Future life with Fiveways School
“What does a good life look like for me now and in the future?”
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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.

  Personal Learning Goals (PLGs)

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

Assessment, Recording and Reporting

Assessment, recording and reporting are used to acknowledge and celebrate pupils’ learning and progress no matter how small or how long it takes.
Assessment reflects highly personalised learning and “measures what is important” so is focused on our specialist curriculum areas related to the specific strengths and needs of pupils with severe, profound and multiple learning disabilities (SPMLD). Assessment provides the basis on which teachers can identify pupil strengths and needs and effectively plan future Personalised Learning Goals (PLGs) and curriculum learning experiences. Recording and reporting are carried out in ways that enable us to identify and share progress, strengths and needs, specifically focused on these PLGs, for a range of purposes and audiences e.g. pupils, parent carers, Governors and statutory reporting.

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.

For further information refer to our Assessment Recording Reporting Policy

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 parent carers, the pupil, school and professionals monitor and evaluate the continued effectiveness and relevance of provision set out in the EHCP (Education, Health and Care Plan).

This meeting provides a forum to discuss pupil progress, any barriers to learning and to celebrate achievements.

The EHCP is read by those attending prior to the review so it can be reviewed, including strengths and needs.

A written educational report is discussed; learning priorities, strategies and support are agreed between parent carers, staff and wherever possible pupils

2. Person Centred Review Meeting (Transition Planning)

In Year 9 and above, Annual Reviews take place in the form of Person Centred Reviews (PCRs).

PCRs are a structured pupil focused format for Annual Review meetings. They enable pupil, parents / carers, education, health, social care and other professionals involved in the pupil’s life to make contribution in ways that are meaningful and collaborative. The focus is on enabling a shared understanding of the strengths, needs and outcomes for pupils so they achieve their full potential – “What does a good life look like for me now and in the future?” The young person is at the centre of the review and is supported by a PCR facilitator to contribute and be involved before, during and after the review. The holistic information gathered is used to plan for their next steps and life beyond Fiveways towards adulthood taking into account their likes, dislikes, strengths and needs.