Pupil Progress and Assessment
At Beechcliffe, we believe that all pupils should have the opportunity to reach their full individual educational potential within all areas of the National Curriculum. They should also be given the opportunity to develop skills in other areas such as performing arts and sports. Importantly, they should develop the skills and knowledge which enables them to live as independently as possible in the future. English and Mathematics are embedded into all areas of school life as key life skills and knowledge.
The senior leadership team at Beechcliffe School firmly believe that assessment should be accurate and purposeful.
Summative assessments will take place twice a year and yearly using the Salford Reading and Comprehension test.
Assessments will take place in January and June and marked using the colour coding system as explained in the files. Pupils who are new to Beechcliffe School will have a baseline assessment within six weeks of their start date. Teachers will set challenging end of year targets for pupils and track individual pupils’ progress towards achieving these.
Data is analysed to locate patterns in progress and to enable us to target resources appropriately to support pupil progress. Pupil Progress meetings will also be held with individual class teachers to discuss individual pupil progress. If gaps in progress are highlighted these will be addressed through interventions such as targeted small group teaching across the school or on a 1:1 basis. Appropriate CPD opportunities will be sort to address any gaps in staff knowledge and skills. Progress will be monitored rigorously.
Pupils will be assessed using the Salford Reading and Comprehension test upon entry to any year group within Beechcliffe School and also at the end of each academic year. This data will be analysed to track pupil progression in reading and comprehension and also to measure the impact of the across school discrete phonic/guided reading sessions. The progress of specific groups of pupils will be analysed to enable more accurate grouping of pupils and also to highlight staff training needs in specific areas.
Formative assessment is an on-going process throughout the year. This will be recorded and evidenced in Individual Target Books and Learning Passports, marking in pupils’ workbooks and annotation of pupils’ work. At the start of the academic year teachers will produce either an Individual Learning Passport for sensory and experiential learners or and Individual Target Book for modified and supported learners. These are working documents which include individual targets for pupils. These targets are working documents but are formerly updated by teachers on a half termly basis. They are scrutinised regularly by the SLT. Teachers and support staff collect evidence towards achieving the individual targets. Formative assessment enables teachers to plan for and target specific skills required for individual pupils to make progress in the above areas of development.
Where relevant, pupils will have knowledge of their targets and be able to monitor their own progress towards achieving them.
Pupils work is marked in accordance with the school marking policy. This offers opportunities for next steps to be identified and for pupils to evaluate their own work and accuracy towards achieving individual targets or specific skills.
Currently pupil progress is bench-marked using Progression Guidance for P Scales, Bradford DAP guidance and where appropriate, Rochford's Pre National Curriculum Assessment Framework and National Curriculum Year progress.
Due to the impact of pupils SEND on academic progress pupils currently do not undertake qualifications that will give them a Progress 8 Score or English Baccalaureate qualification.
To see the published DFE Performance Table information about our school please click here.