Russet House School provides for a wide range of autistic learners with varying needs of different ages, abilities and learning styles. Our curriculum (see Curriculum, Teaching and Learning page), assessment systems, and measures of progress have been designed to reflect this.
Assessment is an essential and integral part of effective teaching and learning at Russet House School. It is used to focus on the needs and strengths of each individual, to monitor and measure pupil progress and inform planning (see Assessment Policy, Policies and Documents tab)
In 2019, our teachers, Phase Leaders and the Senior Leadership Team developed a new Knowledge and Skills Framework (Pupil Progress) consisting of Knowledge and Skills Pathways (*(previously referred to as Subject Progress Pathways).
The Knowledge and Skills Pathways criteria was developed by our highly experienced staff and written with an understanding of how pupils with autism learn, to ensure the criteria is relevant meaningful and progressive.
Each pathway involves a series of 32 statements for each area of the curriculum (e.g. English/reading, Maths/number, science) and also the different aspects of our life skills curriculum. They are organised into progressive bands:
Band 1: Pupils not yet engaged in subject-specific study
Band 2: Pupils engaged in subject-specific study (working below the standard of national curriculum assessments)
Band 3: Age related expectations (Years 1 & 2) working at the standard of national curriculum assessments (*currently our cohort of pupils are all working within this level)
For any pupil working higher than band 3, the standard of national curriculum assessments are used.
We recognise and value that our pupils all have different needs and that they learn in different ways and at different rates. We promote a personalised approach to assessment and as such there is no standard measure of expected progress.
Assessment using the framework takes place in a variety of ways, where observations and opinions are supported by evidence. The following indicators are used:
- Evidence stored on Evidence for learning (EfL):
Staff use this App to gather photos, videos and work evidence (on school devices) to “tell the story” of progress of an individual. They link pupils’ achievements to one or more of the statements from the Knowledge ad Skills Pathways. The evidence is used to assess, track, review and plan for pupils’ next steps of learning and is monitored throughout the year to ensure pupils are reaching their full potential. We are using this system for all our pupils across the school (see diagram).
- Discussion with parents and other professionals (including our multi-disciplinary team)
- Reports from other professionals
- Work samples/work books
- Pupils assessment of their own work/pupil feedback
Pupil Progress is monitored and moderated throughout the year in the following ways:
- Termly moderation of Evidence for Learning (EfL) by the whole school staff team
- On-going individual subject moderation and data tracking by Subject Leaders (teachers)
- Progress tracked on an ongoing basis by the Assistant Head Teacher responsible for assessment, and moderated externally with other special schools from Enfield where possible.
Sharing progress with parents
Evidence for Learning is shared with parents at Annual Reviews, Open Evenings and is also used to provide a learning Journey document as part of the Annual Report at the end of the academic year.
Statutory Assessment at the end of Key Stages
At the end of Reception, each pupil is assessed against:
- Early Learning Goals (ELGs)
- 3 characteristics of effective learning (playing and exploring, active learning, creating and thinking critically)
At the end of key stage 1 (year 2) and key stage 2 (year 6) each pupil is assessed against:
- The standards set out in the Teacher Assessment Frameworks (relevant to a very small number of pupils at RHS); or using the Pre-Key Stage Standards for pupils working below the standard of National Curriculum assessments and engaged in subject-specific study (a larger proportion of our pupils).
- For pupils not yet engaged in subject specific learning (pupils at the earliest stages of development and make up a significant proportion of our pupils), teachers use the Engagement Model
*Links are to government sites as National tests and assessments arrangements
Tracking progress against EHCP outcomes
The progress pupils make against their individual EHCP outcomes are tracked and recorded using the Autism Education Trust (AET) Progression Framework. This is a comprehensive interactive assessment tool designed for pupils with autism to track progress in areas that fall outside the National Curriculum.
Once an area for development has been identified (e.g. recognising and managing emotions or developing social skills like turn taking), staff carry out a baseline assessment and continue to track progress termly.
Sharing progress with parents
Pupils’ progress towards outcomes are reported in the ‘Individual Education Plan (IEP) progress towards targets’ document shared at Annual Reviews.
We also ask that parents support the school and their child by continuing to work on key outcomes at home where relevant.
For more information please visit: https://www.autismeducationtrust.org.uk/resources/progression-framework