We use an approach to assessment that rejects the concept of fixed ability. Labels of any kind are avoided in favour of systems of documentation that enable us to track progress for all the children in our care. From time to time it becomes clear that a child will require additional support in order to achieve their best. On such occasions, and in accordance with the school’s Special Educational Needs Policy, individual education plans are drawn up and, if necessary, additional 1:1 or small group support is organised.
With the help of their teachers, children regularly reflect on the range of good ‘learning habits’ that they need to develop if they are to be successful learners. Evidence of progress with these is collected and presented in individual portfolios which, over time, tell the story of each child’s ‘learning journey’ through the school.
Whilst maths and literacy skills are tracked in great detail, the children are not measured against ‘national norms’. The children do not sit SATs tests or take part in standardised assessments of this kind.
