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”.
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.
We report to parents 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.