Pupils at Sunningdale School are ipsatively assessed termly based on a range of factors unique to them. Evidence for this assessment is varied and heavily moderated. Sources include developmental assessments, recorded observations (video, photographs, written), deep dive pupil progress meetings and professional opinion. Progress and attainment is judged to be making Little Progress: requiring Case Study & Intervention; Good Progress and/ or Excellent Progress. These are recorded as Red, Amber and Green respectively for each area of development on each pupil’s Individual pupil review. Individual pupil reviews are undertaken termly in October, February and May and are led by the Headteacher or Deputy Headteacher.
The developmental assessments that form part of this process are also matched to the needs of the individual pupil and the curriculum pathway on which they are currently working. These assessments include Footsteps (Routes For Learning), Stepping Out, SCERTS and MAPP Milestones.
Sunningdale School’s Ipsative Assessment approach is underpinned by our use of the Engagement Model for all pupils. Qualitative recordings of pupil’s engagement in the areas of Initiation, Persistence, Anticipation, Exploration and Realisation are made regularly and used to build up a picture of how developed each of these are for each pupil. Alongside this, we also record pupil’s motivators in terms of Activities, Resources, Environments, Levels of Support and Times of the Day in order to create overall teaching environments and approaches that create the maximum potential for learning for individual pupils. This underpins our assessments of progress as we believe that:
“Without engagement, there is no deep learning” (Hargreaves, 2006), “effective teaching, meaningful outcome, real attainment or quality progress” (Carpenter, 2010).
If you do not understand a pupil’s motivators and how they engage across a range of facets how can you claim they are making their optimum levels of individualised progress? We don’t believe you can! Where a pupil’s motivators are not understood at a schematic level we will not judge them to be making Excellent Progress in one or more relevant areas of their development.
Hargreaves (2006) in Carpenter, B., Egerton, J., Cockbill, B., Bloom, T., Fotheringham, J and Rawson, H. (2015) Engaging Learners with Complex Learning Difficulties and Disabilities. Abingdon: Routledge.
Carpenter, B., Egerton, J., Brooks, T., Cockbill, B., Fotheringham, J. and Rawson, H. (2011) ‘The complex learning difficulties and disabilities research project: developing meaningful pathways to personalised learning’ (project report). London: Specialist Schools and Academies Trust.