Google Translate
Google Search
Home Page

Watling View School

Be Kind | Be Safe | Be Responsible

Be the best you can be


Curriculum Assessment

At Watling view we want to make sure that we assess what really matters. In our opinion that is the whole person. Watling View assesses pupil’s academic progress in different ways depending on the individual. Semi-formal learners are assessed against I Can statements, informal learners are assessed against ImPACTS statements and pupils in reception are assessed against the Early Years Level Descriptors.

Small steps of progress are measured as pupils move through the following stages; starting, acquiring, completing and mastering. The school has worked as part of a group of special schools in Brent, Harrow and Hertfordshire to create and develop ‘I can’ statements in English, Maths, Science, PSHCE and ICT.

These have been designed so that the pupil’s progress can be measured vertically within a particular level and horizontally across all levels.

An Example of the 'I Can' Statements
Picture 1
EHCP Outcomes Assessment

The school assesses progress towards outcomes linked to their EHCP using journey targets. The school work with multi professionals, parents and pupils to obtain their aspirations for the individual pupil based on the aims from the EHCP. Teachers then use this information to create termly targets for the pupil that link to the outcome on the EHCP.

The school runs their journey target term dates from October – February, February – May and May – October. The rational for this is so that teachers in September are able to work on a current target before setting the next targets for the year.


Below is an example of a pupils year journey targets, they are across one page so it is clear to see the link from term to term and how they relate to the individuals outcomes on their EHCP.

Picture 1
Assessment Cycle at Watling View
Picture 1

When a new pupil starts at Watling View a teacher spends time identifying areas of strength and areas of development. The teacher baselines the pupil using the appropriate assessment system. Teachers then set an end of year target and an end of key stage target. Class teams assess using marking sheets and recording against satellite and journey targets. Three times a year teachers will perform a data drop and evaluate pupil progress compared with expected progress for both journey and satellite targets, this information is then used to support termly progress meetings.