Assessment, Recording and Reporting

Greenbank School has a responsibility to report back to parents, carers and agencies on the progress their child is making and is projected to make in order that next steps and future pathways can be planned.

Reporting takes a number of forms including informal telephone calls, letters and entries into school dairies through to formal methods, including a review of an Education Health and Care Plan (EHCP) and school report.

Since the demise of National Curriculum Levels and P-Levels school is completing a phased transition programme to evaluate and revise how it assesses the progress pupils make and how this progress is reported.

Currently 2 Assessment tools are used:

• Arbor:

  Literacy

  Numeracy

• B^2:

  Art / Design	Computing	DT / FT	French
  e-safety	Georgraphy	History	R.E.
  P.E.	PSHCE / Citizenship	Science

Literacy and Numeracy curriculum statements were imported into Arbor for reporting from September based on 3 data collection points during each academic year.

The remaining Foundation Subjects and Science will migrate onto Arbor from September 2022.

Termly ‘live’ reporting on Arbor provides a current picture as to the progress a pupil has made in Literacy and Numeracy, provides an opportunity to identify next steps and where appropriate intervention and support strategies.

Progress in the Literacy, Numeracy and all remaining curriculum areas is reported during the review of the EHCP.

Teaching staff may employ a range of intervention and support strategies including personalisation of the curriculum through the Pupil Premium, Catch Up Premium and / or Therapies to give pupils the best opportunity to make rapid and sustained progress towards their targets.

Ofsted Report 2017 -

'At the previous Ofsted Inspection, inspectors identified a need to improve pupils' progress even further by precisely identifying what individual pupils need to learn in each lesson and sharing this with them.  You have developed a comprehensive system to assess how well pupils are progressing.  Leaders use this information regularly to check that needs are being met and next steps in learning are being precisely planned.  Teachers are confident to use assessment on a day-to-day basis.  Their ongoing assessment in lessons allows them to adapt to individual pupils' learning needs quickly.  This results in pupils receiving immediate feedback to support their understanding, confidence and skill development.  Mistakes are positively picked up, 'unpacked' and used to good effort to further pupils' understanding.  As pupils typically say 'mistakes are good, we all make them, and they help us learn'.'