Assessment and Progress
At Educate U Futures we recognise that effective assessment is essential to support the quality of learning, teaching, achievement and progress of our students.
All students at Educate U Futures have an Education Health Care Plan (EHCP). We appreciate that all of our learners are unique and are at very different starting points within their academic journey. They all need different learning targets to develop their skills at different points. That is why no one single assessment tool fits our students. The assessment frameworks must be flexible to meet the need in recording a student’s individual strengths and the next steps needed to progress. We use a student centred approach to assessment; students’ EHCP shapes the individual assessment measures used to monitor progress.
It is very difficult for us to compare outcomes for the whole AP cohort. Learning and target setting is personalised to each student - every child is unique in their learning experiences. Target setting is based on the individual students EHCP long term outcomes and builds towards on the personal development of each child in preparation for adulthood.
Assess, Plan, Do, Review Cycle (The Graduated Approach)
The Assess, Plan, Do, Review cycle Educate U Futures uses the assessment framework to provide a curriculum which removes barriers to learning and puts effective educational provision in place. The support takes the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the student’s progress, their needs and what further support is required for the student to make good progress and secure positive outcomes. See Figure 1. The ‘assess, plan, do, review’ cycle can be repeated as many times as needed to help the child or young person progress. Some young people or young people will show good progress after the first round of support is put in place, but those with more complex needs might benefit from the cycle being repeated several times.
Assess
The first step is to collect the right information and find the right people to be able to plan support. If a child or young person isn’t making the expected progress, staff draw on:
- information from the teaching staff
- the views of the young person and their family
- any external services or organisations involved.
Plan
Teachers, young person and their family should agree on new interventions, support and the expected outcomes. The agreement should be recorded on the AP’s systems and explained to the involved teaching or intervention staff. This should form part of their Individual Education Plan.
Do
The plan is put into practice. The young person’s class or subject teachers are responsible for checking whether the plan is working on a daily basis.
Review
The impact of the plan is reviewed by teachers, the student and their family. This should form the review of their Individual Education Plan
