Blue River Academy Assessment Procedure
Initial Assessment:
Blue River recognises each of our pupils is a complex individual with multiple needs.
In order for each student to progress effectively, Blue River assesses, monitors and
takes into account wider factors which impact significantly on the pupil’s education
and wider personal development. We begin this person centred approach by
gathering as much information as possible about the personal circumstances,
abilities and aptitudes of each new student on his/ her arrival. This helps to
formulate the best plan that we can to provide for each student’s educational, moral
and spiritual development. Students are assessed initially and thereafter
continuously in respect of both their education and their behaviour. Research
commissioned by the Learning and Skills Council found that effective initial
assessment improved the effectiveness of subsequent learning plans and increased
the benefit that the learners derived from the learning programme.
Procedure
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We gather information concerning the student from previous schools and
provisions about their personal circumstances, academic and behavioural
standards including additional issues and reports using the Student
Induction Form
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The student completes diagnostic tests in Maths and English, Science (and
other agreed subjects) to gain initial assessment scores based upon the
results of which, he/ she will be streamed under a specific tutor. The
diagnostic data gathered from the initial assessment is recorded on the
Individual Learning Plan, to highlight areas of strength and weakness
within the subject and the appropriate level of work to be set for the pupils
needs.
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Introduction forms and questionnaires allow further details to be gained
including previous experience of school and education, future plans and
aspirations, preferred learning styles, and self development needs. This
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Information enables Blue River to construct a mode of working suitable to
each pupil. The forms for this purpose are the Self Awareness
Questionnaire, the Questionnaire for BR, the Solving Problems and
Making Decisions Questionnaire, the Working with Others
Questionnaire, VAK learning styles.
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
The student attends an interview where a formal acceptance may be made
based upon the sum of information gathered about the student. The student
will sign the Training Contract for Students.

The student’s intended focus teacher begins the Personal Development
Plan which is kept in file on a need-to-use basis

The student’s details are recorded on the confidential Student Contacts List
Ongoing Assessment
After compiling and analyzing initial data gathered and taking into account additional
factors which may impact significantly on the pupil’s education and development,
Blue River begins to formulate individual learning plans. These plans aim to inform
the pupil of their current strengths and weaknesses, barriers and obstacles they may
face internally and externally, map out the distance they must travel and the time
scales they must work within to achieve their agreed target and the milestones we
set which we will review to ensure that they are on course to reach the agreed
targets. Once in the class, each student will find continuous assessments which are
set not to make life stressful but are set in order to build confidence in the learning
as he/ she begins to see a pattern of improvement in his/ her academic ability. It
also encourages competitive efforts amongst peers and a healthy learning culture in
the classroom. Tutors are also able to gain feedback on their varying techniques and
personal efforts in developing the student which allows them to re-assess and
improve upon the techniques which in effect further develop the learners.
Continuous assessment maintains challenging targets for the student. Blue River
ensures that the student understands the objective for learning through recognising
the benefits he/ she will gain in the end. This then is translated down into every
lesson such that the student not only feels that every lesson is relevant to achieving
the objective, but every aspect, topic and work set is another step towards the
objective. In this way, students value each lesson and are encouraged to do work
outside the classroom.
Blue River also encourages parents to become engaged in the work of their child.
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Research commissioned by the Department of Education and
Skills found that:

Parental involvement in a child’s schooling for a child between the ages of 7
and 16 is a more powerful force than family background, size of family and
level of parental education

Parental involvement has a significant effect on pupil achievement throughout
the years of schooling.

Educational failure is increased by lack of parental interest in schooling.

In particular, a father’s interest in a child’s schooling is strongly linked to
educational outcomes for the child.

Most parents believe that the responsibility for their child’s education is
shared between parents and the school
Procedure
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The student’s intended focus teacher formulates the ILP
Whole class tests are conducted according to the syllabus timetable
Individual tests are conducted according to the individual ILP
Focus tutor to prepare ILP with subject tutor and complete first 2
pages of ILP regarding student’s issues and obstacles to learning.
Focus tutor to attend individual student tutorials and 4 week reviews.
Focus tutor must write examples of student progress
If student does not meet 4 week target focus tutor must use action
plan form to show how student can complete outstanding work and
improve on areas of weakness within upcoming 4 weeks.
Ongoing assessment and feedback is available on-line between student
and tutor
Tutors will engage parents in the ongoing assessment of their child
through parent meetings. Any concerns raised or actions agreed upon
in parent meetings will be recorded on the Parent Meeting Form.
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