- Teachers and leaders use assessment well, for example to help learners embed and use knowledge fluently or to check understanding and inform teaching. Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burdens for staff or learners.
- Nancealverne uses rigorous assessment system Evidence for Learning to collate progress evidence towards individual personal learning goals.
- Rigour in assessment; progress is demonstrated from each individual learners starting point.
- Assessment of progress over time mirrors each of the pupils learning pathway and personalised learning route; assessment of progress is evidenced via pupil progress files which are moderated over the academic year. Bespoke assessment routes and associated data sets evidence if pupils are making expected progress, exceeding expectations or if skill sets are emerging.
- Progress meetings with Senior Leaders are held at least termly. Pupil progress is also examined at regular line management meetings.
- Pupils’ work is evidenced in subject books, and through 'Evidence for Learning'. These are moderated across Key Stages.
- Nancealverne analyses data from a range of sources to effectively evaluate each pupil's performance. This allows us to determine whole school performance, moderate our own practice and plan for further improvement.
- Teachers and senior leaders use a range of formative and summative assessment procedures to assess progress and attainment.
We use Evidence for Learning across the school, to ensure accurate assessment towards all EHCP outcomes and personalised learning goals.