Assessment Across The School
At Mayfield we recognise that accurate assessment is key to the success of our young people as it enables our teachers to plan for effective teaching and learning. Effective lesson planning and teaching is crucial for us to enable our students to make rapid and sustained progress across the curriculum.
Every student at Mayfield has an Education and Health Care plan outlining the special needs and provisions required to support them. These plans are then used to inform Individual Education Plan targets (IEP’s) which are reviewed by class teachers at three points throughout the academic year.
As the students in our school have such a wide range of learning needs and styles we use M.A.P. (Mayfield Assessment Pathways) to make statutory assessments against key performance indicators in areas of cognition and learning. This robust system is designed to outline the range of learning routes that we offer to the students at our school and allows us to monitor attainment within each of the personal pathways that we offer across our key stages.
Offering personal pathways ensures that as a school we hold the very highest of expectations so that every student has the opportunity to reach his or her full potential regardless of their starting point.
In PMLD, students are assessed against the ImPACTS curriculum for cognition and learning between M1 and M3ii. These represent pre-operational, operational and functional learning . Assessments against these levels are made in the following areas:
- Environmental control technology,
- Physical skills – fine motor,
- Physical skills – gross motor,
- Social and emotional well-being – self-help
- Social and emotional well-being – self advocacy.
Learning & Assessment throughout this curriculum also takes place within a range of our specialist environments including our hydrotherapy pool, rebound beds and sensory rooms.
The class teacher and senior leadership team will meet at 3 points during the academic year to discuss each child’s progress to date, and will moderate each judgment to ensure that children are being challenged and supported. It is sometimes necessary at these meetings for us to set ‘Interventions’ for individual children. This could be due to a child not meeting their expected progress, or may help the child to make outstanding progress in a certain area. When this happens we ensure that parents are involved in the process and we send copies of the interventions home so that families can support their child too.
We use the National Progression Guidance to support us to set targets and hold high expectations and we have made graphs for each subject and strand to show how this expected progress will look over time. We find that this is a useful tool to explaining to parents and visitors the difference between those children making expected progress and those who are working towards above expected progress.
In EYFS (Early Years Foundation Stage) children follow the Early Years development matters framework in 7 areas of learning;
- Communication & Language,
- Physical Development,
- Personal, Social & Emotional Development,
- Understanding the World
- Expressive Arts & Design.
Progress in this area is measured in the same way as other EYFS settings, meaning attainment is measured across 6 bands. We have plans to map out how these bands measure against our M levels for September so that teachers are supported to make accurate baseline assessments that enable us to forecast targets at appropriate levels of challenge and to support transition to Key Stage 1.
The majority of the rest of our young people are assessed within core curriculum subjects between M4 and M22 on our assessment scale. Clear links to the other five areas of the Rochford Review and the primary mainstream end of year expectations can be seen here. These links will allow us to effectively meet our statutory requirements to analyse our school performance against other local schools.
Throughout the school year our teachers use SOLAR an electronic recording system that support them to identify where every student is currently working and what they need to do in order to meet termly, yearly and end of year targets. Teachers and senior leaders meet regularly throughout the year to moderate these judgements and ensure that students are being challenged and supported. From here we analyse attainment data to identify how key groups are performing and plan in vital interventions that will support students to meet or even make outstanding progress in a certain area.
Since September 2017 we have been using our newly developed progression tables that support us to set targets for expected progress over time. This not only helps us to forecast student targets but helps us to explain to our parents and visitors what the difference between working towards expected, expected and better than expected progress looks like.
In key stages 4 & 5 students access a range of accredited courses in core and vocational subjects. M level assessments for students within these key stages ensure that they access the most appropriate entry level qualifications in relation to their starting points. This enables us to effectively stretch expectations and promote outcomes for lifelong learning.