Our assessment of students is integral to all we do. Our triangulated approach has each child at the centre of all we do and drives our planning of lessons, interventions and pastoral care.
RESEARCH-BASED AND ROBUST
FACULTY ASSESSMENT POLICIES: Regular assessment in the classroom ensures that our teachers plan for individuals and offer intervention at the point of need. Progress is relevant to starting points; our transition information and baseline assessments give a clear indication what a pupil might need. Students understand that each key assessment window highlights new skills and learning that, in turn, indicates what they are on track to achieve at the end of either KS2 or KS4.
A2L: Over the last two years, we have researched, debated and developed our Attitude to Learning (A2L) assessment. Here we set out our determination to create confident learners and self-assured young men. We chart progress made in six key attributes and scaffold learning processes for our students.
EHCP OUTCOMES: A significant amount of time is spent in reviewing how our provision enables a child to meet the targets set out in their education health care plan. As a federation, we have created a common framework for EHCP outcomes, a document that attempts to encapsulate all the individual targets set for children in their annual reviews. In creating a common framework and better understanding the predominant needs of our learners, we have been able to shape the curriculum to offer students every opportunity to achieve each of their personal targets.