that lessons and the staff/learner interaction are underpinned by a shared understanding of progression. Key features of assessment for learning are described in more detail later in this policy

• It will support curriculum planning in that awareness of what learners have achieved and are finding difficult should be the starting point for short and medium-term plans; a broader sense of how learners are responding to what they are being taught should inform the way in which subject and curriculum leaders modify their longer-term plans. Subject policies all indicate key expectations and objectives linked to key stages and our ‘big-picture’ assessments of pupil progress over time help us evaluate whether our long-term planning provides suitable challenges

• It will lead to sound pupil tracking through which staff can form a view of both the general progress of individual learners, of their progress in relation to particular targets (for example, in Individual Education Plans or Individual Behaviour Plans) and of their response to particular interventions. This can in turn inform future planning for the individual, as well as reporting to parents, carers, Local Authorities and other professionals

• It will provide an evidence base for school improvement, in that pupil progress in its widest sense should confirm the effectiveness of the curriculum, the impact of school improvement priorities and the contribution of a member of staff.

• It will support intervention by enabling the school to identify any significant gaps in learning or where the most able pupils require further challenge and development, plan how to address them and track progress in doing so

• It will support SEN by enabling the school to understand and address the barriers to learning for each individual.



Principles that inform our assessment

Westbourne School will use its approach to assessment to:

• enable learners to understand their strengths and weaknesses, their achievements and their targets and thus to be actively engaged in their own learning

• enable staff to know their pupils well as learners, and to monitor progress and forward-plan for both individual learners and groups

• give staff the language they need to describe achievement and progress, and thus engage in a constructive dialogue with each other, with learners, and with parents and carers

• give subject and whole-school theme leaders a framework within which they can monitor and evaluate the impact of their schemes of work, the effectiveness of individual teachers that they line manage and the progress made in their subjects and themes

• give school leaders a comprehensive and accurate picture of achievement and progress across the school, which can inform curriculum planning, self-evaluation and performance management.

Westbourne School addresses the needs of pupils with behavioral or learning difficulties by:

• providing a transparent and evidence based picture of learner progress in relation to behaviour and personal development

• comprehensively describing the “baseline” at which learners who join a school start and based on this chart and report the progress made by each learner to parents, carers and the Local Authority. This will take into account literacy, numeracy, emotional and cognitive development

• helping them to compare the progress of learners with their peers both within the school and across schools, thus form a view on what represents good progress

• gathering together and triangulate the diverse evidence available of learner development; ranging from external examinations to in-class observations; from data on attendance and physical interventions to pupil self-evaluations about attitudes and achievement

• informing the IEP process and show progress in relation to the EHCP • creating coherence by drawing together the threads of pupil progress across the “academic”

curriculum and individual social, emotional and behavioural development by enabling all staff to see academic and personal progress in relation to each other.

• enabling all staff who engage with pupils to contribute to the learning and assessment pro-cess; recognising the influential role of education support staff and therapy staff alongside teachers

• assessing and tracking progress through the new National Curriculum (2014) as well as progress in relation to the EHCP

• using Classroom Monitor to log and analyse students’ progress and store associated evidence • by using an early entry policy through which young people have opportunities, as motivation

strategy, to access realistic accreditation while in Year 9 and 10.



ASSESSMENT – stage by stage, in relation to the learner’s journey

1. On entry to the school and within 6 weeks, a baseline is established (with key information and issues fed back to the LA) which takes into account and/or tests for:

- information taken from prior education settings including NC levels or new National Curriculum stages, social, medical history – including prior learning (SATs, etc.), attendance, exclusions, emotional and social background, any safeguarding issues, agency involvement

- cny details provided by the EHCP - Current attainment as a minimum in the core subjects of English (reading, writing,

speaking and listening), Maths and Science. The judgement of current attainment will be derived partly from teacher assessment and partly from an external assessment tool

- the learner’s own perceptions of their personal learning style, strengths and the barriers they need to overcome

- to access qualifications from Year 9 and upwards, pupils will have an additional baseline assessment for Maths, English and ICT.

1. Targets and planning: once the baseline stage is complete:

- realistic longer term ‘Progression’ targets are set for the Curriculum Year Groups/Key Stages. Additional targets may be set through teacher on going observations and pupil self-identified areas for development (see Assessment for Learning section for more detail)

- a plan or plans (IEP, positive handling and risk assessment) are established which identify priority development issues, sets shorter term ‘Ongoing’ targets and says how they will be addressed. These plans are interlinked. They are shared appropriately with parents/ carers/the Local Authority (LA)

- All staff involved in teaching or support for a young person are made aware of all assessment data in order to plan appropriately to meet the academic needs of that young person and to set appropriate and personalised targets for them.

1. On an ongoing basis:

- all planning is differentiated and is aligned to the young person’s ability - the principles of ‘best fit’ based on a wide range of assessment approaches form the basis

for all ongoing class based teacher assessment - assessment criteria is derived from Rising Stars for English, Maths and Science (an average

annual target will be based on 3 points progress per year unless personalised targets are set)

- exam specifications or NVQ criteria for KS4. There are regular reviews of progress through timetabled tutor time, assemblies and personal support meetings, in relation to targets set in terms of both behavior and attainment

- all staff involved will be expected to contribute, this will lead to either routine updates of plans and targets and where necessary to further assessments and interventions

- a key principle for the ongoing assessment process will be the involvement of the young person

- there is regular communication to parents and carers of both successes and difficulties - young people have first-hand knowledge of the targets they are working towards and the

progress that they are making is visible at all times - Classroom Monitor is updated whenever a learning/assessment sequence has been

completed and evidence generated. Assessments and evidence are moderated on a half termly basis



- internal and external standardization and moderation takes place in Maths, English and Science on a half termly basis (termly for external moderation and standardization).

- in Key Stage 4, progress towards agreed accreditation should be submitted on a half termly basis to the Head of Key Stage 4 and Head of Assessment.

1. At key moments of transition (end year/Annual Review/Key Stage): - there is a review of progress against targets set and in relation to pupils’ ability supported

by analytical tools from Classroom Monitor - the review will be comprehensive, covering both learning and behaviour and involving all

key staff - there is reporting to parents/carers/LA in terms of achievement, behaviour, and what has

contributed to or impeded these; together with discussion and agreement about next steps

- the young person will be engaged in the review and forward planning for the next phase - at the end of Year 9 there should be an initial agreement between the student and the

school in what external accreditation(s) the pupil can attain at the end of Key Stage 4 and this information also transferred Career Plans.

ASSESSING THE NEW NATIONAL CURRICULUM - updating and replacing levels Introduction

At the heart of the school’s approach to teaching, learning and assessment there is a sharp focus on pupil progress. This is made clear in the school’s Curriculum policy, and subject policies which are clear about key stage by key stage progression. The same approach has been taken in the school’s Assessment policy, which bases its regular tracking and moderation on a well understood definition of progression. There was a ready and straightforward coherence between National Curriculum programmes of study and attainment level. At Westbourne School our approach is to implement the new national curriculum and to modify its definitions of progression in a way that do not undermine a strong future of its approach to learning. Curriculum Framework Much of our evolving curriculum following NC14 is comfortably reflected in existing assessment objectives. Where there are differences in detail we are able to use our online systems to note new elements as evidence alongside the existing assessment objectives. Where there are substantial differences, we are tracking these separately on paper with a view to modifying our online assessment framework in the longer term. Thus the levels awarded in Maths reflect the earlier appearance of statistics in NC14. In English, we note and are giving high status to reading, spelling, punctuation and grammar, and the reduction in focus upon genres.



Assessment – key aims for 2018-19:

At Key Stage 3 we will track progress through Rising Stars, directly linked to NC14 in our core subjects and a number of foundation subjects

Where applicable, pupils will also begin accreditation courses in KS3, for example, Entry Level and Functional Skills

All subjects delivered in our curriculum, track student progress and this is identified on our Curriculum policy

KS4 progress is tracked through GCSE Flightpaths in English and Maths and other accreditations.

BTEC and CoPE subjects collect a portfolio of evidence which is internally moderated, verified and available for external verification

Teaching groups will be formed to ensure all core subjects and KS4 qualifications will be moderated termly.

Numeracy intervention

We are able to recognise pupils who are not working towards or meeting the three point expected progress through our half-term assessment reviews and regular teacher assessment. Personalised targets will be focused on student’s next steps and they will follow a tailored Maths intervention programme. The progress being made against the targets is monitored on an ongoing basis. The Maths intervention programme is facilitated by teaching assistants and is designed to target the mathemat-ical fundamentals needed to access the KS3 curriculum.

Data tracking information will be used to identify areas for further development in mathematical knowledge, skills and reasoning and interventions are identified, documented and tracked on the departmental spreadsheet. Half-termly assessments will be made for all pupils through online ‘Maths Watch’ testing. Formative assessment will be used in class through questioning, in class work, review and marking and observation. Assessment is used to inform planning, differentiation and personalised intervention with a focus on pupil progress. In each pupil’s books at the end of each topic, pupil’s progress will be assessed via a ‘topic tracker’, completed by both teacher and pupil. Literacy intervention (also see Curriculum policy)

Our Literacy intervention will be addressed through a 3 Wave programme as follows:

Wave 1: Effective and well differentiated classroom teaching for all students

✓ Introduction of Ruth Miskin phonics reading scheme to be taught across Year 7 ✓ Daily 1-1 reading ✓ List of pupils who require reading support to all subject teachers and ‘Hints and Tips’ for

struggling readers on cloud ✓ Writing frame templates on cloud (for use in all subject areas) ✓ Differentiated weekly spelling scheme ✓ Consistent ‘Literacy’ prompt boards in all classrooms ✓ Resources for struggling readers available in all classrooms (e.g. colour overlays, transparent

rulers) ✓ Library with appropriate range of reading age appropriate books.



Wave 2: For students who are still experiencing literacy difficulties, despite effective, differentiated teaching. These students should have the potential to ‘catch-up’ with their peers

✓ ‘Better Reading Support Partners’ delivered by trained staff (supported by levelled reading schemes ‘Read-on’ and ‘Rising Stars’)

✓ Teaching Assistants will lead on developing students reading skills through planned 1:1 reading support sessions

✓ Personalised writing support ‘booster’ sessions ✓ ‘Word Shark’ personalised spelling program – to be worked through with trained staff.

Wave 3: For students who are significantly under-achieving and require a tailored, specialised programme in relation to their specific needs

✓ 1:1 personalized literacy programme delivered by a Literacy specialist ✓ Schemes including ‘Alpha to Omega’ and ‘Toe by Toe’

In addition to the literacy (writing), numeracy and behaviour targets set using the process detailed above, specific individual reading, speaking and listening targets will also be set.

• Phonics The Ruth Miskin Phonics scheme is taught for all pupils at KS3 where necessary. Assessment of phonics progress through this scheme is undertaken termly. If students are recognised, through this assessment, as significantly under achieving and not progressing through each stage they will be identified for Wave 3 Intervention.

• Reading Students have their ‘reading-age’ assessed annually using the Salford Reading Test. If it is felt a student is struggling or significantly under-achieving in their reading assessment against chronological age, we are able to identify them for Wave 2 or 3 intervention as appropriate.

• Writing At KS3 writing is formally assessed half-termly: a body of evidence is collected and teachers use Rising Stars tracking grids to record progress. Next steps and targets are identified and personal targets are then set in response to these. Students who are significantly under-achieving will be recognised as not making progress on their individual trackers, these are then identified for writing intervention.

Intervention – ‘most able,

As a school, we identify our more able students who will benefit from additional small groups or 1:1 interventions, to enable them to make the progress needed to achieve their full potential in core subjects. These pupils are recognised as they work beyond the three points expected progress from our termly assessments. In this intervention, individual sessions supplement existing learning and are offered to develop and challenge, providing a personalised learning experience.



Assessment for learning in the classroom Good assessment for learning in the classroom can enhance progress, engage learners and help them become better learners. At Westbourne School it will be characterised by a number of different strategies:

• Displaying pupils’ work which is annotated according to the school’s Marking policy • Objective-setting: making objectives clear through discussion; written or picture prompts

around the room and/or in pupils’ work; regular revisiting of objectives in relation to tasks and activities that punctuate the lesson. Objective setting at the level of the lesson should also help the learner see where those objectives fit in terms of the bigger picture

• Written or oral feedback: which is not only positive, but also constructive, in that it tells the learner what they have done well, and what they can do to improve, these are defined in terms of ‘next steps’

• Providing opportunities for children to respond to feedback making it impactful and meaningful

• Self- and peer-assessment: giving learners the opportunity to evaluate their own and others work, using the positive approach recommended in the point above and based on assessment criteria which are shared

• Plenary discussions at the end of a lesson or of a sequence of lessons, which allow learners to reflect on (and celebrate) the outcomes they have achieved, what they have learnt and what needs to happen next

• Periodic reviews of learning, for both groups and individual learners: these should enable learners to look back over time at their work (both ongoing and tests/exams) and recognise the progress they have made

• Setting challenging targets for young people and using them to shape progression (see below) • Using a Target Board to allow each pupil to show their progress in relation to a particular

target set by both the student and teacher/TA.

Assessment for learning – target setting

Longer term (Progression) target setting and tracking

Targets for the year and for the Key Stage are set for the pupils taking account of the Rising Stars expected 3 points progress of progression and starting from baseline assessments. They assume that young people with SEMH and complex learning needs are capable, with intensive support, of making progress that is consistent with their peers (Numerical/Level/Stage targets are logged electronically on Classroom Monitor). Teachers will continuously set realistic and personalised targets for students based on ability, prior knowledge and take into account any other issues that may be occurring in a student’s life at that point. For example, if a student is achieving more than 20% higher than his or her expected target this will be reviewed to see if his/her target is challenging enough. Also for those students who are working at more than 20% below their current target, this will also be reviewed.

Classroom Monitor will be updated on an ongoing basis and reviewed on a half termly basis. Where progress is shown to be below expectation there will be a detailed review of current support and interventions and decisions made about additional interventions and alternative strategies. Targets for progress over the year ahead will be proposed at the annual review meeting which also reviews progress over the previous year.



Agreed progression targets will be shared with all education staff who plan their curriculum so as to provide learning experiences and assessment opportunities consistent with those targets. These longer term targets will then be translated into shorter term targets that can play a part in the classroom process.

Short-term (ongoing) target-setting

We enable a focus on individual progress through personal learning targets. This is in the form of a classroom display that shares individual achievement of national curriculum assessment criteria. It operates as follows:

- Individual targets are set for pupils using a combination of teacher assessment and

lesson observation - All individual targets link directly to Stage assessment focusses as defined on

Classroom Monitor - The four target areas of focus are numeracy, literacy (writing), behavior, and health

and wellbeing - Each target is chosen by the pupil in negotiation with the teacher - Clear evidence must be recorded in the pupil’s target file using any of the assessment

strategies described on following page - Evidence must meet the requirements of the National Curriculum objective. This

success is celebrated in school assembly and recorded in the form of a certificate. This certificate is placed in the pupil’s target file

- It is estimated that all targets should be achievable in a half term period - Target evidence folders are then used as a revision tool in addition to subject work

books and are to be read prior to next assessment – to recap understanding of previous learning gaps and targets

- KS4 students will have targets based on the agreed external accreditation pathway and their initial assessments.

Personalised targets

High expectations and outstanding progress are essential and apply equally to all of our students. We endeavor to demonstrate, through robust and accurate assessment, that each of our students are individuals with their own learning pace. Whilst we recognise the need for challenge, we also recognise that outstanding is different for each individual. We personalise our student targets to support them in their own defined outstanding progress pathway. These precise targets are set by the class teacher and Head of Department, they reflect accurate next steps and are regularly tracked to drive individual progression.



Assessment strategies

English: Rising Stars/GCSE Flightpath

We are tracking English at KS3 through Rising Stars on Classroom Monitor. Alongside this online tracking, each pupil has an ‘English Evidence File’ in which teachers use tracking grids, based on the Rising Stars Objectives, to track, record and evidence progress in each objective area.

We have personalised the English Curriculum to suit the needs of our pupils, by maintaining elements of drama and spoken language in preparation for KS4 and adjusting the following objectives:

‘learning poetry by heart’

‘performing poetry’

‘performance of own compositions’

‘Writing from memory’.

This is because we believe that these elements are often extremely challenging for our pupils due to their emotional and/or educational needs. This often has a negative impact on their confidence and enjoyment in English and therefore their overall progress. We acknowledge that for some students these elements can enhance their learning and enjoyment of the subject and they therefore remain within the ‘Medium Term’ plans as optional/additional activities. None of the above elements are necessary for the further qualifications we offer in English at KS3 and KS4. These include Entry Level and Functional Skills English and the New GCSE English Language syllabus.

Target setting in relation to personal development and behaviour

Student’s behaviour is regularly assessed and reviewed. Any progress in terms of individual personal development or behaviour is logged/recorded in three areas:

- behaviour in target folders - power point presentation - Classroom Monitor.

This focuses on three areas of student behaviour, ‘Learning Behaviour’, ‘Conduct Behaviour’ and ‘Emotional Behaviour’. Individual behaviour targets can be set based on the evidence recorded on Classroom Monitor and these targets are written into student’s IEPs.

Assessment range

The type of assessment we choose to use depends very much on what we want to assess. Assessment will be most accurate where we use a range of approaches that allow us to “triangulate”. Amongst the range at our disposal are/is the:

• observations of pupils engaged in a task • pupils’ self-assessment or peer-assessment: perhaps based on an assessment checklist or a

“ladder” of progression • one-to-one questioning of individual learners either during the course of an activity or at

the end of a period of learning (e.g. end of a module) • questioning of the class during an activity • review of learning with a class or group – for example, in a plenary session at the end of a

lesson • marking of pupils’ ongoing work



• periodic tests or examinations • electronic tests including online • photographic evidence • video evidence • external assessment tools.

For assessment as outlined above to be successful and worthwhile certain other features need to be in play:

• Effective tracking of progress through subjects (using Classroom Monitor) and personal development (taking account of classroom behaviour, response, attendance and punctuality)

• Planned opportunities for moderation within and across subjects and with partner schools, based on systematically collected evidence

• Long-term planning for the subject or aspect of learning will be clear about what we are assessing against: what strands of progression or assessment focuses are there; what are the steps of progression in relation to those strands of focuses

• Short and medium term planning which will identify what aspects of learning are to be assessed in a particular lesson or group of lessons

• Emotional, social and behavioural development will be a key focus, with a shared understanding of what this means.



Role and responsibilities

The Headteacher and Senior Leadership Team will:

• have overall responsibility for the monitoring and evaluation of pupil progress and achieve-ment across the whole school

• monitor regularly the school processes for assessing pupil performance as part of termly Gov-ernance cycle

• ensure that judgements about assessment are regularly made, moderated and recorded, and that evidence of pupil achievement is kept both at the individual pupil and the subject level

• report regularly to Acorn Care and Education on pupil performance

• ensure that Local Authorities, parents and carers receive timely reports on pupil achievement

• ensure that all pupils have identified tutor or mentors who can work with them on a timeta-bled basis to review progress and plan ahead

• Chair Annual Reviews

• will lead on SENCO responsibilities.

The Assessment Co-ordinator will:

• liaise with Class Teachers in setting up both baseline and periodic assessments

• oversee standardisation/moderation progress, and co-ordinate with subject leaders and monitor progress

• report directly to the SLT on all assessment/progress related issues

• based on assessments and on subsequent reviews, work with class teachers to develop targets for IEPs and other plans that inform classroom teaching and interventions

• for pupils who require additional support, produce, disseminate and monitor the impact of a learning support plan

• enable regular reviews against targets set in IEPs and other plans, which take into account the range of evidence available of academic and personal progress, and which engage teachers and support staff

• arrange for regular reports on pupil progress, feeding into the statutory annual review pro-cess. This should include a pupil contribution. Also inform parents/carers and LAs, including on entry if there appears to be a disparity between school data for the pupil compared to previous data sent from former education setting.

Subject leaders will:

• oversee that baseline assessments are in place for all pupils in their subject areas

• build assessment into their schemes of work

• oversee standardization and moderation process (internal and external) including ongoing review of pupil progress data. Moderate teacher assessments where more than one member of staff is involved

• supervise the assessments of teachers (where more than one teacher is involved)

• use subject assessments to inform their short-, medium- and long-term planning

• contribute to IEP reviews and annual reviews

• Prepare an annual report on pupil progress across the subject.



Class teachers will:

• ensure assessment underpins all lessons, with transparent objectives, feedback to learners, and effective plenary review and to use pupil progress data to inform planning

• give pupils opportunities to reflect on their learning and understand what progression means in that subject

• support pupils with understanding, achieving and applying their individual learning targets

• be responsible for recording target progress in designated files and classroom monitor

• offer regular written feedback which is positive, explicit about what has been achieved and about next steps

• monitor and evaluate pupil progress in their subject/class, using this as the basis for planning of future learning

• monitor and evaluate pupil progress in the classes they are responsible for, working with subject leaders to use the findings to inform planning

• be aware of and assess both academic and personal progress

• report on pupil progress in IEP reviews or reports. Support staff will:

• be aware of the learning plan for the lesson and their specific role within the lesson, e.g. working with a target group or specific individuals

• be aware which pupils are receiving addition support/intervention and play a role, as agreed with subject leader, in supporting with this intervention

• be aware of the assessment objectives for the group or individual that they are working with

• record pupil performance in the lessons, as directed by the teacher, for later discussion and planning for learning

• record evidence of work/achievement on Classroom Monitor as and when required by the classroom teacher

• be aware of and assess both academic progress and personal progress (including progress in relation to behavioural targets)

• contribute actively to periodic reviews of progress for learners

• adhere to and promote the school Marking and Presentation Policy in pupil work and displays.

External support staff will:

• contribute to the baseline/admissions (and internal referral) process, and take the lead on diagnostic assessment in relation to any therapeutic matter

• play a part in the target setting process, and offer guidance to other staff on how they can support any therapy-related target

• conduct clinical interviews and assessments of pupils’ presenting psychological problems and carry out psychological risk assessments as need arises

• conduct appropriate observation assessments in class, house units, trips, gym and other liv-ing-learning settings and occasionally with primary caregivers

• contribute to regular integrated reviews offering their perception of progress and associated evidence



• provide reports to, and be part of the Annual Review process

• attend staff training sessions when required – to communicate pupil developments.

Pupils will:

• be able to offer their own views of progress when they join school and at reviews

• know what their own targets for development are and understand how they are going to work towards them

• play an active part in assessing themselves and each other during lessons and at the end of modules of work

• be ready to discuss with identified staff their achievements, difficulties and attitudes to learn-ing

• make their statutory contribution to the annual review process. Parents and carers will:

• respond/provide feedback to periodic reports provided by the school, sharing their perceptions of progress made and areas for development identified

• be aware of key targets for development set through the Annual Review process and contribute as actively as possible.

Local Authorities should:

• provide as much relevant information as possible regarding the learner’s prior attainment, background, learning and behavioral difficulties, as they join the school

• play an active part in periodic reviews of progress

• be ready to facilitate additional support (e.g. CAMHS) where this is called for by the review process.

Documents

EP10 Assessment policy - Westbourne School...Date reviewed: September 2018 Policy: Assessment policy Review due: September 2019 Reviewed by: Leo Guy ASSESSMENT – stage by stage,