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Assessment

The purpose of our assessment process is to determine meaningful, developmentally appropriate, functional goals and objectives focused around participation, communication and access, as well as to inform our delivery of an individualised broad and bold curriculum. 

For all learners we complete transdisciplinary assessments that involve the whole team, with the child and their parents/carers at the heart of the assessments. We focus on celebrating the CYP’s existing strengths and skills, as well as identifying areas for growth and development.  We carry this out in three different ways:

  • Education Health Care Plan (EHCP) Assessments (comprehensive assessment of strengths and needs and progress)
  • Curriculum Assessment (mapping progress across each subject area of the curriculum)
  • Holistic Assessment (termly assessment of risk, provision and progress)

All assessments provide the foundation for decisions on the pathway that is most suitable for the learner and information on how we can best manage risk through appropriate provision in order to ensure that every child progresses to their maximum potential.

EHCP Assessment

All learners receive comprehensive transdisciplinary team (TDT) baseline and key stage assessments, as well as annual and termly/biannual progress reviews. Long term (keys stage) outcomes are broken down into personalised learning plans (PLPs) that are reviewed either termly or six monthly, depending on the cohort. Specific whole school TDT assessments are also used to demonstrate objective measures of progress which includes:

  • Early Years Foundation Stage (EYFS) Birth to Five Matters
  • Pre-Key stage standards / Route for Learning
  • Vineland Assessment or aspects of the SCERTS Assessment
  • Communication Matrix or Pragmatics Profile
  • Therapy Outcome Measure (TOMs) 
  • Assessment of Language Processing (ALP) or Dynamic AAC Goals Grid (DAGG-3)
  • Natural Language Acquisition Framework (NLA) 
  • Functional Emotional Developmental Capacities (FEDC) checklist

Achievement of long term EHCP outcomes and PLPs show subjective progression of learning. Specific whole school TDT assessments are also used to demonstrate subjective measures of progress which include:

  • Sherwood Foundation School Regulation Checklist
  • Sherwood Foundation School Play Checklist

Progress is also documented on Evidence for Learning.

Curriculum Assessment

All learners have a curriculum assessment e-book that baselines and tracks their progress in each subject area of the curriculum for the duration of their learning journey with us. Progress is reviewed annually as part of each learner’s annual review cycle.

Holistic Assessment

All learners have holistic risks, provision and progress tracked by the TDT team on a termly basis using our holistic LEARN tracker. The team around the child baseline and track holistic progress across key areas, identifying risks and the impact of changes in provision in order to ensure that each learner’s aspirational outcomes are realised. This information is summarised and reported annually as part of the annual review process.

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