Pupil Progress and Achievement

Pupil Progress

Mayfield Holistic Assessment and Intervention Approach to Life Beyond Levels

At Mayfield School we are proud of all of our children and the outstanding progress they make across all aspects of their learning and development.

From 2015, the Department for Education gave schools the freedom to develop their own approach to assessing pupils’ progress. As a specialist school, we pride ourselves in providing a broad balanced education that caters for the needs of all of our pupils in a holistic manner.

The curriculum is at the heart of our provision and each pupils’ access points are individual. Careful assessment indicates what each student’s individual curriculum provision will look like.

It is that individual curriculum that we assess and track for each child ensuring progress towards individual objectives. As we believe in an holistic approach our assessments need to reflect this. We have developed a menu of assessment tools to ensure we capture progress in all targeted areas of our curriculum.

In addition to the End of Stage Statutory assessments required of all schools we also personalise progress each year for every pupil in relation to their areas of learning from their EHCP.

Over the last 3 years alongside the assessment of academic progress we have introduced and developed a number of assessments linked to the array of interventions used in school. These are intended to measure all aspects of pupils learning and progress including personal, social , emotional and physical development.

Traditionally these more bespoke methods reflect the aspects of progress which are harder to quantify but are valued most highly by staff and parents. In simple terms we consider this as a means to Measure What Matters.

This approach is part of our individual curriculum provision using the philosophy that One size fits One.

This approach determines which aspects of progress we assess for each student. This is, as always, relative to their age, prior attainment and cognitive range.

In simple terms our curriculum drives the assessment tools and methods we use. Progress is then measured in the most appropriate and meaningful format for children and their families.

The approach is used across the whole school and used to support short, medium and long term planning. In addition it enables us to work with families to set appropriate outcomes in relation to students Education Health and Care plans across each key stage of their learning journey.

The benefit of the approach is that it can respond to individual need, adapt to new ideas and expand over time in response to the changing needs of our pupils.

Recording Progress

The New OFSTED Education Inspection Framework is very clear that the inspection process will not focus on detailed analysis of data and information, rather it will focus on the result and actions of evaluation.The main subject focus of the evaluation and reporting will be English and Maths and Personal Social Development (PSD)

For pupils follolwing subject specific learning progress is measured via pre- key stage standards at Key Stage 1 and 2 and against our Cherry Gardens assessment system.

For students following sensory pathways learning and progress is recognised, measured and documented using The Engagement Profile .This model has 5 areas:

Exploration, realisation, anticipation, persistence and initiation.

This Engagement profile identifies and celebrates all pupils’ progress, including linear and lateral progress, the consolidation and maintenance of knowledge, skills and concepts not captured by.

Virtual Progress files using TAPESTRYare used across the school to recognise, capture and celebrate those important steps in learning that cannot be quantified by numerical data; for example the student who learned to control his anger when confronted by an unusual situation, the student who developed the confidence to go into the dining room for their lunch.

Assessment 2022

Assessment following full reopening of schools Spring 2021. Following government guidance schools were not required to submit formal assessments of End of Key Stage Data across 2019-2020 and 2020-2021 academic years. From May 2022 we will be completing the following assessments in line with statutory and school based assessment procedures.

Pupils in EYFS:

Pupils will be assessed against the EYFS profile.