Kings Mill School

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Assessment & Progression 


Pupils at Kings Mill school have an EHCP. Within the EYFS, Primary and Secondary key stages of school pupils are working below the standards of key stage tests and national examination grades. However, ongoing formative assessment always ensures that each pupil is assessed against the possibility of accessing any standardised statutory testing at the national curriculum key points in their school career.


Academic year 2021-2022

No pupils were entered into any statutory tests                                                           School Performance Table


At EYFS pupils access an early years curriculum and the EYFS learning areas. Children are assessed and tracked against the early learning outcomes and use Birth to 5 Matters [a recognised DfE/STA assessment source] and Developmental journal to focus on the smaller steps. Pupils are summatively assessed at the end of reception using the EYFS profile, pupils are ‘emerging’ across all areas of learning. Pupils’ phonological awareness is also below the standard required to access the end of reception phonics screening test.

At KS1 and 2 the Engagement Model [DfE/STA statutory assessment] is used as an assessment tool for pupils working below the standard of national curriculum tests. Pupils are assessed formatively across the year and a summative assessment made at the end of the school year. The Pre-Key Stage Standards for KS1 and 2 for English and Mathematics are used to assess pupils who are achieving beyond the Engagement Model but not yet developmentally reaching key stage standards and ready for KS2 tests.

The above models are applied to KS3 and 4 pupils.

Students within sixth form, where applicable are entered for NCFE entry level qualifications in functional skills and are assessed against the course units at entry level 1-3, and externally moderated following robust Ofqual standards.

The materials and procedures have been trialled and modified to cater for the school’s year groups and diverse range of abilities. We have been able to focus on the individual needs of each of our pupils, placing them right in the centre of their learning, and then tailoring the curriculum around their priorities; a person-centred, needs-led approach rather than a subject-based, content driven approach. A thorough and robust assessment produces summative and formative information on our pupils. Systems allows us to record and track  significant, relevant achievement that recognises lateral progression.

The school embraces person centred approaches (P.C.R) which is fully integrated across all documentation. The pupil support plans are written using the same P.C.R headings and includes an Action plan that allows for input from all other agencies and that is directly linked to personalised target setting. Everything all links back to the child.

The school is using a range of different assessments including;

  • EYFS / Developmental Journal, and Birth to Five Matters

  • MAPP – Mapping and Assessing Personal Progressused by our Semi formal/formal learners from Yr1 – Yr9

  • Quest for Learning

  • The engagement model

  • AFLS – Assessment of Functional Living Skills - for ASD pupils on a specific ABA programme across the key stages)

  • VBMAPP – Verbal Behaviour Milestones Assessment and Placement Programfor ASD pupils on a specific ABA programme across the key stages)

  • Essential for Living – Communication, Behaviour and Functional skills assessment

  • Vocational

Please see the Assessment, Recording & Reporting policy on our policies page for more information.

Mapping and Assessing Personal Progress (MAPP) assessment is used across school, it is an ipsative assessment system, that provides a way of recognising lateral progression.

It is nationally recognised [published by Equals] that links to the EHCP outcomes for children/young people. Personalised learning intentions are set in four key areas of development that correlate to the EHCP sections: thinking skills, physical, PSD and language/communication. Personalised learning intentions are set termly and pupils are assessed formatively across the term with summative outcomes recorded at the end of each term.

MAPP - Mapping and Assessing Personal Progress

The Engagement model is a dynamic and pupil centred assessment process. It was adopted by school in response to the recommendations of the Rochford Review 2017 to support pupils who are at key stage 1 (KS1) and key stage 2 (KS2), working below the level of the national curriculum and not engaged in subject-specific study.

The Engagement Model is both a formative and summative assessment process.

Formative: The child/young person is observed and their learning and progress recorded in the following 5 lenses of engagement: Exploration, realisation, initiation, anticipation and persistence.

Class teams observe and facilitate play and learning focusing on the specific elements of engagement. Pupils’ responses, motivation levels, interest, duration and styles of engagement in activities are carefully monitored and recorded. Recording is through photographs, wow post-its, video and written formal observations. All these observations inform the team on how to further plan resources, environment and teaching strategies based on the pupil’s engagement. The assessment compliments MAPP in supporting the understanding and development of ‘best methods’ to facilitate MAPP personal learning intentions.

Summative: School baselines pupils at the beginning of the academic year, autumn term, in the 5 lenses and records each pupil’s progress at the end of the year, summer term.

The Engagement model