Assessment and Outcomes
Assessment Methods
Summative Assessment
Summative assessment measures the progress made by individual children, whole classes and the school using P Scales and PIVATs. It can be used to for monitoring, comparisons and reporting.
For summative assessment to be effective we have agreed that:
Alternative Assessment Methods
Pupils following an alternative curriculum model and learning pathway such as Routes for Learning or TEACCH will require a more detailed approach to measure their progress and attainment. This will be done through collating Mapping Assessment and Pupil Progress (MAPP) information and analysing the rates of progress towards mastery through Prompting, Fluency, Generalisation and Maintenance towards the individual Routes for Learning or TEACCH targets.
Progress will be measured from individual starting points and scrutinised through Pupil Progress Meetings. SCERTS was piloted through the academic year 2016-2017 with a small cohort of pupils as an assessment tool for children and young people with an Autism Spectrum Condition (ASC).
Formative Assessment
Formative assessment is the process of seeking and interpreting evidence for use by learners and their Teachers to decide how well they are doing and what they need to do next. All members of staff are expected to undertake observation and recording activity during each lesson. This may include the use of the Evidence for Learning App. The Developmental Curriculum Booklets assist Class Teams to monitor the small steps of learning and helps to plan the next steps. Assessment for Learning is a way of informing and involving the learners themselves in the process of assessment and within classrooms it is expected that objectives are shared with pupils and they are included as part of the reviewing progress.
Summative Assessment
Summative assessment measures the progress made by individual children, whole classes and the school using P Scales and PIVATs. It can be used to for monitoring, comparisons and reporting.
For summative assessment to be effective we have agreed that:
- Teachers will be fully aware of, and follow, the current statutory requirements.
- Teachers will be fully aware of, and use as appropriate, current guidance.
- It will draw on the whole range of formative assessment information including lesson evaluations and personalised recording, annotated work, Class Team meeting information, progress made towards learning outcomes and progress made within a child’s IEP.
- Teachers will have a clear understanding of the performance indicators and how to apply them.
- Teachers will make summative judgements, which are consistent with the judgements of others through moderation.
- Teachers will recognise the importance of summative assessment in all areas of learning and give feedback to pupils where appropriate.
- Teachers will use the information from summative assessments to inform planning for the next stage of learning.
- Senior Leaders will use summative assessments to analyse progress towards National Expectations (through CASPA) and year upon year progress.
Alternative Assessment Methods
Pupils following an alternative curriculum model and learning pathway such as Routes for Learning or TEACCH will require a more detailed approach to measure their progress and attainment. This will be done through collating Mapping Assessment and Pupil Progress (MAPP) information and analysing the rates of progress towards mastery through Prompting, Fluency, Generalisation and Maintenance towards the individual Routes for Learning or TEACCH targets.
Progress will be measured from individual starting points and scrutinised through Pupil Progress Meetings. SCERTS was piloted through the academic year 2016-2017 with a small cohort of pupils as an assessment tool for children and young people with an Autism Spectrum Condition (ASC).
Formative Assessment
Formative assessment is the process of seeking and interpreting evidence for use by learners and their Teachers to decide how well they are doing and what they need to do next. All members of staff are expected to undertake observation and recording activity during each lesson. This may include the use of the Evidence for Learning App. The Developmental Curriculum Booklets assist Class Teams to monitor the small steps of learning and helps to plan the next steps. Assessment for Learning is a way of informing and involving the learners themselves in the process of assessment and within classrooms it is expected that objectives are shared with pupils and they are included as part of the reviewing progress.
Key Stage 1 - 4 Outcomes
| Key Stages 1 - 4 Outcomes based upon School Expectations | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| 2014/15 | 2015/16 | 2016/17 | 2014/15 | 2015/16 | 2016/17 | 2014/15 | 2015/16 | 2016/17 | |
| % Expected or better | % Above expected | % Below expected | |||||||
| Core Overall | 83% (42) | 82% (43) |
84% (44) |
12% (3) |
11% (6) |
30% (16) |
17% (9) |
18% (9) |
16% (8) |
| Language and Literacy | 85% (48) | 85% (44) |
85% (44) |
6% (3) |
7% (4) |
33% (17) |
15% (5) |
15% (8) |
15% (8) |
| Numeracy | 87% (45) |
80% (42) |
87% (45) |
10% (5) |
13% (7) |
30% (15) |
13% (5) |
20% (10) |
13% (7) |
| Science | 77% (40) |
80% (41) |
81% (42) |
21% (11) |
14% (7) |
26% (13) |
23% (12) |
20% (10) |
19% (10) |
Sixth Form Outcomes
| Number of Students Receiving Awards and Qualifications | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| Vocational Qualifications | Awards | GCSE PE |
|||||||
| ASDAN Personal Progress |
ASDAN PSD |
Certa | Functional Skills |
John Muir Trust |
Duke of Edinburgh Bronze |
Duke of Edinburgh Silver |
16-19 Retention Rate |
||
| 2013/14 | 14 | 7 | - | - | - | - | - | 4 | 96.1% |
| 2014/15 | 19 | 8 | - | - | 4 | 5 | - | 4 | 90.9% |
| 2015/16 | 28 | Move to Certa | 6 | 6 | Move to DofE | 5 | - | 1 | 100% |
| 2016/17 | 24 | 12 | 13 | 6 | 4 | 5 | 100% | ||
Leaver Destinations
The majority of students who leave Kelford School at the end of Sixth Form progress on to further education at local or specialist college, access specialist provision such as SENSE or are supported in the community by adult social services. The information below shows destinations of students who left school at age 19:
2016/17 - Specialist Provision (2 students), Adult Social Services (1 student), Further Education (1 student)
2015/16 - Adult Social Services (4 students), Further Education (6 students)
2014/15 - Specialist Provision (1 student), Adult Social Services (2 students), Further Education (3 students)
2013/14 - Specialist Provision (3 students), Adult Social Services (1 student), Further Education (1 student) and 1 student supported by continuing health care
The majority of students who leave Kelford School at the end of Sixth Form progress on to further education at local or specialist college, access specialist provision such as SENSE or are supported in the community by adult social services. The information below shows destinations of students who left school at age 19:
2016/17 - Specialist Provision (2 students), Adult Social Services (1 student), Further Education (1 student)
2015/16 - Adult Social Services (4 students), Further Education (6 students)
2014/15 - Specialist Provision (1 student), Adult Social Services (2 students), Further Education (3 students)
2013/14 - Specialist Provision (3 students), Adult Social Services (1 student), Further Education (1 student) and 1 student supported by continuing health care
