Assessment and Recording

                                              

Assessment Reporting and Recording

Assessment, recording and reporting is central to student learning. The Welsh Government state “the prime reason for all assessment information should be to help learners improve their learning.”  (Making the most of assessment 7 -14, Welsh Government 2010)

At Ysgol Maes Hyfryd we recognise the value of assessment as providing information for planning and ensuring individual needs are met within the broad curriculum. Ongoing recording and reporting ensure that all steps of progress are monitored and built upon.

Aims

  • To provide information for effective planning
  • To ensure continuity throughout the students’ school life
  • To encourage students to recognise their achievements
  • To ensure statutory requirements are met
  • To provide detailed, relevant information for parents and other professionals

The cycle of assessment, recording and reporting

  1. Statement of special educational need – initial or updated
  2. Annual review of the statement
  3. Identification of needs for the coming year
  4. Curriculum content – long term plans / 14-19 learning pathways
  5. Termly plans – medium term plans
  6. Individual Educational Plans (IEP)
  7. Lesson plan delivery – short term plans
  8. Lesson evaluation – recording of IEPs
  9. End of termly module assessment
  10. Internal or external accreditation where appropriate

Students receive feedback from staff on a regular basis and in addition parents have two formal reports each year –one is the Annual Review of the Statement, usually in the Autumn Term and the second is the end of year report, provided in July.

Parents are invited to the Annual Review meeting together with the student and the other professionals who may support the student. The student is encouraged to take a full and active lead in their meeting emphasising the progress they have made and confirming that the original targets of the statement are still relevant.

A parent’s evening to discuss the student’s end of year report is less formal and encourages parents to look through the students work and discuss the progress made throughout the year, having already read the full Curriculum report.

All year 9 students have a statutory Transition Review which is the beginning of the planning process for leaving school, which can be at any time deemed appropriate between the ages of 16-19.

Purposes of Assessment

  1. To find out what an individual pupils knows, understands and can do
  2. To find out what an individual pupils does not yet know and understand or is not yet able to do
  3. To check that an individual pupil has learned the main teaching point of the day or week
  4. To find out whether an individual pupil is ready to move on the next activity, thereby informing a teachers’ planning
  5. To find out what progress and individual pupil has made over time.
  6. To help set clear targets for individual progress (to LNF targets)
  7. To meet statutory requirements by comparing pupils’ work with national standards ( where they exist) and expectations of progress
  8. To report to parents and other professionals on individual achievement and progress in relation to education plans and units of work
  9. Purposes of recording
  10. To track progress
  11. To ensure progression across the curriculum
  12. To identify learning patterns over time where there are many small steps in developing children’s knowledge and understanding and skills
  13. To provide a basis for discussion with pupils, parents and other professionals about progress and learning styles
  14. To provide a basis for target setting
  15. To identify trends and patterns in different groups, classes and cohorts of pupils
  16. To ensure that all statutory assessments are securely based.
  17. To assist transition between classes
  18. Methods of Assessment
  19. Teacher assessments are carried out both formally and informally using a range of strategies and resources.
  20. Assessment for Learning focuses on the learner’s achievement and on details of ways in which they contribute with ideas on moving forward with their learning

Target Setting

Individual targets are set for pupils through their Individual Education Plans ( IEPs), Behaviour Support Plans (BSP).

School meets the requirements for statutory assessment and reporting across the key stages.

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Ysgol Maes Hyfryd Specialist High School, Fifth Avenue, Flint, Flintshire CH6 5QL

Tel: 01352 792720 / 01352 792727 | Email: mhmail@hwbmail.net