Lisburne School has developed an adapted curriculum which anchors our robust assessment systems to our philosophy of learning. We value the potential of a range of data to build the broad picture of progress for our pupils, subtle progress is significant due to the complex needs of all our learners. School uses a data system which measures qualitative data through a quantitative system. We have a clear and rigorous moderation process within school and lead LEA sessions with a range of external professionals from support/ resource and special schools to promote and ensure robust data for all pupils. We have developed a range of individual learning programmes and ‘Pupil Pathways’ for some of our learners because we are aware that with assessment “one size does not fit all”.

Assessment begins before admission to Lisburne School, where all pupils with Special Educational Needs are evaluated by the Local Authority. All of our pupils have Educational, Health and Care Plan (EHCP) and enter school with levels of development and learning well below age related expectations. Teachers asses children continually across all areas of the curriculum and also in areas of understanding and development, parents/carers are informed of children’s progress in a number of ways throughout the school year. Each child has a personal moderation folder in which a key piece of work from core subjects is collected and levelled each month.

Our pupils work through the EYFS areas of development before starting on their subject specific assessment in Year 1. Some of our pupils are working at ‘Engagement’ levels which form the interim pre-key stage standards and these are therefore linked to cognitive development rather than being subject specific. We have revised our assessment process to ensure that it appropriately represents the key aspects of learning for each subject allowing our pupils to develop and progress towards the National Curriculum standards. We have worked with ‘Classroom Monitor’ assessment provider to develop an assessment tool to meet the needs of our pupils working within a subject specific curriculum – this system has been developed around what we, as a school, need. The assessment tool assesses learning objectives and records teacher judgements. Online mark-books give teachers a quick and easy way to enter and record assessment and use our own customised objectives. Teachers can capture all the evidence they need to support judgements and carefully map out next steps in learning. Some of our children are working within the engagement stages of the pre- National Curriculum. This is a specialised sensory and experiential curriculum which is continually monitored and assessed using the ‘Tapestry Branches’ assessment tool.

We report to parents/carers through a range of development meetings which progressively build to capture an accurate picture of individual progress. We have ‘Pupil Pathways’ which celebrate successes and capture key moments of learning across a range of target areas through the bespoke curriculum and clearly identify next steps in addition to potential home learning opportunities. Lisburne links therapeutic input to ensure the holistic progress of learners is not limited simply to academic processes. Teachers and class teams hold regular weekly planning and reflection meetings to promote and develop progress; we consider adaptations as a key part of our assessment process to inform interventions which are based on individual needs. Senior leaders hold regular meetings with teachers to look at pupil progress, ensuring that both the curriculum and learning opportunities are challenging and ensuring intervention programmes and strategies are put in to place where appropriate.

Please click a link below to view Assessment Data Summaries for the past three years:

Data Summary – Summer 2018

Data Summary – Summer 2019

Data Summary – Summer 2020