We use both formative and summative assessment to inform our short term planning and target setting. Planning is adapted as necessary following ongoing teacher reflections.

Formative Assessment: Assessment for learning (AfL)

This is an ongoing assessment that identifies next steps in the students learning. It is used to directly inform day to day teaching, as well as inform the longer term planning and target setting.

At Marlborough AfL looks like:

  • Verbal feedback
  • Evidence for learning (observations/post it notes/ photos/videos)
  • Sharing of work
  • Evaluations of the lesson (teacher reflections)
  • Work samples (with annotations)
  • Sharing of personalised learning targets
  • Self/peer assessment
  • End of day / end of session class reflection
  • Observations and Learning Walks

Summative Assessment: Assessment of learning

All Summative assessment at Marlborough school (apart from accreditation) takes place on a platform called Evidence for learning. This involves a more formal evaluation of learning and will occur periodically throughout the school year.

This includes:

  • Baselining Teachers to baseline Year 7 students/ new students to the school within the first half term. Using transition data as a starting point and evidencing if there are discrepancies. Teachers will be expected to provide evidence towards any change in levels from the transition data, and any drop in level will need to be approved by SLT.
  • Personalised Learning Plans (PLP) Assessment PLP progress (measured as % met) should be made termly in line with/during or around assessment week. When recording PLP progress, teachers will add professional judgement statements reflecting progress made towards each target.
  • Holistic Assessment Holistic assessment should be carried out termly in line with the Schedule during assessment week. Only areas relating to a student’s specific individual needs will be assessed. Areas of Holistic assessment include: PECS, AAC, High tech aids, PODD, Signing, Touch Cues, Objects of reference, Intensive Interaction, Hydrotherapy, Rebound and MOVE.
  • M level Assessment M level assessment (measured as Emerging, Confident or Mastery) should be made termly in line with the Schedule for the term during or around assessment week. M level assessment has been developed by Marlborough school to measure progress in key areas of learning including: Speaking, Listening, Reading, Writing, Number, Shape, Space & measure, Using & Applying, Scientific Enquiry, Personal Autonomy, Everyday Technology and Independence in the Community.
  • Routes for Learning Students working from on a Non Subject Specific curriculum are unlikely to make significant progress in M levels, as these targets represent big linear developmental leaps for our more complex learners. Thus, these students are additionally assessed on Routes for Learning, which is a non-hierarchical way of assessing our students with complex needs termly, in line with the Schedule.

Accreditation and Awards

In Key stage 4 and Key Stage 5 our students focus on preparing for adulthood and work towards OCR Life and Living Skills qualifications. Students may also gain other awards such as Duke of Edinburgh or Arts Award.

Termly/ Annual Reports

End of term reports are created using teacher professional judgement statements about PLP target progress on Evidence for Learning. The end of year annual report will also include a student’s Learning Journey. This will be made up from samples of evidence collected on Evidence for Learning.

Annual Reviews and EHCPs

ECHP targets are on Evidence for Learning in individual student PLPs. These inform PLP target setting and are reviewed as part of the annual review process and agreed with parents and multi-agency professionals as appropriate. Teachers are required to report on progress made towards EHCP goals as part of the Annual Review meetings. Pupil Progress Review Every term, class teachers and their line managers meet to review each student’s progress using the proforma below. This supports future target setting and actions needs to combat any barriers to learning as well as to record the wider progress made during the term. At the end of the year an overall judgement is made by senior leaders about each individual’s annual progress.