Pupil Progress and Achievement
Assessment and Progress
Holistic Assessment and Intervention – Life Beyond Levels
At Mayfield School we are proud of all of our children and the outstanding progress they make across all aspects of their learning and development.
In addition to the statutory assessments required of all schools to report data at the end of Key Stages we also personalise progress each year for every pupil. This is done for Cognition and Learning (English and Mathematics).
Over the last 3 years alongside the assessment of academic progress we have introduced and developed a number of assessments linked to the array of interventions used in school. These are intended to measure all aspects of pupils learning and progress including personal, social , emotional and physical.
Traditionally these more bespoke methods reflect the aspects of progress which are harder to quantify but are valued most highly by staff and parents. In simple terms we consider this as a means to Measure What Matters.
This approach is part of our proactive response to developing our individual curriculum provision- One size fits one
This approach determines which aspects of progress we assess for each student. This is, as always, relative to their age, prior attainment and cognitive range.
In simple terms our curriculum drives the assessment we use. Progress is then measured in the most appropriate and meaningful format for children and their families.
The approach is now in place across the whole school and used to support short, medium and long term planning. In addition it enables us to work with families to set appropriate outcomes in relation to students Education Health and Care plans.
The benefit of the approach is that it can respond to individual need, adapt to new ideas and expand over time in response to the changing needs of our pupils.