Glebe School Assessment Procedures – September 2019
Assessment is an important tool that is used to ensure students make as much progress as possible, and to help the school to meet their needs. The procedures in place track and monitor both academic and personal development and help teachers plan the next steps for students. Targets are used to guide the students in their journey through the school and to keep students aware of the expectations that everyone working with them has for their progress. All students are encouraged to take ownership of their own targets and to make ever increasing contributions to the discussions about their development as they build their independence and confidence.
What does Glebe School assess?
There are 2 aspects of assessment that help us build a clear picture of the progress that each student makes over time:
- Academic – Every subject taught makes regular assessments of how each student is progressing through the knowledge and understanding of what is being taught. The school teaches a full range of National Curriculum subjects in key stage 3, as well as some further options in key stage 4.
- Personal Development – Students are also assessed with how they are approaching their own development in areas such as social skills, independence, communication, creativity and emotional wellbeing. These aspects of their growth are important to track so that any interventions that would be helpful can be planned for.
How does Glebe School make assessments?
Academic assessment is made in 26 Glebe Stages, A through to Z. The majority of students are currently assessed to be, on average, within the range I to S. But, it is important to note that many students at Glebe have very great strengths in some subjects, but not in others. Glebe works with a number of other special schools through the Specialist Learning Partnership (SLP) to moderate the students work and to compare outcomes across the schools. The SLP has produced a large portfolio of work that shows examples of each Glebe stage for each subject, and through this, teachers are able to ensure that the assessments that are made are both consistent comparable to expectations in other schools.
Students joining in year 7 are assessed across all subjects by the end of the first term, and all students are then set targets based on the expectations for progress. We would aspire to all students making 2 Glebe stages progress for each subject for each year, but this is only a guide and targets are personalised over time.
Students personal development is assessed according to a number of ‘can do’ statements that each have been developed to guide the students and help them develop the attributes they need ready for their next step once they have left. This tracking of development helps us to target interventions when required, and make sure that the needs of the students, and student groups are considered when designing the curriculum and pastoral systems in the school.
When do assessments take place?
Teachers assess the academic progress made towards their personalised targets every half term.
Targets are set annually but reviewed and revised half termly according to the assessments that have been made.
Students personal development is assessed by their tutors every term.
Glebe school also uses a national database of student’s attainment and progress called CASPA. This is used to help make comparisons with similar students nationally.
How does Glebe School share the assessments with parents and carers?
Both the attainment and progress are discussed with parents during annual parent’s evenings. Before this, parent’s and carer’s will receive a written school report so that they can review the progress made before meeting the teaching staff. Both academic and personal development are discussed during parent’s evening’s. There will also be an annual review where parents and carers can meet with tutors to discuss progress and any other aspects of their development.
How does the school use the information gathered during assessment?
All of the assessment data collected is used to help the school plan and adapt its approach to teaching and learning. This happens in a number of ways, as follows:
- Subject teachers and heads of department use the assessments to make sure that students are in the correct groups that can best meet their needs. The information also helps them plan their lessons prepare materials for groups and individuals where necessary
- Tutors use the information gathered on both academic and personal development to help students engage with their subjects and guide them through the school.
- Heads of year use the information on personal development to help them consider interventions that may be required to help students develop towards their next steps
- All teaching staff use the assessment information to help them evaluate how well students are making progress within their subjects and to help them plan long term objectives such as schemes of work
- The leadership team review all assessment information to help them identify specific students, and groups of students, that may need further support or are cause for celebration. The overall progress made by the students at the school is a very important source of information that helps create and review the whole school development plan
- Moderation of work and progress is made with other schools in the SLP on a termly basis. This allows us to share best practice across 12 other special schools so that the school can ensure that the teaching and learning that takes place is regularly reviewed
- Summary data is shared with the schools’ trustees so that they can be appraised of whole school performance and ensure the accountability of the leadership team
How is student progress celebrated?
It is important that students are involved in their assessments and the outcomes so that they are aware of what they need to do to make further progress and so that they can celebrate their achievements. Students are regularly celebrated during whole school assemblies and with merits that contribute towards a range of rewards over time including both prizes and end of term trips. The celebration of the progress that students make is highly personalised, what is ‘average’ progress for one student may well be a very considerable achievement for another. It is also often the case that individual students will make differing levels of progress over time as they develop their own personal attributes.