Archdale School

Assessment processes at Archdale School

The knowledge of the individual child remains core in our approach to pupil progress and assessment. Each child has a Learning Map (EHCP informed, personalised curriculum related set of targets) that is reviewed and assessed termly. This forms a central part of pupil progress and enables every child at the school to work towards relevant small steps of achievement. Evidence is collated over the term to support assessment of each targeted area which is scored using an internal rating scale. The Learning Map is further informed by different external assessments where appropriate (e.g. linked to Routes for Learning Steps or an engagement model area of learning).

Learning maps: Each pupil in school has a Learning Map, which is a set of curriculum-based targets informed directly by EHCP priorities and areas of need. In this way the EHCP and school curriculum remain linked and a holistic focus remains across the school day. Pupils are given a baseline assessment at the start of each term against each of the Learning Map targets and pupils are assessed again at the end of a term. Internal data system analyses of Learning Maps form the core of a personalised pupil assessment approach in school. Senior Leadership team moderate the Learning Map targets to ensure that they are appropriately challenging. Evidence towards progress is captured using the app Evidence Me and is able to link to different external and personalised assessment systems. 

Engagement Model: The five engagement indicators that are used for supporting pupils who are working below level of the national curriculum and who are not engaged in subject-specific study. The model has 5 areas: exploration, realisation, anticipation, persistence, initiation. Each of the Learning Map targets links to an aspect of the engagement model and evidence towards them collated in this way. It is expected that pupils will focus on two engagement indicators each term, and these may change or remain the same throughout the year but will inform Learning Maps and next steps. Further analyses of the engagement indicators is a work in progress. Observations of pupils enables teachers to reflect on next steps and use the engagement indicators to help inform learning. To support whole school pedagogy, the engagement indicators are also considered in teacher observations in order to gain an overview of strengths and areas for development as a school in addressing the different areas of engagement.

Routes for Learning: Pupils working at the earliest stages of development each have a routes map that charts which steps in cognition and communication they are working at. This also links to the Learning Maps and thus evidence is collated. Some of the routes steps might be worked on for prolonged periods and the routes planner helps teachers to plan the smaller steps of learning and inform target setting for individual pupils. Routes for learning maps are updated regularly.

Birmingham Toolkits: The Birmingham Toolkits are a set of resources to support pupils in language, literacy and maths. For pupils at Archdale School, we use them to support target setting and to challenge pupils. A tracking sheet will be set up for pupils who are working at levels that are beginning to move towards a formal curriculum and this will ensure that those pupils are challenged effectively.

The following table shows the different assessments that are used at Archdale School to support pupil progress:

 Pupil progress and outcomes