Approach to Assessment
In making assessments staff use B squared progress measures. Degrees of pupil progress across time scales can also be measured using this tool. Staff are aware of the areas not yet achieved and incorporate these, as appropriate, in future planning and target setting.
Personal and Social Development – Assessment
The three areas of independence, interaction and attention are recorded on a fifteen-point scale each January and July. For many pupils these are the most important areas in which progress must be made in their personal development. These areas are a key feature of the Individual targets/Annual Review/EHCP.
Speech and Language
The assessments used by our therapists include:
- The Clinical Evaluation of Language Fundamentals – Fourth Edition ( CELF 4)
- The Expression, Reception and Recall of Narrative Instrument ( ERRNI)
- Test of Abstract Language Comprehension 1 and 2 ( TALC)
- Informal Vocabulary Assessment
- The Talkabout Assessment Tool
Test of Pragmatic Language Second Edition
Whilst assessment is ongoing, annual assessments take place in order to fully monitor and analyse pupils’ therapeutic progress.
OTs will use standardised assessments including:
- Butenika Developmental Test of Visual Motor Integration (VMI) –
- Visual Motor Integration (VMI)
- Visual Perception (VP)
- Fine Motor Coordination (MC)
Assessments of Reading and Spelling
These are carried out in November/December each year. The test used depends on the pupil’s age and ability. The tests used include:
- Edinburgh Reading Tests
- Salford Sentence/Comprehension
- NFER British Spelling Test Series
Targets are set in three different ways.
Individual Target Plans ( ITPs) are driven by the pupil’s learning, therapeutic and social needs and directly relate to the ongoing objectives and outcomes from the EHCP/Annual review. These relate to the areas of Personal and Social Development, literacy, numeracy and communication.
Annual review targets/EHCP outcomes are set mainly by the class team and school therapy team but are influenced by other professionals, parents and the pupil. They are yearly and relate directly to the long-term objectives of the statement/EHCP outcomes.
Curriculum targets are set in the core subjects (English, Maths and PSD) yearly and are based on a student’s prior rate of learning. The school sets aspirational targets based on pupils’ starting points and in relation to national progression data. Pupil progress across groups, key stages and subjects is monitored and used to inform school improvement. The school uses CASPA to record and analyse pupil progress.
Grove House School employs a range of strategies to keep parents fully informed of their child’s progress in school. The school encourages parents to contact the school if they have concerns about any aspect of their child’s learning.