At Watling view we want to make sure that we assess what really matters. In our opinion that is the whole person. Therefore we assess pupil progress against the sequenced curriculum using Satellite Targets alongside termly targets linked to pupils EHCP outcomes called Journey Targets.

Watling View assesses pupil’s academic progress in a variety of ways depending on the individual. Semi-formal learners are assessed against I Can statements.  Pupils are assessed in KS1-4 in English, Maths, PSHEC, Science and ICT.  In KS5 pupils are assessed in English, Maths, PSHEC and Independence Profile.  Informal learners are assessed against ImPACTS statements in the areas of Communication, Cognition, Personal Social Emotional Well-Being and Environmental Control Technology.  

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 and that small steps of progress can be measured as pupils move through the following stages; starting, acquiring, completing and mastering.

Assessment is an important aspect of teaching and learning as it supports teachers in identifying next steps.  Teachers currently have 3 data collection points during the year and are followed by pupils progress meetings.

Before the start of each term pupils set 10 PLG's which are the priority learning areas for the term. There are 5 Satellite targets and 5 Journey Targets. All staff have a deep understanding of these targets with each individual having a target sheet in the classroom. Progress against these targets are assessed using a Tracker Sheet with members of staff making writing evaluative comments based on the progress of pupils. These comments help staff track and monitor progress and determine the next steps for pupils. 

This is an example of a Target sheet which each pupil has. This helps everyone be clear about the priority termly targets for which the pupils are working on. 

This is an example of a tracker sheet. Members of staff complete this as a record of ongoing assessment and to identify the progress that pupils are making against the PLG's (termly targets). 

Pupils in the Upper School have their progress assessed in key areas of pupil independence. Areas in which pupils are assessed include 

*Personal Dressing

*Personal Care 

*Cooking and Eating 

*Communication, Recreation and Leisure

*Housekeeping - Cleaning

*Housekeeping - Bathroom 

*Housekeeping - Bedroom

*Housekeeping - Kitchen

*Housekeeping - Laundry 

Community, Money and Budgeting 

Pupils have 2 areas of focus which contribute to their termly PLG's and the Independence Profile is updated on a termly basis. Pupils make use of the studio flat environment to enhance skills and knowledge in these areas. 

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.

Below is an example of a pupils PLG which incorporates Journey Targets and Satellite Targets in one location. As part of the termly pupil progress meetings we make a judgement as to the progress the pupil has made towards the target and finalise the new termly PLG targets ready to be worked on during the next term. Staff use ongoing assessments and make comments on the tracker sheet to help inform the judgements which are made at the end of term.  

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.

Through our assessment system we are able quickly see the overview of a pupil and the progress they have made both within their PLG's and in across different areas of our core curriculum. The picture above displays an overview of a pupil and demonstrates how we show cumulative points totals throughout a curriculum area and