PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
CONTENTS
Page
1.0
INTRODUCTION...........................................................................................................................................1
2.0
CURRICULUM AND ASSESSMENT PATHWAY .....................................................................................2
3.0
PLANNING PRACTICE ...............................................................................................................................3
4.0
ASSESSMENT PRACTICE .........................................................................................................................3
5.0
RECORDING ASSESSMENT .....................................................................................................................5
6.0
REPORTING ASSESSMENT .................................................................................................................... 11
7.0
PUPIL FILES ............................................................................................................................................... 12
8.0
LINKS TO OTHER SUBJECTS/AREA POLICIES .................................................................................. 12
1.0
INTRODUCTION
This policy outlines Outcomes First Group aims to ensure effective & consistent planning, assessment,
recording and reporting practice throughout the school and within class groups.
Implementation: It is the responsibility of line managers to ensure that staff members are aware of and
understand this policy and any subsequent revisions.
Compliance: This policy complies with all relevant regulations and other legislation as detailed in the
Compliance with Regulations & Legislation Statement.
“Assessing the learning needs of children with autism can be difficult and frustratingly inconclusive.
Ironically, it is these very features which tell us why assessment for children with autism is so
important. Because many children with autism are complex, challenging and unsuited to standard
assessments, practitioners need to engage in a comprehensive programme which represents the
child’s learning profile, determines their level of attainment and informs the planning of appropriate
future objectives”
Martin Hanbury (2005)
Aims of the Policy
1. To ensure effective and consistent planning, assessment, recording and reporting practice
throughout the school and within class groups.
2. To meet our statutory requirements concerning planning, assessment, recording and reporting.
3. To set out the roles and responsibilities of different staff within the school concerning
planning, assessment, recording and reporting.
4. To set out arrangements for the assessment of the Curriculum through tasks, tests and
teacher assessment.
5. To set out arrangements for the assessment of accredited courses.
Aims of our Practice
Page 1 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
1. To facilitate individual progress and attainment for all our students, through effective planning,
recording and evaluation of their work.
2. To ensure accurate summative reporting to parents, carers, Local Authorities, Government
agencies, and additional significant others as required.
3. To inform individual, group and whole school target setting processes.
4. To inform the planning process for student objectives.
5. To motivate students to achieve their full potential.
2.0
CURRICULUM AND ASSESSMENT PATHWAY
The school is split into three areas by age, each with a different curriculum which builds on the previous one.
These curriculums all support the development of communication, functional literacy and numeracy, problem
solving, awareness of the community and world around them as well as social skills and citizenship.
Page 2 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
KS2 and KS3- This thematic curriculum is underpinned by EQUALS semi-formal SLD and MLD curriculum.
KS4- This thematic curriculum is underpinned by ASDAN’s Towards Independence Curriculum Programme.
Post 16- This thematic curriculum is underpinned by ASDAN’s Personal Progress and Personal and Social
Development Qualifications.
For further information about the curriculum see Options Higford Curriculum Policy.
3.0 PLANNING PRACTICE
Options Higford has agreed planning formats which reflect the individual needs of students at different
stages of their school career. Although these differ for each Key stage, they each include the schools
agreed minimum of activity and personalised learning objectives per lesson, deployment of staff and an
evaluation for daily or weekly planning.
Thematic Overview
The curriculum programmes are supported by thematic overviews which are written by the Key Stage
leads following a planning meeting involving all teachers and tutors. These thematic overviews are based
on the relevant Equals schemes of work or ASDAN programme/ awards being covered.
Medium Term Planning
Teacher will work in key stages to create a medium term planning from the thematic overview.
Medium Term Plans are collected and audited by the Head of Key Stage Curriculum Leads which is
monitored by the Senior Teacher at the beginning of each half term.
Medium term and daily/weekly planning should be displayed and made available in the classroom.
4.0
ASSESSMENT PRACTICE
Key Principles for Assessment
 Assessment is at the heart of teaching and learning.
 Analysis of assessment information will be used to improve the quality of teaching.
 Assessment will be accurate, consistent, reliable, free from bias, understood by all and increase
parental confidence.
 Reliability of teacher assessment will be achieved and evidenced through rigorous moderation.
 Assessment will draw on a wide range of evidence to provide a complete picture of student
achievement over time.
 Assessment will be used to set high expectations for all students, to celebrate achievement and
to inform the next steps for students, their families and teachers.
(Massey, 2016)
Page 3 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
Role of Assessment at Options Higford
 To discover a student’s level of attainment and/or functioning in relevant areas, in order that
appropriate teaching objectives and expected learning outcomes can be planned and implemented.
 To raise standards of attainment and behaviour, and improve student attitudes and responses
 To promote student self-esteem through a shared understanding of the learning processes and
the routes to improvement
 To guide and support education staff as planner, provider and evaluator
 To draw upon as wide a range of evidence as possible using a variety of assessment activities
 To track student performance and in particular identify those students at risk of underachievement
 To provide information which can be used by teachers, tutors and the Headteacher as they plan
for individual students and groups
 To provide information which can be used by parents, carers or significant others to understand
their child’s strengths, weaknesses and progress
 To provide information which can be used by other interested parties
 To provide information which can be used to evaluate the school’s performance against its
own previous attainment over time and against national standards
 To celebrate success and report achievement.
Assessment is not a singular activity; it is about measurement of performance at a given point in time and a
way of gaining information to promote future learning. A key feature of meaningful assessment is clarity of
purpose. As practitioners involved in the assessment of students with autism we need to employ a number
of perspectives in order to build up a composite assessment of the individual which recognises their
complexity as a learner with autism. When assessing our students we need to take into account:
The Context
The learner with autism is likely to perform in differing ways in different contexts, bearing in mind that people
make up the context as much as the physical environment
Variable Performance
If a student cannot perform a task in one context which they are known to be able to perform in another, this
tells us something important about their learning.
Irregular Learning Profile
Learners with autism are likely to have an irregular learning profile therefore we need to beware of making
assumptions of their overall ability based upon evidence of their performance in specific areas
Well-being
Learners with autism are particularly prone to ill-health either through associated conditions, dietary effects,
poor sleep patterns or stress which can impact upon their academic performance.
Therefore, diversity in assessment methods, incorporating observation, interviews with multi-disciplinary
team and family members, and standardised tasks and tests by education staff and clinicians are all aspects
of our practice. However, our first point of principle is always to hold on to aspects of assessment that aim
to measure what we value rather than simply valuing what we are able to measure.
Assessment for Learning/ Assessment of Learning
Assessment for learning (AfL)
Page 4 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
- Assessment for learning helps to identify the next steps needed to make progress. It takes account of
pupils’ strengths as well as weaknesses.
Assessment of learning
- Assessment of learning is more associated with judgements based on grades and ranks and with public
accountability.
These two types of assessment activities should not be polarised in debate or be considered mutually
exclusive in practice. Both are essential in raising standards and are key professional skills.
5.0 RECORDING ASSESSMENT
Summative assessment
B Squared
Options Higford uses the B Squared Assessment Program. In the 2018-2019 academic year it will be used to
make summative assessments of our pupils against three areas:
-
P levels and National Curriculum Steps for KS2-KS4 students (English, Maths, Science, PSHE and
computing) and Milestones for Post-16 students (English and Maths)
Creating a baseline of the students against the engagement and/or progression steps.
Autism Progress
B Squared shows the progress made by the student over a period of time and the areas to be mastered
which will support future planning across the curriculum.
The different levels which are used to record varying degrees of understanding are:
Not Applicable
The student will never be able to meet this target for a specific reason e.g. it is related to
sleep and they are a day student so we are unable to gather evidence. This is not to be used
when they will never be able to meet the target due to attainment or behavioural needs.
Encounter
The student has been given the opportunity to work on a skill but due to their need or other
reason they have not participated.
Engage
The student is joining in or trying to join in with the activity but does not yet show a level of
understanding.
Gaining Skills and Understanding
The student has engaged in an activity and can almost achieve the skill. The student may
require some prompting or supporting to achieve the skills.
Mastered
The pupil has achieved the skill in a range of environments/ settings/ activities on a number
of occasions.
The Headteacher and Assessment & Accreditation Co-ordinator have access to all students’ data. This
is in order to set targets, evaluate progress and check for consistency across the school. Teachers are to
Page 5 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
discuss students’ progress with Tutors and Learning Support Assistants when they update the assessment.
Teachers are required to update B Squared at the end of each term as a minimum.
Target Setting
Achievable but challenging Targets are set for the students on a yearly basis which are then broken down into termly
targets. Progression Guidance information is used as a basis for these targets although the targets are sometimes
higher than those suggested to ensure high expectations. These are agreed by the Headteacher and Assessment
& Accreditation C oordinator and are evaluated at the end of each term once teachers have updated their B
Squared assessment data.
The level of progress made by the students is split into emerging/ expected progress/ above expected
progress.
This data is monitored to see if there are any trends or areas which need further support.
Accredited courses
All students from year 10 onwards undertake appropriate curriculum programmes or accredited
qualifications by ASDAN . KS4 students work towards ASDAN’s Towards Independence which provides
the basis of their curriculum.
All Post 16 students work towards an accredited ASDAN qualification. Students working at pre-entry level
achieve the Personal Progress Award and those working at Entry Levels 1-3 achieve the Personal and
Social Development Award.
The programmes and qualifications are worked on by the students through their curriculum and evidence
collated on an ongoing basis. On a termly basis teachers will meet to moderate ASDAN units and ensure all
staff are compiling work accurately, fairly and in accordance with ASDAN guidelines. The evidence is then
compiled towards the end of year 11 or year 14 before being internally moderated.
Student’s access to courses is based on an individual basis and alternative courses and qualifications are explored
where required.
MAPP
MAPP is used by teachers to assess the Communication and Interaction, Social, Emotional and Mental Health and
Sensory and Physical IEP targets. MAPP allows us to assess targets in more depth by giving students a level of
progress against prompting, fluency, maintenance and generalisability.
End of Key Stage assessments
Options Higford is not required to enter students into end of Key stage SAT’s as it is an independent school. Options
Higford chooses not to enter students optionally as the majority of students do not meet the thresholds for the
assessments. Teachers are required to continue with internal assessments, both formative and summative.
Individual Education Plans (IEP’s).
IEP’s are written by Teachers for each student based on the long term targets set in their Annual Education Review.
IEP targets are split into the four areas of the Code of Practice:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health
- Sensory and Physical.
Page 6 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
These are written using an agreed format and are displayed in the students’ IEP files in class. These targets should
be SMART (Specific, Measurable, Attainable, Relevant, Timely), include strategies to be used to enable the target to
be met.
IEP’s are evaluated on a termly basis and alterations made to the target and supporting strategies if needed. The
Communication and Interaction, Social, Emotional and Mental Health, and Sensory and Physical targets are
evaluated using MAPP. The Cognition and Learning target is evaluated using B squared data.
Moderation
Teachers meet on a half termly basis to moderate students’ work files against their B Squared data.
Moderation takes place for work against P-levels and NC levels as well as for ASDAN qualifications in Key
stage 4 and Post 16.
External Moderation also takes place between a cluster of local special schools on a half termly basis.
Formative assessment
Evidence for Learning APP
Photographs are assessed using the Evidence for Learning App on class Ipads. This application allows us
to link photos of students to relevant frameworks e.g. IEP targets, P-levels or ASDAN unit objectives. The
application is also used to make a comment on what happened and what levels the student was on the
MAPP continuum.
The assessments made on Evidence for Learning can be made into documents and printed where needed.
Observational assessments and Work Annotation
Observational assessment should be common practice for all students and should be completed by all staff.
These observations should be recorded using a standard format which includes what level of support was
required, a learning objective if applicable, MAPP assessment as well as a space for a comment. This
format is also used to annotate work.
The format used for assessment is dependent on key stage.
KS2 and 3 Observation Form:
Page 7 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
Date:
Staff
Initials
Learning
Objective/
Assessment
Criteria
Observation:
Circle appropriate level
MAPP
Prompting
1
2
3
4
5
1
2
3
4
5
1
2
3
4
1
2
3
4
6
7
8
9
10
7
8
9
10
8
9
10
8
9
10
Fluency
6
Maintenance
5
6
7
Generalisation
5
6
7
Page 8 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
KS4 Observation Form:
Date:
Staff
Initials
Learning
Objective/
Assessment
Criteria
Observation:
Circle appropriate level
ASDAN- Towards Independence
MAPP
Unit:

2
3
4
1
2
3
4
Prompting
5
6
7
Fluency
5
6
7
1
2
3
4
1
2
3
4
8
9
10
8
9
10
Maintenance
5
6
7
8
9
10
Generalisation
5
6
7
8
9
10
Experience recorded

Gestural help

No help

Physical help

Sensory experience

1
Spoken/signed help
Page 9 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
Post 16 Observation Form:
Date:
Staff
Initials
Learning
Objective/
Assessment
Criteria
Observation:
Circle appropriate level
ASDAN- Personal Progress
MAPP
Achievement Continuum
1-
Encounter
2-
Early awareness
3-
Interest
4-
Supported Participation
5-
Active Involvement
6-
Development
7-
Exploration
8-
Initiation
9-
Consolidation
Prompting
1
2
3
4
5
6
7
8
9
10
7
8
9
10
8
9
10
8
9
10
Fluency
1
2
3
4
5
6
Maintenance
10- Application
1
2
3
4
5
6
7
Generalisation
1
2
3
4
5
6
7
Lesson plans
There is an expectation that planning is assessed in order to make effective use of AFL. This will be
apparent through annotation of medium term, weekly or daily planning.
Page 10 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
6.0 REPORTING ASSESSMENT
Annual Education Reviews
This is a review of progress made since the Statement of Special Educational Needs, Educational
Health Care Plan or the previous Annual Education Review (including the transition plan where
applicable). It reports on progress made in line with the statement/ EHCP and long term targets. It
then sets n e w objectives for the next 12 months. Targets are set by teachers and must be achievable
within a 12 month period. Long term targets are then placed on the IEP.

Long term targets meet the following areas:




Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health
Sensory and Physical
There is an agreed common format used across the school to record progress made since the last
Annual Education Review and set new objectives. Before an Annual Education Review takes place it is the
responsibility of the class teacher to read the pupil’s Statement of Special Needs or Education Health Care
Plan held in the Pupil File Central Records and managed by the Administration Team.
Individual Education Plans
Students have an Individual Education Plan (IEP) written at their Annual Education Review (AER). The IEP
sets out the long term targets agreed at the AER and the strategies to support these. A baseline is given
against MAPP for Communication and Interaction; Social, Emotional and Mental Health; and Sensory and
Physical targets. A baseline is given for Cognition and Learning targets against B squared.
IEP’s are evaluated on a termly basis by class teachers using MAPP/ B squared and a comment made on progress.
If there are any changes required to the target then these are also made.
Annual Reports
Annual reports are sent to parents/ carers and significant others. They report on progress made across the
four areas of the Code of Practice (Communication and Interaction; Cognition and Learning; Social,
Emotional and Mental Health; Sensory and Physical), illustrated with photographic evidence as a
celebration of student enjoyment, engagement and achievement. They include P-level/ Milestone Level /
National Curriculum Level attainment as appropriate and details of progress towards / achievement of
accredited courses.
Reporting needs to accentuate the positive, and progress made, whilst also acknowledging negative
behaviour, regression and underachievement where applicable.
There is an agreed common format used across the school for writing Annual Reports.
Page 11 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually
PLANNING, ASSESSMENT RECORDING & REPORTING POLICY
POLICY FOLDER: OPTIONS AUTISM & LD – OPTIONS HIGFORD (SCHOOL)
7.0 PUPIL FILES
Each pupil has two types of file which are to be kept in the classroom.
Pupil Portrait files
-
Pupil Portrait
Positive behaviour support plan
Current IEP.
Most recent clinical reports including feeding plans.
Timetable
‘My Views’ document.
Work Folders
All work and observational/ photo assessments should be attached to the correct observation forms before filling.
KS2 and 3:
-
One folder for English and Maths (red file)
Folder for each termly topic. (yellow file)
-
Folders for English and Maths (red file)
ASDAN Towards Independence folder
ASDAN evidence folder (purple file)
-
ASDAN Personal Progress/PSD working file with a divided section for all units. (purple file)
ASDAN Personal Progress/PSD completed module file.
KS4:
KS5:
8.0 LINKS TO OTHER SUBJECTS/AREA POLICIES


Teaching and Learning policy
Curriculum Policy
Page 12 of 12
Document Type
Policy
Version Number
1.0
Policy Owner
Head of ASC Residential Schools
Last Review Date
18.06.2018
Date First Issued
22.06.2017
Next Review Date
At least annually