ASSESSMENT, ATTAINMENT AND PROGRESS AT PENN HALL SCHOOL
Context and Summary
Following the implementation of a New National Curriculum (September 2014) and the removal of a national system of assessment levels, Penn Hall has adopted a very proactive stance towards the changes and is now in an excellent position moving towards the future. We have embraced the new NC which is now embedded across the school and have implemented a new assessment system that best meets the needs of the children at this school. Although we have lost some of the tools that have been useful in the past in comparing the progress of our pupils with others, we are excited about our new assessment system, Solar, which itself is developing its analytical features that will be used this year to monitor progress, along with our new Track software. We remain confident that pupils across the school continue to make excellent progress.
Penn Hall has the broadest range of ability of any school in Wolverhampton. The range encompasses children functioning at P2 in the P scales right through to students at the higher end of the National Curriculum levels who attain good A* -C grades at GCSE level. The vast majority of our pupils would be considered to be working below age related expectations.
A variety of Assessment tools are used to capture and record progress along pupil’s journey through the school. A more detailed picture can be found in the School’s Assessment Policy.
Click on the link to view our Assessment Policy
The Government has taken away the framework of National Curriculum levels and tasked all schools across the country with finding a suitable and appropriate assessment system to meet the needs of its pupils. For us this has led to the opportunity to move away from B Squared, which has served us well for a number of years in measuring small steps but has increasingly not matched the curriculum that we want to deliver. So after careful deliberation we chose to use a new web based software tool called Solar and as mentioned, bought an assessment system that has been developed by Wilson Stuart, a similar outstanding PD Special school. This has been very successful with 100% of our teachers registering their approval of the new system. Solar has the advantage of covering all our assessment needs under one umbrella as well as providing us with some data analysis ability. Previously we had used CASPA, which enabled us to compare our progress with similar pupils around the UK. Like other schools we will lose much of this ability, as schools around the country will be using different assessment systems to record progress. We are hoping, as WS P Steps is adopted by more and more schools nationally that moderation opportunities will arise. Working alongside Special schools in the Birmingham assessment consortia helped us identify a new progress and target setting tool call TRACK which we have purchased and implemented in Autumn 2016.
On entry to school pupils start with a Baseline assessment where they are mapped on our Early Years Steps, which has been developed by our EY coordinator along with her counterpart from Wilson Stuart, a similar outstanding special school in Birmingham. This covers the Prime Areas (PSED, Communication & Language and Physical Development) and specific areas (Literacy, Maths, Understanding the World and Expressive Arts and Design). For the time being we shall also continue to use the EYFS Profile. Further detail can be found in the EYFS SES.
Click on the link to view the EYFS SES
From 5 years of age onwards, Solar and our new Stepping Stones P STEPS (developed by Wilson Stuart) will be the major assessment tool used across the school. This continues to break down learning into very small steps which means that even the smallest increments of progress can be recognised and recorded. One major advantage is that this system will be fully flexible and allow our staff to adjust the statement banks to match the taught curriculum. This year we shall be identifying non-negotiable within each level that are essential areas of learning that pupils must be secure in before they move on. Our three star system of emerging, developing, secure enables us to ensure mastery and depth within each level.
Click on the link to view Depth and Mastery at Penn Hall.
Our new Stepping Stones P Steps system maps the progress of children across Key Stages 1-4 with 18 P levels or Steps.
Click on the link to Assessment Levels Map
It is widely recognised that a gap exists between the P levels and the Year 1 National Curriculum expectations. Our new system has bridging levels built in but even this may not prevent our children spending an extended period crossing this threshold.
For the most complex children, Routes for Learning are used to gauge the earliest developmental steps. We shall also be responding to the recommendations of the Rochford Review in terms of the assessment continuum from responsiveness to investigation.
Phonic screening is also carried out, as appropriate, at the end of Year 1 and again in Year 2 as necessary. We shall continue to undertake Statutory Assessments at the end of Key Stage 1 & 2 although we already anticipate that this will lead to the judgment that all our pupils have not met the ‘expected standards’. Our pupils will be subject to Teacher assessments this year using the P Scales.
Click here to view Primary Assessment 2015 & 16
This is likely to change in the near future following the publication of the Rochford Review (October 2016) which reviewed the statutory assessment arrangements for pupils working below the standard of national curriculum tests.
Click here to view The Rochford Review
Additionally, Standardised Reading tests will be administered twice annually as an additional measure of progress. We are delighted with the progress made by many pupils in their reading, a testament to the highly successful RWI programme that has been running for 4 years.
RWI is a systematic approach to teaching literacy based upon synthetic phonics designed to create fluent readers, confident speakers and willing writers. It has been used at Penn Hall School for 3 years now and had produced some outstanding results. We firmly believe that progress with reading has a significant impact across all subjects and it is seen as a strength of the school - other schools have been directed to us as a centre of excellence. Our data shows us that the cohort who follow the RWI programme are making significant gains and extending the use of appropriate Reading age tests to capture this progress has been included in our development plans.
Click here to view RWI 2015-2016 At PHS Document
We decided this year to increase the threshold level for each stepping stone from 80% to 100% as the statements are closely matched to our taught curriculum and felt this would result in a more consistent and realistic assessment model. The expectation that pupils achieve three stars for 100% of statements at each stepping stone ensures that this is a secure-fit model in line with the interim teacher assessment frameworks introduced for statutory teacher assessments in 2015-16.
Students in the 14-19 age range follow appropriate accredited courses that may include Entry Level & GCSE examinations, Functional Skills, Vocational studies (which have included courses such as Employability and Land Based studies) ASDAN Bronze & Silver and Personal Progress. Following increasing successes over the past five years our Accreditation results were again outstanding as can be seen in our summary documentation.
Click here to view Headlines 2015 & 2016 Document
Click here to view Accreditation at Penn Hall 2013-2016
Click here to view Detailed Accreditation 2016
Progression Guidance data sets are government produced milestones for progress across Key Stages in English, Maths and Science that use purely age and starting points as guides. In depth analysis has been undertaken for pupils over a number of years and the data reinforces our belief that pupils across the school are making excellent progress with approximately 80% meeting or exceeding median or upper quartile targets. It should be stated that the past 2 year’s sample is significantly reduced because of the removal of NC levels (only those in P scales and finishing Key Stage 2 were applicable). However, it is consistent with the past 5 year’s performance and reaffirms our belief that Penn Hall pupils are making outstanding progress when compared with similar cohorts nationally.
Click here to view 2010 - 16 PG Summary
2015-16 – a new start
Our new Stepping Stones P steps framework is proving to be a great success. Teachers have embraced the new system and we consider our assessment system to be stronger than at any time previously.
In summer 2016, a full forensic data analysis was undertaken in English and Maths, based upon the evidence collected in Solar. This was our first year assessing under our new system, where teachers evidenced their judgements and recorded progress in the front of books in order to triangulate the assessment process. This has made a significant difference to planning, teaching and assessment at Penn Hall.
Click here to view Evidence Based Assessment at Penn Hall.
Click here to view Progress and Attainment at Penn Hall 2015-2016
Moving forward into the 16-17 academic year, our new Flightpaths, based upon PG, have been introduced and have set challenging targets from Key stage 1 to 4. We are trailing a target setting model in our EYFS based on the progress made last year in EY Steps. Three face to face Pupil Progress meetings with teachers across the year will ensure that pupils are well monitored with interventions put in place should concerns arise. Year on year progress will be recorded in Track, our new software that also breaks down our Flightpaths into termly figures to enable teachers to further monitor progress.
RAISEonline is not the useful tool for Special Schools that it is for mainstream colleagues. Perhaps the most salient features for Penn Hall School is in the contextual section from last year which tells us that our pupils are:
- Above the 80th percentile for pupils eligible for Free school meals
- Above the 80th percentile for pupils from minority ethnic groups
- Above the 80th percentile for pupils whose first language is not believed to be English
- Our school deprivation factor is between the 60th – 80th percentile
Given that context, this further emphasises the excellent progress made by pupils overall.
With Solar and P STEPS this year we will have termly summative assessment points and build in plenty of teacher moderation time through INSET and departmental meetings to ensure the consistency that has been a feature over a number of years. Moderation externally is also taking place with EY Steps and will hopefully extend as more schools adopt P Steps. Teachers have been asked to evidence the steps of progress within the P STEPS and this is linked to our marking scheme initiative.
Click to here to view Moderation at Penn Hall
This revised Marking & Feedback scheme was introduced from September 2015 – questioning, feedback and marking are recognised as essential features of high quality teaching and this was included in our whole School Development Plan. This improvement in formative assessment lead to a greater coherence across the school with daily and weekly tracking of progress evident in pupil’s work within Solar.
Click here to view Marking and Feedback Policy.
Pupils at Penn Hall are supported in a range of ways and are subject to interventions that help maintain their progress against the challenging targets that we set. In an effort to capture all the additional support that is provided across the school we have put together a Provision Map in the form of Intervention Guidance which models the Waves of support offered.
Click here to view the Intervention Guidance.