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1 Assessment and Marking Policy Date adopted by the Governing Body: 17 th October 2019 Date policy amended Date of policy review: September 2022
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Assessment and Marking Policy
Date adopted by the Governing Body: 17th October 2019
Date policy amended
Date of policy review : September 2022
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Contents 1. Curriculum Vision
2. Aims of the Policy
3. Aims of Our Practice
4. Roles and Responsibilities
5. Planning Practice
6. Assessment Practice
7. Recording Practice
8. Reporting Practice
9. Marking work
10. Glossary
Curriculum Vision Our curriculum at Tettenhall Wood School is skill and context based and encourages active and meaningful
engagement in learning.
The INTENT of the Curriculum is to develop:
Happy, resilient and independent young people educated as individuals
The curriculum focuses on developing the key skills of:
Communication and Interaction
Cognition and Learning
Physical development and Self-care
Sensory Development
Social, Emotional and Mental Health Development
All these transferrable skills aim to equip children and young people for life beyond the school. Our
curriculum strives to be personalised to each learner and build on his or her individual strengths, interests
and needs. The rolling programmes of study are well balanced, stimulating and offer a range of learning
experiences through thematic approach and later, accreditations.
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Aims of the policy
At Tettenhall Wood School our policy aims:
1. To ensure effective and consistent planning, assessment, recording and reporting practice throughout
the school.
2. To meet the statutory requirements concerning planning, assessment, recording and reporting.
3. To set out the roles and responsibilities of different staff within the school concerning assessment,
recording and reporting.
4. To set out arrangements for the assessment of the Curriculum.
5. To set out arrangements for the assessment of accredited courses.
Aims of our practice
At Tettenhall Wood School our aims are:
1. To facilitate individual progress and attainment for all our pupils, through effective planning, recording
and evaluation of their work.
2. To ensure accurate summative reporting to parents, carers, the LA and Government agencies.
3. To inform individual, group and whole school assessment of progress towards outcomes.
4. To ensure there is mastery and generalisation of skills and understanding.
5. To inform the planning process for individual pupil learning goals.
6. To motivate pupils to achieve their full potential.
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Roles and Responsibilities
Role Responsibility Teaching Assistant Collect photographic and video evidence of pupil’s progress towards
outcomes. Upload evidence onto the Evidence for Learning app.
Participate in moderation CPD to ensure consistency of judgments made.
Higher Level Teaching
Assistant Collect photographic and video evidence of pupil’s progress towards
outcomes. Upload evidence onto the Evidence for Learning app.
Review Personal Learning Goals using TWS Personal Progress Indicators.
Use pupil’s Progress Towards Outcomes to inform Personal Learning
Planners.
Report on statutory data where required.
Participate in moderation CPD to ensure consistency of judgments made.
Class Teacher Collect photographic and video evidence of pupil’s progress towards
outcomes. Upload evidence onto the Evidence for Learning app.
Review Personal Learning Goals using TWS Personal Progress Indicators.
Use pupil’s Progress Towards Outcomes to inform Personal Learning
Planners.
Use pupil’s Progress Towards Outcomes to inform parents/carers on
progress.
Report on statutory data where required.
Participate in moderation CPD to ensure consistency of judgments made.
Curriculum Area Lead Use Progress Towards Outcomes data to perform analysis and inform
interventions.
Report findings to line manager and governors.
Participate in moderation CPD to ensure consistency of judgments made.
Assessment Lead Use Progress Towards Outcomes data to perform analysis and inform
interventions.
Report findings to Senior Leadership Team and governors.
Use findings to inform school development.
Support moderation CPD to ensure consistency of judgments made.
Senior Leadership
Team Use Progress Towards Outcomes data to perform analysis, inform
interventions and inform school improvement planning.
Report findings to parents/carers, governors and local authority.
Offer challenge and support to class based workforce to improve pupil
outcomes.
Ensure CPD is used effectively to improve pupil outcomes.
Governors Use findings from all analysis to inform school improvement planning.
Offer challenge and support to senior leaders to improve pupil outcomes.
Report findings to a parents/carers and local authority.
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Curriculum Planning Practice
The IMPLEMENTATION of the Curriculum is based on Personal Learning Goals. Every pupil
has or will have an Education, Health and Care Plan. In this statutory document, desired
outcomes and steps towards the desired outcome for the four areas of need are agreed with
pupils, parents/carers and school. At Tettenhall Wood School we are calling these outcomes
and steps Personal Learning goals.
We have used our new APP—Evidence for Learning (EfL), to store a pupil’s Personal Learning
Goals (PLGs). PLGs are then used to inform individual pupil’s Personal Learning Planners
(PLP). PLPs have replaced Medium and Short Term planning, the learning opportunities for
each pupil over a term are mapped out, and they are a working document:
PLGs allow teachers to assess progress over time therefore measuring the IMPACT of the
curriculum.
Tettenhall Wood School have developed the PLPs to ensure that each pupils needs are
addressed via the Medium Terming Planning. However, following the guidance of the Ofsted
Publication 11.01.16 ‘Ofsted inspections: myths’, daily and weekly written plans are
recorded according to individual teacher preference. Therefore, if teaching staff require
daily planning they are able to develop a format that best suits their needs.
PLPS (see appendix) should be in place for the start of each term. The Pathway Leads
evaluate the PLPs to ensure consistency and that it reflects the coverage of the curriculum.
Class teachers support the HLTAs by providing the PLGs and Personal Learning Intentions for
each pupil, prior to breaking up for half term, in order that HLTAs are able to complete their
short term planning in preparation for the start of the new half term.
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Curriculum Pathways
The Stepping Stones Pathway
Who is this for:
Ladybirds, Bees and Butterflies
National curriculum years: Reception, Year 1, Year 2, Year 3
*Pupils new into TWS and remaining in one of these classes for up to two years
The Curriculum
Early Years Foundation Stage Framework and Development
Matters Framework taught through:
Play and exploration
Active learning
Creating and thinking critically
Structured routines and effective total communication environment
Guiding principles:
Four guiding principles should shape the practice. These are:
every child is a unique child, who is constantly learning and can be
resilient, capable, confident and self-assured
every child should learn to be strong and independent through
positive relationships
children learn and develop well in enabling environments, in which
their experiences respond to their individual needs and there is a
strong
partnership between practitioners and parents and/or carers
children develop and learn in different ways
(see “the characteristics of effective teaching and learning” at paragraph 1.9) and at
different rates.
The framework covers the education and care of all children
working at an early years developmental level *taken from Statutory framework for the early years foundation stage
Setting the standards for learning, development and care for children
from birth to five,
The Wider
Curriculum
Outdoor Learning – including child led play, scooters, bikes etc
Forest Schools
Swimming
Therapy Gym
Rebound Therapy
Soft play
Massage Therapy
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Home Learning
ASD practice
SPELL
Structured learning
Sensory experiences
Intensive Interaction
Total Communication Approach inc PECs, Makaton, symbols,
photos, objects of reference, AAC and verbal communication
The Learning For Life Pathway
Who is this for:
2019-20: Robins, Doves, Swifts and Owls
National Curriculum years: Year 3-Year 9
The Curriculum
The learning For Life Framework is based on the Early Years
Foundation Stage Framework and Development Matters Framework
taught through:
Play and exploration
Active learning
Creating and thinking critically
Structured routines and effective total communication environment
Combined with:
The Learning for Life Curriculum, based on:
Literacy and Mathematics
Learning in the community
Communication
Functional skills
PSHE and self-help skills
The Wider
Curriculum
Outdoor Learning – including child led play, scooters, bikes etc
Forest Schools
Swimming
Therapy Gym
Rebound Therapy
Soft play
Massage Therapy
Computing
Science
Phonics
ASD practice
SPELL
TEACCH
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Structured learning
Sensory experiences
Intensive Interaction
Total Communication Approach inc PECs, Makaton, symbols,
photos, objects of reference, AAC and verbal communication
Towards Independence Pathway
Who is this for:
2019-20: Rabbits, Foxes and Deer
National Curriculum Years: Year 3-Year 9
The Curriculum
Subject specific curriculum based on:
National Curriculum Subjects to develop Cognition and learning of:
English and phonics
Maths
Science
Computing
Combined with the broader curriculum to support:
Social, emotional and mental health development
Physical and sensory
Communication and Interaction
Through the teaching of:
My Physical wellbeing
My Personal and Health Education
My Independent And Social Skills
My Creative Arts
My Performing Arts
My Forest Schools
My Play and Leisure
My Citizenship
The World About Me
The Wider
Curriculum
Outdoor Learning –, scooters, bikes etc
Forest Schools l
Swimming
Therapy Gym
Rebound Therapy
Soft play
Massage Therapy
Home Learning
SPELL
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ASD practice Structured learning
Sensory experiences
Intensive Interaction
Total Communication Approach inc PECs, Makaton, symbols, photos,
objects of reference, AAC and verbal communication
Learning
Environment
Formal classes with access to:
o Rebound
o Hall
o Therapy Gym
o Soft play
o Outdoor areas
Moving On Pathway
Who is this for:
Momentum, Horizon, Quest and Fusion
NC years: Year 10-Year 14
The Curriculum
MOMENTUM
Subject specific curriculum for based on:
Entry Level Qualifications to develop Cognition and learning of:
Ascentis – Maths and English
Ascentis – Life Skills
Ascentis – Employability
Duke of Edinburgh
Combined with the broader curriculum to support:
Social, emotional and mental health development
Physical and sensory
Communication and Interaction
Through the teaching of:
Physical Education
Creative Arts
Independent Living skills
Community Participation
HORIZON
Non Subject specific curriculum based on:
World of Work, Leisure and Hobbies and Travel
Literacy Skills and Numeracy Skills will be taught within these
modules and not taught separately.
Ascentis – Maths and English
Ascentis – Life Skills
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Duke of Edinburgh
FUSION
Non Subject specific curriculum based on:
Life skills challenge taught daily focusing on life skills on three main
areas: - world of work, leisure and hobbies and travel
Literacy Skills and Numeracy Skills will be taught within these
modules and not taught separately.
Ascentis – Maths and English
Ascentis – Life Skills
QUEST
Non Subject specific curriculum based on:
ASDAN Transition challenge
ASDAN personal progress and life skills challenge focusing on life
skills on three main areas: - world of work, leisure and hobbies and
travel. Literacy Skills and Numeracy Skills will be taught within these
modules and not taught separately.
PSHE and life skills and functional skills main focus for the curriculum
with ASDAN modules supporting this.
Home living area – 2 ASDAN modules per year focusing on home skills
including laundry, cooking cleaning, personal care and housekeeping.
The Wider
Curriculum
Outdoor Learning –, scooters, bikes etc
Swimming
Horticulture
Therapy Gym
Rebound Therapy
Soft play
Massage Therapy
Home living
Out into the community
Walking club
Home Learning
ASD practice
SPELL
Structured learning
Sensory experiences
Intensive Interaction
Total Communication Approach inc PECs, Makaton, symbols, photos,
objects of reference, AAC and verbal communication
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Assessment Practice
At Tettenhall Wood School the role of assessment is:
To discover a pupil’s progress towards outcomes, in order that appropriate
teaching and learning outcomes can be planned and implemented.
To raise standards of attainment and behaviour, and improve pupil attitudes and
responses.
To promote pupil self-esteem through a shared understanding of the learning
processes and the routes to improvement.
To guide and support the teacher as planner, provider and evaluator.
To enable the teacher to adjust teaching to take account of assessment
information and to focus on how pupils learn.
To draw upon as wide a range of evidence as possible using a variety of assessment
activities.
To track pupil performance against agreed progress towards outcome indicators
and in particular identify those pupils at risk of underachievement.
To provide information which can be used by teachers and managers as they plan
for individual pupils and cohorts.
To provide information which can be used by parents or carers to understand their
child’s strengths, areas for development and progress.
To provide information which can be used by other interested parties.
To provide information which can be used to evaluate a school’s performance
against its own previous attainment over time and against local / national
standards.
To provide information to support the school’s development plan.
To celebrate success and report achievement.
To project future achievement and enable transfer of information to interested
professionals.
To support pupils in preparing for employment.
Assessment systems and strategies
Assessment is not a singular activity; it is about measurement of performance at a given
point in time and a way of gaining information to promote future learning.
There are two distinct types of assessment that have evolved from amongst the plethora
of theory and practice during the last decade. These are defined as:
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Assessment for learning
Assessment for learning helps to identify the next steps needed to make progress. It
takes account of pupils’ strengths as well as areas for development and ensures
opportunities to check for mastery of skills and understanding. Assessment for learning
essentially promotes future learning and mastery.
Assessment of learning
Assessment of learning is more associated with judgements based on grades and ranks
and with public accountability. Assessment of learning describes and labels past learning
These two types of assessment activities are not mutually exclusive in practice. Both are
essential in raising standards and are key professional skills.
Evidence for Learning
In response to changes, that include the ability to develop a curriculum that meets our
pupils’ needs and the removal of a national system of ‘levels’, we have investigated and
subsequently invested in a new whole school assessment system that has been
developed to record progress for SEND learners called Evidence for Learning. We use
the pupil’s individual EHCP to develop their own Personalised Learning Intentions which
will be written into their Personal Learning Goal document on the Evidence for Learning
app.
Pupils may also have a Personal Learning Goal outcome to specifically target their Maths
and English progress. This will be dependent on which route they are following in
relation to the content of their EHCP. See appendix 4 for flow chart that maps out the
route.
Alongside Personal Learning Goals, pupils will access Engagement for Learning, TWS
Steps and accreditations which depend on their needs and outcomes.
Teaching staff will follow the cycle below to create a formative assessment spiral to build
on a pupil’s individual Progress Towards Outcomes.
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Formative Assessment Cycle:
The Evidence for Learning software will allow us to record all assessment in one place
and has the flexibility for us to shape our assessment system to align more closely with
our teaching. Using format assessments we can create learning journeys and use the
information to review progress and plan next steps in personalised teaching plans.
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Summative Assessment Cycle:
Evidence for Learning also has the facility for us to develop our Progress Towards
Outcomes indicators and undertake data analysis for individual learners and cohort of
learners. This is demonstrated in the diagram above, showing our summative
assessment cycle.
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Curriculum Pathway Assessments:
Stepping Stones
Ladybirds
Bees
Butterflies
Learning For Life
Robins
Doves
Swifts
Owls
Towards Independence
Rabbits
Foxes
Deer
Moving On
Momentum
Horizon
Quest
Fusion
Key
Sta
ge 1
EHCP PLGs
Personal Progress
indicators Assessing PLGs
Engagement Profile and
Scale
TWS Development
Matters - EYFS
P Levels for pupil working
P1-4 until further
notification via DFE
Early Learning Goals (if
appropriate)
Key
Sta
ge 2
EHCP PLGs
Personal Progress
indicators Assessing PLGs
Engagement Profile and
Scale
TWS Development Matters
- EYFS
P Levels for pupil working
P1-4 until further
notification via DFE
EHCP PLGs
Personal Progress indicators
Assessing PLGs
Subject specific PLGs
Pre-KS1and KS2: Pupils working below the NC assessment standard (for learners P5 and above but below P8) End of year expected standards (for learners above P8) Engagement Profile and
Scale (if appropriate)
Key
Sta
ge 3
K
ey S
tage
4
EHCP PLGs
Personal Progress indicators
Assessing PLGs
Subject specific PLGs –
Pre-KS1and KS2: Pupils working below the NC assessment standard (for learners P5 and above but below P8) End of year expected standards (for learners above P8) Engagement Profile and
Scale (if appropriate)
Accreditations
Qualifications
Key
Sta
ge 5
EHCP PLGs
Personal Progress indicators
Assessing PLGs
Accreditations
Qualifications
Engagement Profile and
Scale (if appropriate)
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Personal Progress Indicators
The Evidence for Learning assessment package will use our in-house developed Personal
Progress Indicators to show the Progress Towards Outcomes made by pupils over a period of
time and the areas to be generalised, which will support future planning and reporting to
relevant bodies. Evidence for Learning stores all data, photographic and video evidence for
each pupil. It allows us to share this evidence with parents and gives the Senior Management
Team and the Senior Leadership Team data to analyse and inform future school development.
Personal Progress Indicator – Descriptor and Rating Scale
Emerging Developing Secure Generalised
1 2 3 4 5 6 7 8 9 10
I The task is carefully
scaffolded and the
learner is fully
prompted
throughout.
F The skill is
approximate
performance is slow
and halting.
M The skill has been
observed on sporadic
or isolated occasions.
G The skill is
demonstrated in a
single setting or with
the same staff.
I Some elements of
the task are
completed without
support or the overall
level of support is
lighter (for example,
gestural help replaces
physical help).
F The learner’s
performance is
increasingly
purposeful and
coordinated, but not
yet sufficiently
accurate to
effectively
accomplish the task.
M The skill is
demonstrated on
repeated occasions
but not yet
consistently.
G The skill is repeated
with some variation
in setting, context,
materials or staff.
I The learner performs
the task with minimal
support.
F Encouragement may
be given, and
prompting may be
needed to initiate the
relevant skill(s).
The task is completed
with little faltering or
hesitation.
M The skill is
consistent and can be
anticipated reliably.
The skill still needs
refreshing after a
break.
G The skill is
demonstrated in
different settings or
contexts, with
different stimuli or
materials and with
different staff.
I The learner initiates
the appropriate action
and completes the
task independently
without prompts or
cues.
F The skill is smooth,
swift and accurate. No
further refinement is
needed.
M The skill is
consolidated and
maintained over time.
It is remembered after
a break and any loss of
quality is quickly
recovered with
practice.
G The learner applies
the skill to meet the
demands of a new
situation.
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Independence Fluency
Independence is about reduction in
prompting.
There is progression from being able to
perform a task given maximum support to
being able to complete the task
independently. Types of support may include:
Physical prompts
Spoken prompts
Gestural prompts
Fluency is about combining speed and
accuracy.
For example:
Hitting a switch with increasing speed and/or accuracy
Signing with greater accuracy and fluency
Speaking – producing speech sounds with increasing clarity
Walking on uneven surfaces with increasing control
Maintenance Generalisation
Maintenance is about becoming more
consistent over time.
For example:
An isolated response or action is repeated and repetitions become more consistent and reliable
Generalisation is about performing in
different settings with different people.
Skills which have been learnt in one context
are applied in an increasing range of contexts.
For example:
Using a communication aid to ask for a drink in a café
Approaching staff to ask for assistance in the local college
The Personal Progress Indicator has been developed from MAPP (Mapping and Assessing
Personal Progress for SLD learners). Progress Indicator refers to the word “Skill”. This word
is used to cover any demonstration of skill, knowledge, understanding or attitude. The
Progress Indicator assesses the development of FOUR aspects of skill using a ten-point scale.
These four aspects are: independence, fluency, maintenance and generalisation.
Progress pupils make towards achieving Personal Learning Intentions are assessed using the
Personal Progress Indicators. The assessment is done on the EVIDENCE FOR LEARNING APP
on the EHCP PLG.
The reporting of progress at the Annual Reviews of EHC Plans will use progress made towards
the generalisation of the Personal Learning Goals that are agreed in the plan.
For example in Key Stage Three:
Year 7 progress towards achieving Personal Learning Goals: 30%
Year 8 progress towards achieving Personal Learning Goals: 55%
Year 9 progress towards achieving Personal Learning Goals: 85% Achieved
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Each of these aspects has descriptors which represent progress from emergent behaviours to
generalised along the ten-point rating scale. The values on the rating scale facilitate analysis,
comparisons and graphic representations of summative data.
The number agreed is a teacher assessment of “Best Fit”. This is then moderated at
moderation meetings.
For example a child may be:
Independence 3
Fluency 5
Maintenance 5
Generalised 2
The average point score would be: Developing 4 or D4
The numbers 1 to 10 on the rating scale within each aspect represent progression, but the
four aspects themselves - independence, fluency, maintenance and generalisation – are
not hierarchical. That is, there is no assumption that a learner will first establish
independence in a certain skill, and only then develop fluency before moving on to
maintenance and finally generalisation. The four aspects are interwoven in the development
of most skills.
No aspect is intrinsically more challenging than another and the level of complexity of each
aspect will vary with the demands of the learning intention and the needs of the learner.
Baselining
See formative assessment cycle page 7 and summative assessment cycle page 8 for details.
Measuring Progress Towards EHCP Outcomes Guidance using data spreadsheets to make
judgments on Pupil Progress
PHASE ONE
Fields used:
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1. Forename
2. Surname
3. Class
4. Key stage
5. Year Group
6. Gender
7. Ethnicity
8. Pupil Premium eligible
9. Children and Young People in Care
(CYPiC)
10. Pupils in receipt of Individual
Behaviour Management Plan
Baseline is completed in the first half term for all new pupils at school
o This is called BASELINE SCORE AUTUMN 20xx on the spreadsheet
Individual yearly progress score set.
o This is based on number of years left in the Key Stage
o Further progress towards outcomes for 85 % secure of the outcome.
Individual termly progress score towards secure set.
o This is the yearly projected score broken down into three terms.
Progress Indicators are used to make teacher judgements.
Any progress above 90% means the outcome is generalised. This will be
identified in individual assessment reports.
PHASE TWO
Termly update Completed January 20xx.
o This is called ACTUAL TERMLY PROGRESS SCORE AUTUMN 201x.
The score is RAG rated as follows:
Working Below
Expected progress
Working at 11% and < of
projected progress score
achieved
Ontrack to Achieve
Expected Outcome
Working 10% - 6% below
of projected progress
Score
Achieved and Exceeded
Expected Progress
Achieved or exceeded
projected progress Score
With 5% tolerance
A termly update is this completed at the end of the spring term and the end of
the summer term.
These are all reported to governors, the local authority and to parents
PHASE THREE
Yearly summative assessments are made on the progress made towards
generalising outcomes in the EHCP plan.
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These are all reported to governors, the local authority and to parents and
included in Annual Reviews at the point of year of the review. The information
reported in Annual Reviews is taken from the nearest term data was collated.
PHASE FOUR
End of Key Stage summative assessments are made on the progress made
towards generalising outcomes in the EHC Plans
These are all reported to governors, the local authority and to parents and
included in Annual Reviews.
Using the scores the following actions can take place:
Termly teacher progress meetings held with assessment lead
Barriers to learning identified and interventions agreed.
Pupils in receipt of Pupil Premium identified and planned interventions agreed.
Termly parent/teacher progress meetings
Reporting to the LA via the Annual Review
Termly report to Governors
Data Reporting
End of Key Stage assessments are reported by Assessment Lead to the DFE and LA.
Pupils functioning at P4 or below will be reported against P levels until further
guidance from the DFE
Pupils functioning between P5 and P8
o End of Key Stage 1 will be reported against pupils working below the standard
of national curriculum assessments.
o End of Key Stage 2 will be reported against pupils working below the standard
of national curriculum assessments.
Pupils functioning at NC1 and above will be reported against End of Year Expected
standards.
Moderation
Moderation will occur both internally (within curriculum pathways and between
pathways) and externally (between similar need schools that include but not limited to
Penn Hall and Green Park). Our approach to learning is so personalised we need to
ensure all staff are consistent with their judgements across ages, curriculum and
subjects areas.
Moderation is achieved through:
Regular agenda item at teachers meetings
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Curriculum area meetings
School to school moderation
Staff from school attend external Moderation meetings for example
Moderation Meetings held at West Midlands Special schools, Local Authority
– moderation meetings.
Accredited Courses and Qualifications
The development throughout school to support pupil progress now means pupils
following a formal pathway have access to Ascentis accreditations and qualifications and
the opportunity to qualify in a range of assessment levels appropriate for pupil’s
strengths.
Other assessment methods include ASDAN for pupils with more complex needs.
Students will have targets set for both the year and the Key Stage. This will ensure
challenge for students in the number of accreditations and qualifications each individual
should achieve on the timescales and allows teachers to plan effectively and identify
barriers to learning with action plans for those not on track.
Early Years Profiles
Completing the profile, Practitioners must complete the EYFS profile for each child who
will be 5 years old on, or before, 31 August 2020 unless:
The child is continuing in EYFS provision beyond the year in which they turn 5.
The child has attended the provision for an insufficient amount of time for the
teacher to make an adequate assessment before the profile submission deadline
and so an accurate and valid assessment cannot be completed. It is for the practitioner to use their professional judgement to decide whether an
accurate assessment can be made in the time available.
Practitioners should make profile judgements on the basis of cumulative observational
evidence recorded over the course of the year.
Profile summaries must be completed by the date stated in the annual EYFS profile
handbook
Data specification Assessment rating EYFS judgement:
1 Indicates a child who is at the ‘emerging’ level at the end of the EYFS
2 Indicates a child who is at the ‘expected’ level at the end of the EYFS
3 Indicates a child who is at the ‘exceeding’ level at the end of the EYFS
A Indicates a child who:
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o has not been assessed due to long periods of absence, such as a
prolonged illness o has attended the provision for an insufficient amount of time for the
teacher to make an adequate assessment before the profile submission
deadline o has an exemption
Inclusive assessment
The EYFS profile is an inclusive assessment. It can capture a wide range of children’s
learning and development outcomes. Despite this, practitioners might find the
observation and assessment of some children particularly challenging. If a child is
given an outcome of ‘emerging’, it might not provide the full picture about that child’s
learning and development at the end of the EYFS. In these cases, extra information
should be included alongside EYFS profile judgements. This will ensure that
conversations with key stage 1 (KS1) staff are meaningful and help the child to make a
successful transition.
There may be cases where it is not appropriate to make a judgement against an
assessment scale, for instance if the child has recently arrived from abroad. In these
cases, practitioners must use ‘A’ (has not been assessed) when they submit the data to
their LA.
Children who remain in EYFS provision beyond the age of 5
The expectation is that children will move with their peers so they will only be
assessed once for the EYFS profile. In exceptional circumstances, after discussion and
in agreement with parents, a child might remain in EYFS provision beyond the end of
the academic year in which they reach the age of 5.
Providers should take care to make sure this decision does not prejudice the child’s
personal, social and emotional development. In these exceptional cases, assessment
should continue throughout the child’s time within EYFS provision.
An EYFS profile should be completed once only, at the end of the year before the child
moves into KS1. The provider should discuss their intention to defer the child’s
statutory assessment with their LA’s EYFS profile moderation manager. This will
ensure the child’s data is not considered missing when the provider submits EYFS
profile outcomes for the current cohort.
Care should be taken when entering the child’s EYFS profile assessment into any
electronic recording system. The child’s date of birth may now be outside the
expected range for the cohort. LAs should give providers instructions in such cases.
DfE will consider the child to be part of this new cohort, and will accept data
submitted in this way if the LA has provided the information to DfE.
DfE may check the accuracy of the dates of birth of individual children with the
relevant LA.
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Recording Practice
As a school we record progress through:
Observational and photographic recording on Evidence for Learning app – to include
comments and annotations where necessary.
Evaluation of Class Learning Planner.
Personal Learning Goals on Evidence for Learning app.
Personal Learning Planner
End of Key Stage reporting
Accredited course modules
Personal Learning Goals and Personal Learning Planner
Under the SEND Code of Practice 2015 there is no longer a legal obligation for schools to
write Individual Educational Plans (IEPs), however schools must liaise with parents termly
to set clear outcomes, monitor progress and discuss strategies to support needs.
Tettenhall Wood have developed Personal Learning Goals and Personal Learning Planners
as a tool to achieve this.
Personal Learning Intentions are reviewed three times per year. The assessment lead
analyses the data produced by the Progress Towards Outcomes of Personal Learning
Goals targets on a termly basis.
Personal Learning Goals are found on the Evidence for Learning app. The targets found
on the Personal Learning Goal are displayed on Personal Learning Planners located
centrally in each class in order for staff to record any assessment made throughout the
term.
The purpose of Personal Learning Goals are to work towards the outcomes set in the
main statement/EHCP by setting small, measurable, achievable and realistic targets that
can be achieved within a term – Personal Learning Intentions.
Targets are linked to the four areas of the Code of Practice:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health
Sensory, Physical and Medical
Once Personal Learning Intentions have been approved by the SEND lead a pupil’s
Personal Learner Planner is shared with parents or guardians.
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Reporting Practice
As a school we report progress through:
Evidence for Learning app – Personal Learning Goals
Class based Personal Learning Planners
Progress Towards Outcomes data sheet and reports
Annual Reviews
Evidence for Learning – learning journey reports
Accredited/qualification course results
Annual Reviews of the Education Health and Care Plan (EHCP)
The Purpose of the Annual Review (AR) is to make sure that at least once a year the
parents, the pupil, the LA, the school and all the professionals involved monitor and
evaluate the continued effectiveness and relevance of the provision set out in the EHCP
and that the EHCP ACCURATELY reflects the Special Educational Needs of the pupil
including the provision needed in order for the relevant objectives to be met and the
progress towards the objectives being met are accurately assessed and monitored.
The process:
The date of the AR is set in the term prior to the review taking place and relevant
bodies are invited or if they are unable to attend, a report requested.
Parents and professionals are notified of the date of AR 6 weeks in advance
The admin team complete the basic details 4 weeks before the review
Class teachers complete the long term objectives 3 weeks before the review
At least 2 weeks and 3 days before the AR, following monitoring from the SENCO,
school to send the draft AR paperwork and associated reports to the Local
Authority SEND Team
The information that needs to be included in draft is:
Pupil/student views
Relevant medical information including specialist equipment/medication
Relevant social needs information and provision
Summary of current attainment including current data and progress towards
Progression Guidance targets
Updated Individual behaviour management plan information
A copy of the timetable including staff to pupil ratios
The extent that the objectives in the statement have been met
Specific progress towards long term objectives
Suggested amendments
Relevant further action
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Evidence for Learning Reports - Records of Achievement
All evidence collected and input on the Evidence for Learning app by the class staff can
be formatted to produce a printable report or Records of Achievement (ROAs) which
will be sent to parents or guardians. They will report on:
Progress, achievement and engagement on their Personal Learning Goals.
Achievement and levels of engagement in the pupil’s specific curriculum
pathway subjects with comments relating to specific individual
achievement.
They celebrate achievement through photographs, videos and examples of work in a
wide range of areas specific to the curriculum pathway the pupil is following.
The reports produced via the Evidence for Learning app will accentuate the positive, and
progress made, whilst also acknowledging the developmental steps it has taken to get
to this level.
Teaching staff will put 1 piece of good quality evidence per child per week. Good quality
evidence is stated as a piece that shows progress over the week regarding a single area
or a piece that is cross-curricular.
The school holds three parent progress sessions each year. These are held in the second
half of each term.
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Marking Process
Rationale Marking is an essential part of planning, assessment, teaching and learning. Responding to pupils’ work through relevant comments and by acknowledging achievements will promote positive attitudes and lead to an improvement in standards and an increase in pupil progress across all key stages. Teachers and teaching assistants should follow an agreed system with consistent procedures when responding to pupils’ work. This will give clear messages to pupils, parents and other teachers about individual progress and will allow for deeper understanding and move the learning on. Our school has a diverse population with a range of abilities. This spans from pupils functioning at the earliest stages of development right through to those following recognised accredited courses. It is vital that marking and feedback strategies are appropriate and well matched to the needs of the pupils. The implementation of this process is the responsibility of all teaching staff. This policy will be monitored and quality assured by members of the Senior Leadership Team during the timetabled work scrutiny process.
Principles Our Marking and Feedback process is based upon the following principles:
Pupils have to right to have their work acknowledged and be given feedback in a meaningful manner;
Feedback informs all participants in the learning process of the progress made and crucially feeds into the next cycle of planning for teaching and learning;
Regular marking keeps the teacher in tune with the individual needs and abilities within the class and helps raise standards;
Relevant marking and effective feedback should be shared with our pupils as soon as possible after the task has been completed in a meaningful and relevant manner.
Marking and feedback will be:
Positive, specific and related to the learning objective and expected learning outcomes. Staff and pupils need to be clear on the learning objective and expected learning outcomes so they know what to do to deepen the learning taking place;
Matched to the need of the pupils.
Chosen strategies will be accessible and meaningful
Supportive of achievement in all its form;
designed to help pupils improve their work and build confidence;
Appropriate to inform future planning and allow teachers to build on next steps.
In class teaching assistants and teachers will support the marking progress by marking against
the following statements:
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Marking Guide
Using the Evidence for learning app, teachers will mark against the progress indicators outlined earlier in this policy.
Providing Feedback: This is an essential part of high quality teaching and learning and is vital in guiding the learner towards real steps progress. Some characteristics of effective written or verbal feedback:
Focuses on learning objective and outcomes – record using marking code
Confirms the pupil is on the right track
Encourages correction of errors or improvement of work
Identifies misconceptions
Scaffolds pupils next steps – record to aid future planning
How can there be deepening understanding of the task – written feedback to aid future
planning
Set next steps
Provides examples of how to succeed
Reminds pupils of the expected outcomes
Provides opportunities for pupils to think for themselves
Provides pupils with opportunities/time to respond
Increases pupil self-worth
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Self-assessment:
Where appropriate, the age and the level of cognitive ability, pupils will be taught how
to self-assess their work. Pupils can use different strategies to provide feedback to
their teacher such as traffic lights, smiley faces or letters to show whether they have
understood fully and need to be moved forward, need more practice or need more
teacher input.
Remember that:
marking is most effective in the presence of the learner
pupils should be given time to /reflect on/respond to marking
effort should be acknowledged alongside achievement
Examples of self-assessment are:
This work was:
I need more help please:
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Celebrating Success:
The marking of work and provision of high quality feedback will help pupils develop in
all curriculum areas. It will be used to celebrate success and encourage pupils to work
hard and always try their best. Teachers and support staff are skilled in knowing how
best to reward the pupils in their classes. The following awards are commonly used
across school to celebrate learning:
Sharing with parents via the Evidence for Learning App
Sharing with parents via oral feedback, website and newsletter
Stickers/stamps
Verbal praise
Visualising and showcasing best work
Sharing work with other classes, teachers and senior leaders
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Glossary:
AfL: Assessment for Learning
HLTAs: Higher Level Teaching Assistants
IBMP: Individual Behaviour Management Plan
IEP: Individual Education Plan
ITR: Individual Tracking Records
LA: Local Authority
SALT: Speech and Language Therapist
SLT: Senior Leadership team
SMT: Senior management team
EfL: Evidence for Learning
EFL: Engagement for Learning
PLG: Personal Learning Goals
PLI: Personal Learning Intentions
PLP: Personal Learning Planners
PPI: Personal Progress Indicators
PTO: Progress Towards Outcomes
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Appendix 1
Example English Planner
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Appendix 2
Example Maths Planner
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Appendix 3
Example Personal Planner
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Appendix 4
