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Mapledown School

Mapledown School


Assessment, recording and reporting are seen as essential elements of good teaching.

Using our in house Assessment Framework all pupils will be assessed/evaluated using finely differentiated P scales. The P scales are a set of descriptions for recording the achievement of pupils with special educational needs who are working towards the first level of the National Curriculum (level 1). The P scales are split into eight different levels with P1 being the earliest.

 All members of the class team contribute to the assessment process. Our framework breaks down the P Scales into smaller steps and when we use our ‘red/green’ system we can easily determine the percentage ‘footprint’ each pupil has within each P Scale. Once a pupil passes the 60% mark we say that they have reached that level.

When pupils arrive at Mapledown we will undertake a half term’s worth of assessments in order to baseline their p-scales and Key Personal Learning Targets (KPLT).

KPLTs are set in:

Communication & Interaction

Cognition & Learning

Social, Emotional & Mental Health

Physical Development & Sensory Needs 

Being in the Community, Independence & preparing for Adulthood

These new areas have been updated to reflect the new 'Education, Care and Health Plans'.

All students are assessed on the ASDAN (Award Scheme Development and Accreditation Network) PSHE programme “New Horizons” and post 14 students are also assessed on their “Towards Independence.” These are externally accredited and nationally recognized awards

We carry out two main types of assessment:

Summative Assessment ‑ those assessments concerned with establishing the overall attainment of pupils over time. e.g.

Baselines & Target Setting using 'P Scales Framework for Assessment'

Key Personal Learning Targets & evaluations

Annual Reports

Annual Reviews

Lunchtime Programmes

ASDAN Schemes

Formative Assessment ‑ those assessments that happen day by day and lesson by lesson. This concerns finding out what the pupil can do so that next steps can be planned. e.g.

Classroom observations/interactions that indicate pupil attainment

Lesson Plan evaluations

Pupil Profiles ‑ gathering, sharing and recording evidence of pupil attainment

The information and insights gained from these procedures help us to determine individual learning objectives, plan for their implementation and consider whether these objectives are being met. This is the cornerstone of good teaching and effective learning.