Assessment, Progress and Reporting

We use a pupil centred approach to assessment. Each academic year the pupils have an Education and Health Care Plan annual review meeting attended by parents/ carers, the class teacher, representatives from other Health and Social Care organisations and sometimes the Head or Assistant Head. The child is at the centre of the meeting which focuses on reviewing and setting long-term outcomes based on the child’s needs and wants for the future. These outcomes shape the SMART targets/ short-term outcomes on the pupil’s Personalised Plan, which are written and reviewed termly by teachers and shared with parents/ carers. When students enter the 14-19 College department, an emphasis is placed on transition to Post 19 and preparation for adulthood, with opportunities for project work and accreditations available from Year 10.

In the EYFS and Key Stage 1, pupils are assessed against their EHCP and Personalised Learning Plan (PLP) outcomes, as well as against the Engagement Model or Pre- Key Stage Standards. Small steps of progress are measured against the bespoke Frederick Holmes School Curriculum.

The progress and attainment of pupils in Maths and English, in the Primary and Secondary Classes is assessed against their EHCP and Personalised Learning Plan (PLP) outcomes, as well as against the Pre- Key Stage Standards. Small steps of progress may be further measured against the bespoke Frederick Holmes School Curriculum. The wider curriculum is assessed using the FHS curriculum stages.

In the sensory classes, progress is measured against their EHCP and Personalised Learning Plan (PLP) outcomes, and Engagement Profile, and using Impacts Statements. Baseline assessments in Communication, Cognition and Environmental Controls are completed during the first half term on entry to a sensory class and reviewed twice throughout the academic year. The targets on pupil’s learning plans are based on their IMPACTS targets. Progress is monitored via moderation of the three IMPACTS areas and the recording of the number of targets pupils have met within each IMPACTS area. The pupils in the Post 16 Sensory class also work towards Preparation for Adulthood and Post 19 transition, and are encouraged to become as independent as possible in all areas of their life. Alongside this, they complete their ASDAN PPQ Diploma whilst still progressing through their IMPACTS outcomes.

Post 16 students are assessed against their EHCP and Personalised Learning Plan (PLP) outcomes, as well as against the Pre- Key Stage Standards. Further opportunities for accreditations and qualifications, that are internally and externally moderated, are provided throughout the 14-19 department. Students cover various topics based on their interests and skills within the three strands of; Functional Skills, Independence and Being Healthy. These areas of study also allows students the opportunity to achieve a range of accreditations, awards and qualifications.

Further information:

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