At Drumbeat we know that each and every one of our learners is an individual with their own talents and interests and their own unique style of learning. Therefore, we personalise our target setting and assessment to match individual needs to give a true reflection of individual progress.
We use a basket of assessment tools to measure the progress of our students:
- Personalised Plans
- SCERTS assessments
We compare data from all assessment sources to make a final judgement about achievement. We also moderate with other special schools within the borough and the South East region. The school also has an annual review carried out by challenge partners.
Highlights of results for 2016-17
- Progress across the school is outstanding in English and Maths , as it is high in comparison to national data.
- In Key Stage 1 & 2, 63% of pupils made more than expected progress in English with 49% achieving this in maths.
- In Key Stage 3, 69% of pupils made more than expected progress in English with 68% in maths.
- In Key Stage 4, 56% of pupils made more than expected progress in English with 70% achieving this in maths
- Disadvantaged pupils are achieving as well or better than non-disadvantaged pupils.
- There are no significant gaps in progress for any groups across the school.
- Overall progress across the school is improving over time – solidly good in 2014/2015, outstanding in 2015/2016 and outstanding in 2016-17.
- When amalgamating overall judgements achievement is outstanding for the whole school.
Assessment in Primary
Children who enter reception class are assessed against “Development Matters” as well as using a mixture of:
- The SEN developmental journal
- Speech and Language developmental scale
- Cognitive development scale
Baseline scores are taken within 6 weeks of entry to the class as well as further assessments at marked points during the academic year; end of the autumn term, end of the summer term as well as in June, in readiness of scores for input to the LA database.
Children have 3 levels of achievement to master within each developmental strand; E for emerging, D for developing and A for achieved (S for secure in used in the final assessment)
Evidence of learning is collected and put into individual scrapbooks, where observations of progress/activities are taken, via the programme “2Simple.”
Personalised plans are used in conjunction to their EHCP as well as areas of the EYFS as corroborating evidence of specific and key progress.
KS1, KS2 & KS3:
Children within KS1 and KS2 are set targets based on initial teacher assessments as a starting point to their learning. Children entering Year 1 are baselined on to the Drumbeat steps and Drumbeat Levels. This happens within 6 weeks of them entering their class in the autumn term.
Other KS1, KS2 & KS3 classes are an ambitious target for the year. These are rigorously moderated by class teachers and Assistant Heads. Target setting for students is as follows:
- KS1 and KS2 (P5 and under): Targets can last for 2 weeks, within the core areas of English, Maths and Computing.
- KS1 and KS2 (P5-P8): Weekly targets, within the core areas of English Maths and Computing.
- KS1 and KS2 (1C and above): Weekly targets in text books, within the areas of English, Maths and Computing.
- KS3: Pupils are set daily or weekly lesson targets in core subject areas.
- All children have purple folders, where information on non-core subjects can be kept.
Assessment points where data drops take place are in February as well as at the end of June. Pupils progress towards targets is monitored on an on-going basis by teachers and SLT. They have an overview of this through Learning walks, book scrutinys and moderation meetings.
Personalised plans are written in conjunction with pupil EHCP outcomes as well as areas of need identifed in annual MyWorld meetings with parents. Parents are involved in this process.
The KS4 core curriculum is based on the AQA unit awards accreditation pathway. The Unit Award Scheme (UAS) offers learners the opportunity to have their achievements formally recognised with a certificate issued by AQA. Unit awards are carefully selected and meet the student’s needs with an emphasis on developing relevant skills for future life and the functional application of the skills developed in our primary and KS3 provision. Non-core areas are worked in both in class groups and in weekly option groups where students are matched to an option based on ECHP outcomes/personalised plan targets. All students also have four Personalised Plan targets that they work on for the year. These targets are written in conjunction with parents and are wide ranging and very individualised.
Assessment in 6th Form
The 6thForm Curriculum is based on the ASDAN course work. The course work that a student follows depends on the Pathway that that they are on which is set by teachers and moderated by SLT. Each student has a work book for the course they are following. This work book has different modules with different challenges ranging from 9-18 depending on the course. Students have to achieve certain parts of modules in order to gain credits for a qualification. Student’s targets are to complete the given course they are on in 1, 2 or 3 years depending on when they started 6thform. We expect most students to complete one program of study to Gold accreditation standard within these 3 years before moving on to the next higher level program of study.
All areas of learning are encompassed within the Asdan programs including core skills, work experience, travel training, independence, life skills and emotional regulation. Additional interventions which are encompassed include The Duke of Edinburgh award, school journey and sports events.