Camberwell Park Specialist Support School

Camberwell Park Specialist Support School

Context

Camberwell Park is a specialist support school. It provides for pupils with severe or profound and multiple learning difficulties, and complex communication difficulties including autism. Many pupils have severe medical needs. The school also maintains a small number of places for pupils with emotional, behavioral and social difficulties. The majority of pupils have a statement of special educational needs. Currentlythe school has 85 pupils on roll between the ages of 3 - 11 years (Nursery to Year 6); 4 pupils at EYA+, 2 pupils at SA+ and 79 statemented pupils.

LA - Manchester

In May 2010 Ofsted judged the school to be outstanding.

What exemplification materials are you using to develop effective and accurate P-scale assessments? (Maths,English,Science,PSD)

QCA P- Scales

PIVATS

CASPA

HMI working document (using judgements relating to 2 levels of progress)

Progression guidance data sets

Framework of attainment to ensure consistent use of language when making judgement

What exemplification materials are you using to develop effective and accurate

assessments at lower levels of NC (Level 1 and 2)? (Maths, English, Science, PSD)

National curriculum in action website

National standards APP materials

PIVATS

CASPA

HMI working document (using judgements relating to 2 levels of progress)

Progression guidance data sets

Framework of attainment to ensure consistent use of language when making judgement

How does the lead teacher ensure teachers’ judgements are standardised?

The lead teacher ensures that teachers’judgments are standardised by organising standardisation training before the summative assessment period in May. This is a rolling programme focusing on a different subject each year and looks at P1 to NC Level 2. Standardisation training also includes using APP materials covering NC Level 1 and 2. The success and value placed on this program by teachers has meant that possibly more meetings will be scheduled for the next academic year. The school also uses a framework of attainment to ensure all staff apply a consistent use of language when making a judgement.

How is the lead teacher/subject co-ordinator involved with preparing teachers for moderation?

The lead teacher prepares teachers for moderation by organising termly moderation meetings for all the staff in the school. Before the meeting all teachers will agree the number of pupils to be used in the sampling activity and decide on the nature of evidence to support their judgements. CASPA and P-scale exemplar files are used for reference. These are carried out in class teams with two teams joining together. They include teachers and teaching assistants. Each moderation meeting moderates one strand of English and Maths on a rolling programme and one other subject. The other subject is usually chosen in line with the school improvement plan schedule of subject reviews. The number of samples of evidence each teacher needs to provide and the specific P level for each subject is decided by the lead teacher to ensure coverage of the whole range of ability for that subject. The lead teacher is then available to support each group with any issues that arise during the discussions. The decisions by each group is recorded and passed on to the lead teacher for assessment and each of the subject co-ordinators. The lead teacher then produces a written summary which includes any feedback/action points for development of practice.

The lead teacher also facilitates the cross school moderation meetings and attends each meeting. These meetings involve all the special schools in the Manchester LA.

How is the lead teacher/subject co-ordinator involved in ensuring accurate assessments are taking place?

To further ensure accurate assessments are taking place following the moderation meetings the lead teacher will meet with any teacher whose assessment levels have not been agreed. During this meeting the lead teacher will discuss the problems that have been identified by the moderation group and work together with the teacher to ensure greater accuracy or clarity in their future assessments.

The lead teacher also monitors all formative assessments carried out every half term and as part of this will check for accuracy with the evidence and the level assigned.

The lead teacher has had meetings with each of the teachers to discuss the assessments and is available at any time to discuss any problems teachers have with the assessments.

The lead teacher also analyses patterns of pupil progress, particularly in context of previous progress and any ‘peaks’ or ‘troughs’ are identified, unpicked and reasons why discussed.

What evidence does the school collect and how does the school ensure that the evidence shows the pupil’s performance over a range of contexts over the year?

Every half term the teachers carry out formal formative assessments for each of the core subjects on one of the strands. Each half term has a different strand to assess. The foundation subjects are also assessed following this schedule twice a year to ensure skills measured more than once and achievement consolidated. These assessments are written up using the standard proforma to include date, learning objective, context (including support provided), the child’s learning, P Level descriptor with section highlighted that is associated with the assessment.

Any evidence can be attached to each of the assessment that will support the level given for example, piece of work, photograph and video. These have to be annotated and support the teacher’s observation of the child’s learning.

How does the school make sure the evidence is predominantly based on assessments made whilst the child was working independently and consistently?

All assessments must include the amount of support the child was given, which the framework of attainment helps to standardise. The evidence used can only be used if it matches the amount of support specified in the level descriptor. This always forms part of the standardisation meetings, moderation meetings and the moderation discussions.

How does the lead teacher ensure assessment information is used effectively for target setting and identifying next steps in learning?

Assessment for learning – day to day planning is monitored in terms of quality of teaching and learning to ensure planning is based on prior learning.

CASPA targets are used as another tool to support teachers to set aspirational targets for each child. CASPA uses their standard rate of progress to set targets which is not always suitable for children with SLD and ASD and the children with a lot of medical problem whose attendance is low.

The formal formative assessments include targets and if the child is on track to meet these targets. If they are not on track teachers record possible reasons why this may be the case and any remedial action to take place.

How does the school track and monitor pupil progress and attainment?

At the end of the school year each child is assessed using PIVATS and given a very specific level. The class teacher then sets a target for the amount of progress based on PIVATS the child will make in the following year. This is based on previous progress and the specifics of the next P Level.

Each half term the class teacher then carries out a formal formative assessment in a strand of each of the core subjects. The teacher will make a judgement based on the assessment for the half term and the PIVATS target if the child is on track to achieve their target.

The lead teacher for assessment then monitors these assessments by taking a sample of each class and checking if the children are on track. Over the year the lead teacher will have checked each child at least once to confirm they are on track.

At the end of the year PIVATS assessments are carried out again and these are passed on to the head teacher and the lead teacher. These are then analysed to assess if they are making progress and if they are meeting their progress target.

The lead teacher and the head teacher use the ‘Progression Guidance’ quartile tables and data sets to analyse current progress and expected progress to ensure children are being set aspirational targets. These are then tracked year on year to ensure they are making their expected or above expected progress.

How does the school evaluate the progress of learners?

The Head teacher and the lead teacher have always used a standard guide to the expected level of progress for groups of children. In the past this was the HMI judgement guide but now Progression Guidance data sets are used and CASPA.

At the end of Year 5 the lead teacher uses the Progression Guidance quartile tables to plot where each child was at the end of KS1 and where they are expected to be at the end of Year 6 when they are expected to meet their end of KS2 targets. These are then analysed with contextual information using Ofsted gradings, inadequate to outstanding progress.

Year on year progress is analysed using CASPA. The child’s progress is analysed as to whether they are 1; making progress, 2; progress in is line with the rate of progress of a similar child, 3; progress is greater than the expected rate of progress of a similar child.

Subject leaders also use CASPA to evaluate the progress of learners in their subject. It will tell them how many pupils have made not enough progress, expected progress or exceeded expectations and targets set. The subject leaders use this information to identify possible areas for development in each curriculum area.