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The Purpose of assessment

Assessment, record keeping, and demonstrating progress must be an integral part of teaching and learning for all students. It is used to monitor student progress and to inform planning and target setting.  It is not an end in itself but should be used to help focus on the planning of appropriate learning intentions for individual pupils and groups.


  • Assessment takes account of every aspect of the child’s development: social, emotional, physical, personal and academic, and the influence these areas have on each other.
  • Assessment can be diagnostic, formative and summative and as such is an essential aid to the teacher to enhance the process of learning.
  • Assessment opportunities need to be built in at every stage of planning the curriculum because assessment is an integral part of the Teaching and Learning process.
  • Assessment, recording and reporting needs to be on the whole curriculum, including achievements in all areas of the National Curriculum, 14-19 Curriculum and the opportunities for extra curricular learning provided at Mapledown.
  • Assessment, recording and reporting throughout the school needs to be accurate, fair and consistent with practice. Moderation is part of the assessment cycle, team planning and development across the key stages.
  • Parents/carers and all agencies involved with pupils have a role in these assessment procedures, e.g. parental comments through home/school books, annual reviews of Education, Health and Care Plans, etc.
  • Assessment will enable progression and continuity and will record situations when this is not possible.
  • Students and parents/carers will have access to assessments, when appropriate (e.g. Annual reviews of Education, Health and Care Plans)
  • Assessment should be positive, meaningful and motivating, celebrating all of pupils’ achievements.
  • Where possible all pupils should be involved in their own assessment
  • All members of the class team contribute to the assessment process. 

When Students begin their Mapledown journey, we undertake baseline assessments during the students’ first half term at school, and set 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 areas reflect the students’ Education, Care and Health Plans', and KPLTs are derived from the students’ long term outcomes set in their EHCPs.

All students are assessed on the ASDAN (Award Scheme Development and Accreditation Network) PSHE programme “New Horizons” and post 14 & 16 students are also assessed on their “Towards Independence.” These are externally accredited and nationally recognised 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

Key Personal Learning Targets & evaluations

Annual Reports

Annual Reviews

Reports from other professionals

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 the next steps can be planned. e.g.

Classroom observations/interactions that indicate pupil attainment

Scrutiny of work (which also includes photographic and video evidence)

Lesson Plan evaluations

Students’ assessment of their own work

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.