Assessment at Cleeve Meadow
Our Core purpose
To prepare students for their life journey enabling them to reach their potential to be confident, independent, thoughtful and ambitious young adults.
Assessment intent: Child centred progress
Assessment at CMS reflects our high expectations to prepare our students for their life journey with ambitious, child centred progress at the core.
Every student at our school will have different starting points and will make progress at a different pace academically and socially in comparison to their peers in a mainstream setting.
As a result we have developed the ‘Meadow Pathway’ which measures progress at all levels capturing small step progress up to recognised external qualifications. Our ‘Meadow Pathway’ has an ambitious end point in mind and works towards that potential for every child.
In creating the pathway, we worked alongside an outstanding SEN provision, the ‘Specialist Learning Partnership’ and SEN consultants to carefully consider and develop subject specific progress stepping stones that will demonstrate achievable and realistic academic progress for each child.
We recognise that progress is both academic and holistic and as such progress towards EHCP targets is carefully tracked to provide a personalised picture of the progress a child is making in the following areas:
Supergoals (personal ambition goals)
Education/ Training and employment
Independent Living skills/ Housing
Promoting good health and wellbeing
Independent interaction/ community and Transport
Both academic and EHCP progress measures are important and recognised as providing a sound foundation for preparing students for their life journey, enabling them to reach their potential to be confident, independent, thoughtful and ambitious young adults.
Assessment implementation: Meadow Pathway
The ‘Meadow Pathway’ is constructed of 26 stepping stones which provide an incremental growth path of skills, knowledge and understanding.
Subject curriculums have been created to prioritise not only progression towards L2 qualifications, but also skills for life and independence. This is reflected in the Pathway level descriptors.
Within the first term at Cleeve Meadow school, baseline assessment is undertaken through a range of child centred methods to gain an understanding of entry level ability. Students enter the Pathway at different starting points and they begin their progression journey.
To capture the wide range of achievement across key stages, progress is measured via:
Annual review of EHCP targets
Formative assessments such as low stake quizzes
Written and spoken assessments
Tracking through STAR reading and Maths testing processes
Qualification assessment criteria
Formal public examinations where appropriate
Online assessment tools such as TSS touch typing program and Freckle (RL)
Over time the pace of progress will vary for some students and across subjects and personal development areas.
Whilst we recognise that child centred progress in our setting is not always linear or evenly paced, our ambition is for each child to make two letters of progress in each subject each year.
Subjects and personal development progress areas are linked to the individual profile of the student leading to:
Personalised flight paths towards formal accreditations and qualifications
Personalised EHCP targets which are reviewed annually and updated where required
Individualised interventions to support progress
Twilight Training Questions:
What methods of assessment have been most useful for assessing student progress?
How does this vary for you between classes/years?
How might it vary for varying student needs within groups/classes?
How does this vary between subjects? Discuss with a peer.