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At Three Ways School, effective assessment provides information to improve teaching and learning. It is key in a generic special school that all practitioners know how pupils with Profound and Multiple learning difficulties (PMLD), Severe learning difficulties (SLD), Autistic Spectrum Conditions (ASC) and Moderate Learning difficulties (MLD) learn best and can provide accurate assessment to ensure next steps maximise progress. The key questions that our team ask are - What can the pupil do now? What does the pupil need to learn next?

All pupils at Three Ways School have an Education, Health and Care Plan (EHCP). Annual outcomes are set for all pupils and are broken down into Cognition, Communication, Social Mental and Emotional Health and Physical targets. The targets are reviewed by Teaching Teams for Terms 6/1, 2/3, 4/5 to ensure progress throughout the year and also to provide continuity during transition periods.

Pupils are given regular feedback on their learning, through marking, verbal feedback and praise so that they understand what to do in order to improve. This allows us to personalise our lesson plans using a detailed knowledge of each pupil. Parents and Carers attend two parent’s evenings a year, alongside an Annual Review of the pupils Education Health and Care Plan outcomes. We work closely with parents and carers to ensure the highest possible standards of achievement for all.

There are different types of assessment:

Formative assessment is the ongoing assessment carried out by teachers both formally and informally during lessons and units of lessons. The results of formative assessments have a direct impact on the teaching materials and strategies employed immediately following the assessment.

Summative assessment occurs at pre-defined periods of the academic year such as SATs tests, progress tests or end of unit tests. Summative tests help teachers to benchmark pupils and also to make mid-year and end of year assessments. They are also of use in determining a pupil’s attainment against a year group’s programme of study objectives.

At Three Ways School, we use our Pupil Progress Trackers to amalgamate our EHCP Outcomes broken down into Plans for Learning.

We also use the newly updated B Squared Package of Engagement Steps and Progression Steps to track progress. This assessment package replaces what was formerly, nationally known as P-Scales. We recognise that we need to make this information accessible to parents/carers in order for the information to be useful and meaningful.

The aims and objectives of assessment at Three Ways School are:

• to enable our pupils to demonstrate what they know, understand and can do in their work;

• to help our pupils understand what they need to do next to improve their work;

• to allow teachers to plan work that accurately reflects the needs of each child

• to provide regular information for parents/carers that enables them to support their child’s learning;

to provide the Headteacher, Senior and Middle leaders, Subject Leaders, Class teachers, Multi-Agency Teams and governors with information that allows them to make judgements about the effectiveness of the school and to bring about improvement.

Statutory Assessments

Early Years Foundation Stage (EYFS)

The Early Years teaching staff record their initial assessments of the children using the B Squared EYFS Package. This assessment acts as a baseline for a pupil who starts their school journey with us. Baseline data is submitted to the Local Authority in Term 2. It is based on observations made by the class team.

Examples of evidence are attached to the B-Squared programming using EviSense – an online evidence tool that collates photographic, video and audio assessment examples. This information is collated by class teams and is moderated by Subject Leaders and the Head of the Primary Department. Key findings are reported to the Senior Leadership Team and Governors

These take into account all available information from parents/carers and previous settings which is collected during transition meetings and home visits/current setting visits where possible. We continue to observe children and will record our observations, particularly when we see ‘wow’ moments, which are often recorded on stickers or post-it notes. We analyse and review what we see or know about each pupils’ development and learning, and then we will make informed decisions about the pupils’ progress. This enables us to plan appropriate next steps.

Each child has their own Learning Journey, which documents their learning. This includes: observations (screen shots from EviSense) which may be photos and examples of their work in school. We assess each child in each area against the Early Learning Goals (ELGs). As well as the baseline data, we also gather data at two other points in the academic year. Profiles are moderated within school with colleagues from other year groups and with other schools within our collaboration (BANES and Bristol Moderation and Cluster Events). We also take part in BANES External moderation to ensure best practise. Tracking data is sent to the LA in terms 2 / 4 and final outcomes in term 6.

Year One phonics screening check

All children in Year 1 will participate in a phonics screening check. This assessment will be administered by the Year 1 teachers/English Subject Leader. The phonics screening check is a short and simple assessment of phonic decoding. It consists of a list of 40 words, half real words and half non-words, which Year 1 children read to a teacher. Administering the assessment usually takes between four and nine minutes per child. Results are shared with parents. If a pupil’s score falls below the pass threshold standard, they will be given extra phonics help and can re-take the Phonics screening check in Year 2. The threshold is subject to change on an annual basis and the school is informed of this after the test. If, in the opinion of year 1 teachers and the Headteacher, a pupil cannot access the test, they can be disapplied and parents will be consulted if this course of action is undertaken, however the final decision rests with the Headteacher.


Children in Year 2 and Year 6 sit SATs (Standard Assessment Tests) during May each year. These tests cover the content taught by the National Curriculum. At the end of Key Stage 1 (Year 2), pupils will take SATs in reading, maths and grammar, punctuation and spelling (GPS). They will also be assessed by their teacher on writing, speaking and listening and science. At the end of Key Stage 2 (Year 6), pupils sit tests in reading, maths and GPS. Teachers are also required to submit their own teacher assessment for writing, reading, GPS, maths, speaking and listening and science. Children are expected to reach the national standard in both Year 2 and Year 6. This is a particular score that reflects where the Department for Education thinks children should be by that stage of their education. The national standard score for KS1 SATs and KS2 SATs is 100. Towards the end of the summer term, year 6 parents are given a report stating each child’s raw score (the actual number of marks they got in their SATs), their scaled score (a conversion score that allows results to be compared year on year) and whether or not they have achieved the national standard. Teacher assessments will also be used to build up a picture of each pupil’s learning and achievements. As with the phonics tests, if we feel a pupil is working significantly below the level of the assessment, the pupil can be disapplied.