Assessments
Assessments & Progress Reporting
At our school, we define assessment as an ongoing process of collecting, analysing, and using information to support both students and teachers in planning, reviewing, and implementing learning. Assessment is a key component of our curriculum delivery, and we view it as an “assessment for learning” rather than merely an “assessment of learning.”
Throughout a young person’s time at the hospital, we gather a broad range of information to inform their educational journey. This begins with the pre-admission report and continues through the admissions process. We collect data from various sources, including home schools, Education, Health, and Care (EHC) Plans, and reports from professionals such as Educational Psychologists. Baseline assessments are conducted to establish each young person’s starting point, ensuring that progress can be measured throughout their hospital stay. Based on this information, an Individual Education Plan (IEP) is created with relevant, challenging targets that may address various needs, including attendance. The IEP is reviewed regularly and summarised at the point of discharge.
We also prepare half-termly reports for all young people, ensuring they are presented in an accessible, user-friendly format. These reports summarise academic achievement in each subject studied, alongside progress toward target grades. Additionally, the reports include insights into the student’s attitude to learning, such as attendance and behaviour, providing a holistic view of their educational progress.
Assessment – Good Principles
The school also plays an integral role in the hospital-led Care Planning Approach (CPA) reporting cycle, which occurs approximately every six weeks. This report offers detailed insights into a young person’s educational progress and outlines their future plans upon discharge. Due to the transitory nature of our young people, we do not issue a single annual report at the end of each academic year.
Additionally, we acknowledge our statutory responsibilities regarding reporting and, in collaboration with the home school and Local Authority (LA), are committed to facilitating annual reviews for students with Education, Health, and Care (EHC) plans and Personal Education Plans (PEPs) for children in the care of their local authority.
1 Formative assessment e.g. an essay
- At least one piece of work per half term should be assessed using this form of assessment
- Students working at KS2, KS3, KS4 and KS5 should be given feedback using the WWW (What worked well) and EBI (Even better if) format
2 Summative assessment e.g. a test or piece of coursework
- Grades will be awarded using the school’s assessment criteria
- All students, regarding their level, grade or aptitude will be given a target (T) in order to show how their work could be improved in order to reach the next level
- Summative assessment levels will be tracked using the designated tracking systems.
3 Continuous assessment
- Every lesson will include this form of assessment
- Examples include; verbal feedback, question and answer, visual cues e.g. traffic lights etc.
- Students will be given opportunity to respond to feedback given and this will be clearly identifiable within the work.
Regardless of the type of assessment used, students should feel that their work is valued, is positive, constructive and duly acknowledged using the school’s rewards system