P -scale measures

Currently we track and anlayse progress through the P scales.  These are series of descriptors across 8 levels that preceed the requirements of attainment in mainstream education (from Year 1 expectations onwards - P-Scales DFE 2014).  We moderate our judgments and anlayse progress against expectations using a range of strategies including the use of CASPA databse, external moderation and internal pupil case study progress reviews.  A summary of progress through the P scales is reported to the Governors through the Head teacher Reports.

In line with the recommendations in the Rochford Review (October 2016) we also use other formative and summative progress tracking systems that allow us to fine tune our curriculum planning, assessment of needs and target setting for meeting each individual pupil's needs.  These inlcude:

- Communication Matrix

- The Wirral Early Years breakdown of goals

- Pathway planning for Post 16 students

- Evidence for Learning - online system for collating evdinece of progress towards each pupil's personalised framework

 

Personalised Learning Intention Mapping (PLIM)

Please refer to the section 'Personlised Learning Intention Maps (PLIMS).'   Our Annual Review process tracks progress from the aspirations in the EHCP through to the PLIMs.  Progress towards our PLIMS targets are assessed by the teachers each week and a termly evaluation is shared with parents.   Moderation of these targets has taken place within pupil progress review meetings and via a moderation process with a school following a similar curriculum approach in another authority. 

 

Moderation

-          We keep an evidence file for our moderation with Lancashire p scale moderation processes.  Our assessments are deemed to be in excess of 95% accurate and has improved year on year.

-          Blackpool Early Years and Key Stage 1 moderation exercises determine consistently good judgements of pupil attainment in the Early Years and across Key stage 1. (Ref: LA Notes of Visit)

-          ASDAN moderation processes consistently highlight best practice in our systems and assessments of student attainment at entry level.  (Moderation feedback reports year on year)

-          School to school moderation of individual pupil targets have taken place with another Special School in another authority.   

Early Years

All pupils make progress through the seven areas of learning in the Early Years Foundation Stage Curriculum.  Individual profiles are tracked using:

- The Wirral Early Years profile in order to break down measures from the EYFS and Development Matters which, for most of our pupils, do not break down the developmental steps into sufficiently SMART goals. 

- 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.

- In the pupils’ individual targets, as documented on their Personal Learning Intention Maps (PLIM’s);

To assure we are setting sufficiently challenging targets, making accurate and consistent assessments in line with STA guidance and exemplification, our Early Years Teachers undertake agreement trialling at the annual Moderation Clusters with other Blackpool Early Years Settings, mainstream and special.  Woodlands receive external moderation visits where our assessments of pupils’ attainment are scrutinised.  Our most recent  developmental feedback was to share our best practice with colleagues in other schools.  This we have achieved through liaison with the Blackpool Early Years Specialist Teaching team. 

 

Post 16

Individual profiles are tracked through:

-        ASDAN - All pupils take options as part of the ASDAN accreditation and qualification system. The ASDAN programmes offer formal recognition for small steps achieved towards a larger goal, as each module can be used separately and accumulated to build up a record of personal achievement. Regular internal moderation of the work undertaken and the evidence produced facilitates the tracking of progress for all pupils.

 

-        The pupils’ individual targets, as documented on their Personal Learning Intention Maps (PLIM’s).

 

-        The destinations of our students Post 19 are facilitated and guided by the EHCP process and the transiitons Social Worker.  Almost all our students transfer to Post 19 college placements and remain on the courses they identify in the EHCP aspirations. 

 

Progress in Personal, Social Development
 

Achievements in personal and social development exceed expectations for the vast majority of our pupils and underpin all other learning. Pupils’ readiness: to learn; engage in social situations and transition to adult life confirm this view.

  • Pupils’ 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.
  • Pupils, if able, they learn to for example to be toilet trained, feed, communicate, dress, shop, engage appropriately etc. These observations are confirmed by parents, therapists, (see annual reviews). 

Achievement against Annual Review Targets

  • Pupils make excellent achievements against their personalised annual review targets. These targets are rigorously monitored  to ensure consistency in targets across school. 
    Pupils consistently demonstrated their commitment to succeed and persevere in achieving these personalised challenges
  • There are many examples of excellent achievements for individual pupils e.g. learning to tolerate new environments, developing personal commutation skills; learning to tolerate others, etc.