Assessment for Students with Education Health and Care Plans 2024/25

F1 (Resourced Provision)

Students with Education Health and Care Plans, with a diagnosed moderate learning difficulty, access our Resourced Provision Base (F1).

Assessment within the Resourced Provision is two-fold. Personal progress and academic progress are measured. We use a variety of assessment tools to ensure that progress is evidenced in a way most appropriate to the individual student. The focus is on ipsative assessment, which is an assessment based on a student’s previous learning, rather than based on performance against external criteria and standards. Learners work towards an individual personal best rather than always being compared against other students. Tools used include: MAPP (Mapping and Assessing Pupil Progress); CA grades; Evidence for Learning; ASDAN; Entry Level Functional Skills; Step Up to English at Entry Level and Entry Level Certificate in Science and Maths.

Personal Progress

Each student has 4-6 Personal Learning Goals (PLGs). Evidence towards PLGs is recorded using the Evidence for Learning (EfL) App. Progress towards PLGs is measured termly using the assessment tool, MAPP.

• How is MAPP used at Co-op Academy Bebington?

Mapping and Assessing Personal Progress (MAPP) is a suite of materials developed by The Dales School, North Yorkshire to facilitate the planning, assessment and recording of progress in relation to Personal Learning Goals (PLGs). In particular, it provides a way of recognising lateral progression.

Each student within the Resourced Provision has between 4-6 PLGs. Their PLGs are based on the outcomes from their Education Health and Care Plans. Linking PLGs to outcomes helps strengthen the process of target setting. Each student has a ‘PLG Passport’ which allows them to regularly view their PLGs and comment on their progress towards each goal.

Progress with MAPP is measured according to four aspects: independence, fluency, maintenance, and generalisation. Each aspect has numerical ratings from 1 to 10, with higher numbers representing higher levels of: independence, speed and accuracy, consistency, and generalisation. Using the numerical ratings, teachers can set a starting point for each outcome and decide what level of support each pupil needs. Students are reassessed at regular intervals, and the numerical data allows teachers to monitor progress. MAPP assessments take place termly (3 times a year) where PLGs are assessed and achieved, continued or archived, based on evidence gathered. This is recorded on an ALP (Assessment of Lateral Progress) sheet termly. An example of this is below:

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The ALP is an internal assessment record but may be discussed with the parents/carers when discussing progress towards PLGs termly.

• What are the progress expectations of a student being assessed with MAPP?

Although each aspect of MAPP is measured using numerical ratings, there is no expectation of expected progress as each individual’s personal progress will be different depending on their learning profile.

• How is EfL used at Co-op Academy Bebington?

Evidence for Learning (EfL) is used to gather evidence to support the accurate assessment of what students have achieved, using photographs and film, and linked closely to personal learning goals.

Each student profile on EfL has an individual framework linked to their PLGs. There is an expectation that each student has one piece of evidence minimum uploaded weekly.

Parents and carers are able to access evidence via the EfL Family App and view it in relation to their child’s PLGs and EHCP outcomes. Parents and carers are also able to comment on evidence and upload their own evidence towards PLGs and outcomes.

EfL reports known as a ‘Learning Journal’ are generated and form part of the Annual Review process for each student.

Academic Progress – KS3 and KS4

CA Grading - Key Stage 3

We are measuring progress using a bespoke, evidence-based system of levels ranging from CAP to CA4, linked to National Curriculum standards. Each level is then broken into smaller strands and a ‘CA grade’ is reported. It is a system to show step by step progress and used to inform target setting for students of all ages whose performance may be outside of national expectations, due to aspects/attributes of SEND. CA grades are designed to show small steps of progress and are used to inform target setting for students.

• How are CA grades used at Co-op Academy Bebington?

Students will be assessed using CA grades in Key Stage 3, or until they achieve CA 4. This will ensure that a student is ready to access a mainstream curriculum.

Students who are assessed using CA grades will have their attainment data reported on in the areas of:

• English
• Mathematics

Students will be regularly assessed throughout the year to track the progress made in each of these strands. Over the course of the academic year, the student will have the opportunity to achieve each of the strands.

Example of CA Grade report:

For this Progress Report, a ‘CA grade’ is calculated based on how many strands the student is achieving in each level. This gives the level achieved followed by a percentage of the next level.

For example, a grade of 2.38 would mean that the student is at CA 2 and 38% of the way into CA 3.

• What are the progress expectations of a student being assessed with CA grades?

There is no measure or expectation of what good progress is. Due to the needs of the students, the expected progress will be based upon an individual’s outcomes, EHCP, personal learning goals and teacher assessment.

• How are CA grades reported to parents?

Students will have a report generated three times a year during Autumn 2, Spring 2 and Summer 2. The report will be a progress report with CA grades and additionally, the Summer 2 report will include comments linked to the strands covered in English and Maths.

• Mainstream subject reporting

For students that access mainstream curriculum subjects at Key Stage 3, comments pertaining to progress, attitude and relationships will be reported on by subject teachers. Progress ratings and descriptors are avoided in order to avoid students being reported as continually underachieving. Subject teachers may also comment on student PLGs if they wish to. A comment collection sheet is distributed to subject teachers in line with data collection points for each year group.

Entry Level - Key Stage 4

Where a student is not ready to access a mainstream curriculum in Key Stage 4, they will be reported on using entry level grades (EL1, EL2, EL3) for the subjects they are studying at Entry Level. Current Entry Level subjects include English, Maths, Science, ICT and ASDAN Personal Social Development. Each Entry Level grade is further refined with +, - or =. For parents this will be reported as a ‘Progress Rating’.

• What are the progress expectations of a student being assessed against Entry Level criteria?

Expected progress is based upon the individual’s outcomes, EHCP, personal learning goals and teacher assessment. Roughly, Entry Level criteria are based on CA grades. This also provides supporting evidence for progression to the appropriate Entry Level pathway at KS4 from CA assessment judgements at KS3. For example: if a student is working within CA 2 at the end of Key Stage 3, their approximate Entry Level would be Entry Level 2.

An example of a student’s report at Key Stage 4: