There are several ways in which we assess student progress.
SOLAR (Special On Line Assessment Records) – This assessment tool enables us to show current attainment and progress within all the National Curriculum subject areas as well as specific accredited modules. Staff can access a variety of curriculum targets including the P-Scales and accreditation descriptors from a number of providers. The system allows teachers to record and evidence progress in multiple formats quickly, simply and consistently regardless of the subject area.  Staff can focus on individual targets and small steps, rather than having to assess whole levels or end of key stage outcomes which can often overlook some of the amazing developments our students make. This approach allows teachers to demonstrate lateral progress within a level, which highlights breadth of study, as well as more traditional linear progress through the levels.

Routes for Learning – This is an additional assessment tool (housed within SOLAR) which is used to support our students with PMLD.  The system focusses on early communication and cognitive skills across the breadth of the curriculum, developing skills that are crucial to all future learning.  It can be used to assess current skill levels, investigate what has shaped this level of performance, explore the pathways taken so far and support the planning of future development through a variety of opportunities.

CASPA (Comparison and Analysis of Special Pupil Attainment) – This is a system that assists with the analysis and evaluation of the attainment and progress that is recorded within SOLAR.  It offers a rich set of comparative data within the system that allows the school to bench-mark attainment and progress against similar schools for both individual students and full cohorts. The school information can be presented in a number of formats, which can then be distributed to relevant stakeholders in a user friendly manner.  The data is also given to school leaders at various levels as part of the School Development Plan process and disseminated to class staff in order to focus objectives upon appropriate areas for development.

SCERTS (Social Communication, Emotional Regulation and Transactional Support) – This is an additional system which is used to support our students with ASC.  It provides a comprehensive, multidisciplinary approach to enhancing communication skills, social interaction and emotional abilities for individuals with ASC.  Using information from staff, the SCERTS software enables the students to be assessed in the above mentioned areas supporting the development of specific objectives which can then be monitored and used as another measure of progress in a non-subject specific manner