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Assessment and individual planning

Expectation 1

A regular cycle of ‘Assess, Plan, Do, Review’ is used to ensure that all children and young people (CYP) are achieving the best outcomes.

Examples of good practice

› Staff are aware of children and young people’s starting points, next steps and targets so that progress towards outcomes can be measured.

› CYP’s strengths, interest and difficulties in learning and behaviours are observed and monitored in different settings and contexts for a short period of time to inform planning. For example in school during assembly, lunch, lessons, breaktime, home, after school club. In early years, observations, assessment and planning are built on a shared understanding of the child’s strengths, interests and next steps at home.

If a child attends more than one early years setting, these settings share information and planning in order to support a more consistent experience for the child.

› Planning considers the needs of the cohort. Cohort assessment data is reviewed in order to identify any gaps in provision e.g. differences in attainment by particular characteristics (gender, ethnicity, area of disadvantage) or learning area. If gaps are identified, the environment, curriculum or teaching strategies are modified to improve outcomes. The impact of these changes on outcomes for children is regularly reviewed.

› All children and young people have equal opportunities to experience the full curriculum.

› Assessment is used to inform planning and interventions.

› Regular review informs next steps.

› Consideration is given for individual CYP’s developmental trends e.g. The Boxall Profile Assessment, Thrive. Case studies are used to demonstrate holistic progress.

Appropriate tools which capture the ‘voice of the child’ are used to ensure that effective support is put into place. E.g. Person Centred Planning and One Page Profiles.

› CYP are helped to understand their own barriers to learning and to value their achievements.

› Where appropriate, children and young people understand and can contribute to the next steps and /or targets they are working towards.

Expectation 2

Staff ensure that formative assessment and feedback are a feature of daily practice. In schools this should be reflected in marking and assessment policy.

Examples of good practice

› Experiences take into account prior learning and interest and is based on assessment for learning.

› A wide range of assessment strategies and tools, including obersvaetional assessments, are used to ensure a thorough understanding of CYP and their starting points.

› CYP have regular opportunities to reflect upon their own achievements and learning.

› Children and young people’s records e.g. learning journals, electronic systems, demonstrate the next steps in their learning journey.

› In schools, within marking there is clear communication about what the CYP needs to do next in order to improve. 

› The impact of interventions is critically evaluated. Alternative approaches are explored to establish whether they may result in better outcomes for CYP.

Expectation 3

Expertise is in place to manage access arrangements for tests, national tests and public examinations (where relevant).

Examples of good practice

› Schools and settings make adaptations to access arrangements as part of their everyday practice and share these with parents at the earliest opportunity. Class teachers identify CYP who may need assessment for access arrangements and refer to the appropriate member of staff in their school. Schools make adaptations to access arrangements as part of their everyday practice and share these with parents at the earliest opportunity.

› Procedures are in place for informing parents about access arrangements.

› Where CYP meet the criteria for access arrangements, these should be in place for all forms of assessment throughout the year. This is used to establish their normal way of working and there are systems in place to make sure this is consistently implemented.

› Please refer to the relevant exam board guidelines. Arrangements could include: rest breaks, use of a reader/scribe/laptop, extra time.

›Adapted resources that are used in assessment conditions are used in class.

Last updated 8 December 2020

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