Pupil Progress and Accreditation:
Our students’ learning is captured and reviewed using Evidence for Learning (EfL). Through EfL we are able to record progress towards: key outcomes for the Pathway, EHCP outcomes, Annual Review targets and Personal Learning Intention Maps (PLIMs). Pupil Progress Meetings are held three times a year between the class teacher and the Headteacher. Reflection / moderation meetings are held weekly between the class teacher and the TA3. These meetings ensure that our judgements are accurate and that we are maximising opportunities for our students to learn and progress, and to ensure the evidence on EfL is evident and shows progress towards targets / outcomes.
Moderation of the PLIMs is carried out each half term internally.
External moderation of individual pupil targets is carried out with 3 other special schools across the county.
ASDAN moderation processes consistently highlight best practice in our systems and assessments of student attainment.
All pupils make progress through the seven areas of learning in the Early Years Foundation Stage Curriculum.
Individual profiles are tracked using:
- Progress against the Early Years Outcomes at the earliest stages in the 3 Prime Areas of Communication and Language, Personal, Social and Emotional Development and Physical Development are assessed against baseline assessment data.
- Progress towards the key outcomes within the Curriculum Pathways
- Progress towards pupils’ individual targets, as documented in their EHCP outcomes, Annual Review targets and on their Personal Learning Intention Maps (PLIM’s);
Our Early Years Teachers undertake agreement trialling at the annual Moderation Clusters with other Blackpool Early Years Settings, mainstream and special. This is to ensure we are setting sufficiently challenging targets and making accurate and consistent assessments in line with STA guidance and exemplification. Our assessment of pupils’ attainment is scrutinised during external moderation visits.
KS4 and KS5:
ASDAN is a national accreditation which is widely recognised by educators and empowers learners through personalised learning and choice. The courses are motivating and enhance learners’ confidence, self-esteem and resilience. Learners’ develop core skills in teamwork, communication and problem solving. As the students work through the course they will receive certificates of accreditation.
Students will follow the programme – My Independence, and depending on the Pathway the student is following will be dependent on the accreditation:
- Supporting Aspirations – aims to develop friendships, relationships and knowledge of the wider community. It provides opportunities to experience ways of maintaining a healthy lifestyle.
- Realising Aspirations – aims to promote inclusion, extend and develop learning opportunities beyond school and provide good plans for the support required to make this a reality.
- Transforming Aspirations – aims to better prepare young people for the next stage in their education, including employment and independent living.
Alongside the above programme, students will also work towards Life Skills Challenges:
This is a flexible way to recognise and reward small steps of achievement with a focus on personalised learning and progression.
Duke of Edinburgh Award:
This is a flexible programme of cultural and adventurous activities for young people.
- Develop independence skills
- Increase life skills and experiences
- Increase and develop their confidence both in school and the wider community
- Work as part of a team to achieve a goal
- Have fun whilst developing skills and working with their friends
- Throughout the programme, students will have the opportunity to:
- Make a meal in the great outdoors
- Work as part of a team to pitch a tent
- Build a den in the great outdoors
- Develop a skill which is of interest to them
- Volunteer to help in the community i.e. litter picking
Progress in Personal, Social Development:
Personal and social development underpins our curriculum. Students’ readiness: to learn; engage in social situations and transition to adult life confirm this view.
Students’ achievements in PSD across school allows a 100% of our students who leave in year 14 to take up placements in local colleges, supported work or individual programmes. This represents outstanding achievement for pupils who entered our school at the lowest stages of development.