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Assessments and Moderation

At Brookfields School assessment and moderation is an integral part of the teaching and learning process. It should not drive the curriculum but enables :

• All aspects of pupil progress and need to be carefully monitored over time.
• Future planning to be supported and informed by appropriate assessment.
• Work to be suitably differentiated
• All pupils to be included in all learning opportunities and activities
• Some pupils to be actively involved in assessment of their progress and learning
• Pupils, staff and parents to celebrate success.
• Meaningful reporting to parents and others (e.g. LA, Governors)
• Current legal requirements to be fulfilled

Assessment and Moderation of pupil progress, attainment and achievement is an integral part of work that we do at Brookfields School.

All teachers assess pupil’s individual progress towards meeting their agreed IEP targets, termly targets and short term targets using a number of assessments and reporting tools such as

• Connecting Steps (B Squared)
• CASPA (Comparison & Analysis of Special Pupil Data)
• PIVATS (Performance Indicators for Value Added Target Setting)
• EYFS (Early Years Foundation Stage)
• Routes for Learning (Welsh Assembly)
• ACA (Affective Communication Assessment)
• SILSAF (Secondary Independent Living Skills Assessment Framework)
• REACh (Relationship Education for the Autistic Child)
• National Curriculum Attainment Levels

Summative Assessment

All pupils are assessed within 6 weeks of entry to obtain a baseline. The assessment differs depending on age and need of the pupils (see Appendix 1 of Assessment Policy – 2015).

Teachers are required to provide summative assessment results 3 times a year, in English, Maths, PSD, Computer Science and Science. Currently EYFS, PIVATS and BSquared Adult Steps are the main assessments used across the school, with some standardised tests used to moderate teacher assessment.

CASPA is used to collate and analyse the data provided and the Deputy Head in charge of assessment will provide a termly report identifying gaps in achievement.

Formative Assessment/Assessment for Learning

On-going assessment by teachers is vital in order to inform planning of lessons.

EYFS is used in Early Years by teachers to monitor progress throughout the year. In Key Stages 2 & 3, PIVATS is used to monitor progress. Teachers are required to record evidence on the shared drive of pupil progress and must produce the evidence to the Head of English, Maths, Personal and Social Development, Computer Science and Science in order for a pupil to progress to the next level.

Pupils taking accredited courses in Key Stage 4 and 6^th Form are teacher assessed throughout the year. Students attending Key Stage 4 and 6th Form have their Life Skills and Independence Skills monitored and tracked using SILSAF (Secondary Independent Living Skills Assessment Framework)

Effective assessment for learning involves:

• The sharing of learning goals/intentions with pupils
• Helping pupils know and recognise the criteria for success
• Providing feedback and marking that helps pupils to identify how to improve
• Pupils learning self-assessment techniques to discover areas they need to improve
• The use of effective questioning to assess progress
• Both the teacher and pupils reviewing and reflecting on pupils’ performance and progress and setting targets for improvement
• Recognising that both motivation and self-esteem, crucial for effective learning and progress, can be increased by effective assessment techniques.
• Effective feedback from teaching assistants for those pupils unable to access the above.

For more detailed information, please see our Assessment Policy – Summer 2015