Achievement + Progress.

Assessment Recording and Reporting Life after Levels

Due to the removal of the National Curriculum levels in 2014, Kent Special Schools worked collaboratively to develop an assessment tool which tracks progress from P4 through to National Curriculum end of year expectations to Year 9.

The generic P1i to P3ii statements currently remain in place.

The Pupil Asset targets and progress tracking tool is based on Pupil Asset points (PAPs). Expected progress has been mapped from starting points in each key stage.

Targets are generated on Pupil Asset using Pupils’ starting point and the KASS Algorithm. However the algorithm can be over-ridden to set either challenge targets or personal targets where special circumstances need to be taken into consideration.

For example, a pupil starting KS3 between P4 to P6 is expected to make 2 PAPS per year, but a pupil starting KS3 at P7 to Stage 1 is expected to make 3 PAPS per year.

All pupil progress is carefully monitored with updates three times a year, progress and levels are discussed during parents evening and EHCP Review meetings.

Colour Bands

To show progress within a level there are now six steps, each one has a value of one point.

Beginning, Beginning + Developing, Developing + Embedded, Embedded +

This shows how far pupils are  progressing  through the stage

Assessment at Stone Bay School

Assessment at Stone Bay School

 Kent Special Schools Statement of assessment for children and young people of all abilities

In Kent Special Schools there will be a continuum of assessment to cover the age range 0-25 of all abilities (incorporating the EYFS). The continuum will encompass a broad range of accreditations and programmes of study so that schools are able to demonstrate the impact of their curriculum on students’ ability to gain appropriate skills, acquire knowledge and develop understanding for the next stages of life. The continuum will measure progress and determine where progress is inadequate so that appropriate intervention can be provided swiftly.

Kent Special Schools Principles of assessment

  1. Assessment is at the heart of teaching and learning

At Stone Bay School this means that we will use the principles of assessment for learning to enable students to know what they have achieved, and where appropriate, to talk about what they feel they have achieved and what they hope to achieve next. Assessment for Learning will be used to plan the next steps of learning for each individual pupil.

  1. Analysis of assessment information will improve the quality of teaching

At Stone Bay School this means that pupil progress will be recorded and analysed on a regular basis. Teachers will meet three times per year with the Senior Leadership Team to have a professional discussion about rates of progress and how to improve them further. All teachers and support staff will know which pupils are making good progress and which are making less than good progress so that appropriate support can be planned.

  1. Assessment will be accurate, consistent, reliable, free from bias, understood by all and increase parental confidence

At Stone Bay School this means that teaching staff will be trained to assess progress accurately and support will be offered where necessary.  Work will be moderated on a regular basis within the school.

  1. Assessment will draw a wide range of evidence to provide a complete picture of student achievement over time

At Stone Bay School this means that a combination of written evidence, photographic evidence, video evidence and staff observations will be used to inform the assessment process.

  1. Assessment will be used to set high expectations for all students, to celebrate achievement and to inform the next steps for students, their families and teachers

At Stone Bay School this means that planning will reflect high expectations within the learning intentions and an indication of the type and level of support needed for individual pupils. The learning intentions and success criteria will be conveyed appropriately to pupils so that they are involved in their own learning journey

  1. The reliability of teacher assessment will be achieved through rigorous moderation

At Stone Bay School this means work will be moderated on a regular basis within the school, with our local special school partners and across the Ksent schools countywide.

The Kent Special Schools Algorithm in Pupil Asset

Special Schools in Kent have worked with a company called Pupil Asset to develop a bespoke assessment tool that will enable teachers to assess the progress of pupils of all abilities and ages, using an agreed algorithm.

The Kent Special Schools algorithm was developed using historic pupil progress data covering a three-year period, across all year groups. A selection of Kent special schools provided data for the development of the progress algorithm. This data represented the progress of pupils with PSCN, SEMH and C&I needs. The algorithm was developed and tested by the KASS core data group. The algorithm is referenced to but not driven by progress expectations within Progression Guidance. The algorithm takes account of progress from differing start points and their expected “flight paths” as is evident in our collective data. Expected progress is generally more challenging than Progression Guidance median.


Whole School English Progress

82.2% made expected progress or better in English

Whole School Maths Progress

77.2% made better or expected progress in Maths