Key Principles of Assessment

At Stony Dean School, assessment is embedded in all aspects of our practice. Assessment is broken down into the following areas:

  1. 1.       Providing reliable information about children’s  progress

a)       We create meaningful tracking of student progress towards end of Key Stage expectations and feed back to parents through parents evening and the Annual Review process.

b)       We provide information which is easily transferable and understood; it includes qualitative information such as teacher reports and quantitative information.

c)       We have controls in effect to ensure that students of differing abilities who are falling behind are identified and supported. In addition, we identify students who are excelling and implement measures to support their development.

d)       The measurements are balanced judgements that are free from bias and are based on quantifiable evidence.

  1. 2.       Help drive improvements for pupils and teachers

a)       Assessment is closely linked to improving the quality of teaching.

b)       Assessment is explicitly linked to feedback to students that contributes to improved learning and has clear tangible objectives.

c)       To produce recordable measures that can demonstrate progress over expected progress to reflect learning over time.

  1. 3.        Making Sure that Stony Dean School is keeping up with external practice and innovation

a)       The assessment principles of the school will be created using local networks embedded in statutory guidance to develop systems that allow all stakeholders clear transparent information about attainment and progress.

Assessment and learning are a continuous process of development which is underpinned by pastoral guidance and support. These two areas are undertaken all year round to ensure that the learning potential is maximised for all of our learners.  Pupils’ achievement and progress are monitored continuously to review and revise targets that are based around the development of knowledge and skills.  Targets stem from the overarching targets from the Annual Review process and are blended with academic targets set from curriculum areas.  These targets are reviewed regularly within lessons and in tutor time.  These targets are designed to meet the young person’s varied needs whether it’s specific skills to meet a qualification or an emotional social target.  The process involves students, parents and teachers to ensure that these targets are robust and tailored to meet the young person’s need.

Annual reviews meetings are a compulsory requirement for all of our young people and the pupils are centre to this process. Their feedback, opinions, preferences are at the heart of the process to ensure that their needs are met and that the curriculum is meeting their needs. In the Sixth Form the transition to a central element to the annual review and the preparation for this is at the heart of the Sixth Form. Travel training, awareness of self and independence is central to a successful transition and this preparation allows the Sixth Formers confidence in what they want for their own future.

Accreditation comes through GCSEs, Functional Skills, BTEC, DOFE, ASDAN and EQUALS. Students are entered and participation is encouraged in the qualifications that are suitable to their skill level.  Targets are set for the students based upon prior trajectory and each pupil’s progress is closely monitored.

We record our data via classroom monitor to record progress of content and skill development of the students. The record enables the school to provide evidence for OFSTED and Governors. This data is accessible and rigorously monitored. They refer to ‘levels’ but steps within the level descriptors are clear.  They have designed a new system to be able to guide, track and monitor progress. We use external data sets to ensure that our students are meeting or exceeding their targets, from FFT, Progression Guidance, CASPA etc.

We are proud of our students’ achievements, despite the considerable barriers they have in front of them and we are proud of both their academic and non-academic achievements. We firmly believe that our young people’s achievements are encapsulated by their ability to be independent, happy, determined and contributing members of society.