Information

Introduction

At Drumbeat there is a bespoke method that is ASD specific and identifies and meets the variety of needs of our pupils. The curriculum, alongside specialist teaching approaches, provides consistency throughout the school, whilst recognising developmental, ASD specific and age related aspects to learning. Therefore, we have adapted and created assessment systems which accurately and meaningfully allow us to support the progress of our pupils.

 

Assessment

Assessment is an ongoing daily activity at Drumbeat. Any formal assessment will take place over a period of time and will be based on the evidence gathered. Assessments are also reported each term, at the end of the academic year and at the end of key stages. Ongoing teacher assessment takes place on both an individual basis and as part of the planning process. New pupils have baseline assessments in discussion with SLT and using previous assessment information where appropriate.

 

Drumbeat Steps and Levels

Drumbeat Steps (core subjects) and Drumbeat Levels (non-core areas) have been created following the recommendations of the Rochford Review (2016) for the removal of P levels as a statutory requirement for the assessment of students working below the standard of national curriculum tests. Each subject area or cluster of subjects (see below) were written by Drumbeat staff including the senior leadership team, teachers and therapists. For core subjects the Wilson Stuart levels were used as a starting point and adapted to incorporate ASD specific learning styles. Drumbeat Levels were written using P levels/national curriculum levels, the SCERTS framework and the AET assessment tool.

 

Assessment Tools Used

At Drumbeat School we value the progress made by students in all areas of their lives. These may not be directly linked to the curriculum or seen as traditional in nature, however we have mechanisms to capture this progress and measure the outcomes of any intervention. Please see below.