Assessment and Review of Progress of Pupils

Assessment and Review of Progress of Pupils

What are the school's arrangements for assessing and reviewing the progress of pupils with special educational needs? 
 
How will both you and I know how my child is doing and how will you help me to support my child's learning?
 
Drakes C of E Primary School will:

  • Ensure that we have procedures in place for consulting and working in partnership with parents and pupils
  • Track and monitor pupil progress on a regular basis and communicate this information effectively to parents
  • Establish and review ‘additional to’ or ‘different from’ provision in response to current need
  • Identify aspirational key outcomes for individual pupils and develop clear steps to achieve these
  • Ensure robust use of school data to identify, monitor and respond to progress of pupils with SEND
  • Ensure reliability of data gathered through triangulation of evidence, including work analysis, discussion with pupil/staff, observations and learning walks
  • Have clear monitoring processes in place, including scrutiny of pupil books and work analysis, that are effective in closing the gap for vulnerable pupils
  • Ensure that every teacher is responsible for pupil progress in his/her own class, and that this information feeds into wider school processes that monitor pupil progress effectively
  • Ensure that appropriate rates of progress are made in line with national expectations and all staff are clear about what is expected and adjust practice accordingly
  • Evaluate the impact of interventions through pre and post assessment data analysis, ensuring that this is linked to a clear pupil plan (i.e. My Plan)
  • Gather pupil feedback as part of the process to review quality of interventions and provision
  • Hold regular parent meetings, with the pupil, as appropriate, to discuss pupil progress (at least three times a year)
  • Regularly evaluate progress towards personalised targets with the pupil and include parents where appropriate
  • Regularly review and evaluate the impact of SEND provision on the progress, attainment and well-being of SEND pupils
  • Track the progress of different pupil groups and cohorts – e.g. Autism Spectrum Disorder (ASD), pupils with Dyslexia, Moderate Learning Difficulties (MLD) etc.