Assessment and Pupil Progress
Pupil Assessment
At Springhallow School every pupil is valued as an individual and we celebrate all steps of progress including success in behaviour, independence and communication. Pupils are encouraged to achieve their full potential, to develop a desire to learn and to participate fully in school and where possible, the wider community. Pupils at Springhallow School follow a broad and balanced topic based curriculum centred around the National Curriculum subjects and learning intentions.
Learning intentions are differentiated to meet each individual pupil’s learning needs at their specific stage within their development; it is therefore not an age related approach. It is a pupil centred approach.
Children with autism develop at different rates and do not always make progress in the way that we may usually expect, i.e. with a steadily increasing progress profile. They often learn unexpected things on par with their chronological age, while they may take longer to learn other seemingly ‘easy’ concepts or skills.
The school uses Earwig (www.earwig.uk.com) to assess and monitor the progress that pupils make against curriculum and EHCP targets. The system utilises a grading system as set out below:
Not Yet Developed
Not Yet Developed – Pupils Not Yet Ready.
Emerging
Emerging – Pupils is ready to learn.
Pupil explored and experienced learning with positive responses and verbal and non-verbal support.
Developing
Developing – Getting there…
Pupil achieved Learning intention with non-verbal support/prompts only.
Secured
Secured – Got it here.
Pupil can independently and spontaneously implement learnt skill within a specific context/ setting – without any support.
Generalised
Generalised – Got it here, there and everywhere.
Pupil can independently implement a learnt skill within a wide range of contexts and settings – without any support.
