Assessment & Progression (MAPP)

Pupils at the Dales 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.

At EYFS pupils access an early years curriculum and the EYFS learning areas. Children are assessed and tracked using Birth to 5 Matters [a recognised DfE/STA assessment source] and 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 access a three-year programme of accreditation using ASDAN and are assessed against the course units at pre-entry level 1-3, and externally moderated following robust Ofqual standards. The 6th Form programme also includes NCFE accreditation in Functional Skills [Maths and English] entry level 1-3.

MAPP assessment is used across school, it is an ipsative assessment system and used nationally [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.