Personalised Approach

We are committed to ensuring that we understand and accurately meet the needs of every child and young person.  This involves effective formal and informal assessment which informs our practice.  Our staff get to know young people really well.

We construct individualised plans that establish an agreed and consistent approach to their education, which includes Personal Learning Goals (PLGs), Communications plans,  Behaviour Support Plans and Medical Care plans. We provide appropriate personalised learning opportunities for pupils with diverse needs.  Teaching takes place in a number of ways including one to one sessions, small group and whole class sessions and whole school activities.

For more detail please refer to our Teaching & Learning Policy with observation appendix Reviewed 2019

Personal Learning Goals (PLGs)

In brief two main forms of assessment are carried out

1. ‘Formative’ assessment is carried out by teaching staff throughout the year in the form of ongoing assessment from a variety of sources including lesson observations, evaluations and individual pupil/student sessions. Ongoing evaluations of their progress are made in relation to areas of the curriculum as detailed within their Personalised Learning Goals (PLGs). This formative assessment makes teaching more effective demonstrating progression and continuity and enabling next steps to be planned.

2. ‘Summative’ assessment is carried out at fixed points in the school year, towards the end of each term using a range of assessment tools in order to assess pupil achievement. Statutory assessment requirement for each key stage are published by the Dfe and he school complies with all these requirements.

Assessment, Recording and Reporting

We want to be able to recognise, acknowledge and celebrate pupil’s and student’s achievements and experiences within the curriculum which forms the basis for learning our pupils enjoy during their time at Fiveways School.

There is an important link between assessment and curriculum planning and implementation. Assessment provides the basis for acknowledging pupil’s and student’s progress and achievement within the curriculum, and enables teachers to plan future learning.

Assessment enables us to record pupil’s and student’s experiences, developing knowledge and skills, and then use this assessment to report for a range of purposes and to different audiences eg: parents, to Governors and to the local authority.

Reports and Reviews – Meeting with Parents to Discuss Their Child’s Progress

1. Annual Review Meeting

The purpose of the annual review is to make sure that at least once a year parents, the pupil, the school and all the professionals involved monitor and evaluate the continued effectiveness and relevance of the provision set out in the EHCP (Education, Health and Care Plan).

This meeting will provide a forum to discuss pupils’ progress, any barriers to learning and celebrate achievements.

A written educational report will be discussed and the learning priorities, strategies and support used, shared with parents and staff

The pupil’s EHCP will be reviewed (the EHCP will have been re-read by those attending prior to the review meeting.)

2. Person Centred Review Meeting (Transition Planning)

In Year 8 and above, PCR (Person Centred Reviews) take place annually instead of annual reviews.  They are a format that has the young person at the centre of the whole meeting and look very carefully at what is required to help the young person achieve the maximum from their future taking into account their likes/dislikes, needs and other requirements.  This process has a facilitator and involves more input from the Communication & Interaction Team, Teaching Assistants, peers, family members and others that the young person may like to invite to their review. The young person will have an increasing role in these meetings as they progress through the school and the information gathered will be used to shape their future.