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:
- Connecting steps
- Entry levels
- Personalised Plans
- SCERTS assessments
- ASD specific assessment tools linked to
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.
Language of Assessment
- Attainment - the current level of ability of a student
- Progress – the difference in attainment over a period of time
- Achievement – the how good the progress is relative to various factors, e.g. health, starting point, etc.
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 against P Levels. This happens within 6 weeks of them entering their class.
Other KS1, KS2 & KS3 classes are set targets using CASPA in the first half of the autumn term. These are rigorously moderated by class teachers and Heads of Department. Target setting for students is laid out 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 will have purple folders, where information on non-core subjects can be kept.
Assessment points/data drops take place in February as well as at the end of June. Pupils progress towards targets is monitored on an on-going basis by teachers and Heads of Department. SLT 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.
Yearly targets are set for each student in KS4 at the start of the year and they are assessed against these in February and June. Any students new to the school will be baselined through teacher assessment.
Targets are set for all the students in the areas of English, Maths and Computing. These can be daily, weekly or fortnightly targets depending on the individual needs of the students.
In addition to working towards targets in English, Maths and Computing all students in KS4 are working towards accreditation. This includes AQA Unit Awards, Entry Level Certificates for English, Maths and ICT and Arts Award.
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
In 6th Form Maths is very functional. Each week classes budget and go shopping to cook themselves a meal. Small groups of students go out travel training and using bus timetables. Most students are doing AQA5800 accreditation with units including personal finance and being a critical consumer which are both maths related. Students also have maths focus areas in their Personalised Plans in order to develop their independence and self help skills, including; using money, time etc.
In 6th Form students English sessions are based on the following areas which summarise the extended provision with independence and functional use of language as core-
- Dockside reading scheme/newsletter inputs
- Functional literacy - community words and symbols
- Functional reading- eg recipes / instructions
- AQA PSE related reading- safety / CVs etc
- News websites / hard copies
- School council feedback of minutes to groups/assembly reading
Students in 6th Form take an externally accredited course AQA5800- Personal and Social Education. They take this at different levels depending on their ability. The course focuses on life skills from money management to safety and healthy living.
Several students are also working towards the Duke of Edinburgh bronze award that involves volunteering, sports, life skills and an overnight expedition.
All students take part in the 6th Form work experience programme where students progress from supported time in school to whole day weekly long term independent placements in the community.
Groups also take part in the Bromley College Media award course a day a week at the college. These experiences also prepare them for life beyond school.