Assessment
Class and subject teachers, working alongside wider staff and supported by the senior leadership team, should make regular assessments of progress for all CYP. These should seek to identify CYP making less than expected progress, given their age and individual circumstances. This can be characterised by progress which:
- is significantly slower than that of their peers starting from the same baseline
- fails to match or better the CYP's previous rate of progress
- fails to close the attainment gap between the CYP and their peers
- widens the attainment gap
In the Early Years, this process begins with a clear understanding of each child's starting point on entry, recognising the wide range of prior experiences children bring. Assessment is primarily formative and ongoing, rooted in sensitive observation of children's play, interactions, and engagement across a range of contexts. Practitioners use this knowledge to respond in the moment, adapting provision and interactions to support next steps in learning. Progress is therefore understood in relation to the individual child's developmental pathway, rather than solely against age-related expectations. In Reception, this culminates in the EYFS Profile, a statutory assessment which is subject to local authority moderation to ensure accuracy and consistency. This process reinforces the importance of professional judgement, supported by evidence gathered over time. Assessment must remain graduated, responsive, and reflective, ensuring that provision is carefully adapted and regularly reviewed so that gaps are addressed and all children are supported to make meaningful progress from their unique starting points.
Expectations for all settings
Formative assessment and feedback are a feature of learning
What this may include/look like:
- A wide range of assessment strategies and tools are used to ensure a thorough understanding of an individual's specific areas of need.
- Assessment outcomes are used to set targets and next steps appropriate to CYP's specific needs.
- Marking and feedback policies are adapted to take account of individual needs.
- Adults provide regular and meaningful feedback, recognition and praise.
- Feedback is specific, clear and manageable (e.g. "It was good because...", rather than just "correct"), and encourages and supports future effort.
- Specific guidance is provided on how to improve, and CYP are supported to plan how they will act on the feedback they have received.
- CYP have regular opportunities to evaluate their own performance. They are aware of their progress and the next steps in moving learning forward.
Expectations for all settings
A regular cycle of Assess, Plan, Do, Review (APDR) is used to ensure that CYP with SEND are making progress.
What this may include/look like:
- CYP's strengths and barriers to learning are clearly identified and observed and monitored in different settings and contexts to inform planning.
- Staff are aware of CYP's starting points so that expected progress can be measured.
- Assessment is used to inform planning and interventions.
- Consideration is given to individual CYP's developmental trends. Other methods are used to demonstrate holistic progress (e.g. SEN Support Plans, case studies, etc).
- The impact of interventions is critically evaluated. Alternative approaches are explored to establish whether they may result in better outcomes.
Expectations for all settings
Arrangements are in place to manage reasonable access arrangements for tests, national tests and public examinations.
What this may include/look like:
- Settings make appropriate access arrangements for assessments so that they are accessible to all CYP. (please refer to the relevant exam board guidelines).
- Access arrangements may include:
- Rest breaks
- Use of a reader, scribe, laptop or assistive technology
- Extra time
- Adapted resources are used in class and assessments to support the CYP's normal ways of working.
