Assessment
Lisburne School has developed an adapted and bespoke 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 both lead and participate in LA 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 assessment for our pupils is not “one size fits 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 a Educational, Health and Care Plan (EHCP) and enter school with levels of development and learning that are well below age related expectations. Teachers assess children continually transversely in all areas of the curriculum in addition to areas of understanding and development. Parents and/or carers are informed of children’s progress in a number of different and clear ways throughout the school year.
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 within our “Pre-Formal Curriculum”; these areas are linked to cognitive development rather than being subject specific. This is a specialised pre-formal curriculum which is continually monitored and assessed using the ‘Branches’ assessment tool.
We have worked with ‘Sonar’ (Juniper 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, records teacher judgements and evidence of work towards objectives. 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 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 appropriate standards.
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 knowledge and growth; we consider adaptations as a key part of our assessment process to inform interventions which are based on individual need. Senior leaders hold regular meetings with teachers to look at pupil progress, ensuring that both the curriculum and learning opportunities are challenging and ensure that intervention programmes and strategies are put in to place where appropriate.
