Assessments

“The beauty of children is in their adaptation; we must nurture their spirit and never put limits on their potential; the plan we have for them may be the very thing that limits them. Never forget they are whole as they are, we are the ones that have to learn to listen differently.” (Dana Hall)

Each class has a bespoke timetable in place which is structured to meet the needs of all pupils. Although sessions are outlined on the timetable, every pupil’s access is personalised. Timetables are dynamic and flexible and are regularly reviewed and discussed. The structure of the timetable allows for dedicated time to carry out therapies and individualised support programmes.

Teachers meet twice per year to reflect on pupil journeys over time. In these meetings, we discuss pupil progress and whether this is on target, exceeding expectations or requiring further support as well as discussing the impact of the curriculum and the pupils’ engagement within the sessions offered. As part of these meetings, teachers will identify curriculum areas where additional support is required. As a team, strategies and changes to approaches are discussed within the meeting and documented on the pupil’s journey. Teachers work collaboratively to problem solve and provide the necessary support to their pupils.

Professional discussions take place twice per year with teachers. The progress of individuals is discussed. Support and interventions are identified in addition to challenging teachers to consider ambitious next steps when pupils are exceeding their targets. 

Ongoing discussions around pupil engagement and motivation are encouraged within class teams and with the curriculum lead to continually improve classroom practice.