How do we assess?

Assessing pupil's progress is very important to us at Billing Brook; this does not necessarily mean just assessing academic progress. Whilst this is important,  we strive for the best possible outcomes for all pupils, therefore assessment of the whole pupil including their EHCP outcomes, engagement and emotional wellbeing are  important. 

For us as a school progress can look like many things.... 

Evidence for Learning 

Evidence for Learning is an online portal that allows us to capture your child's learning across the curriculum. We use this primarily to document any learning towards their EHCP evidence, with information being provided at regular points across the year and evidencing the success towards a short step. We are working towards being able to use this to supplement documents and information shared at the annual review, as well as during parents evening. 
Some parents will be able to use the Evidence for Learning Family app. 

If you would like to know more about this, please see the information shared here 

Engagement model 

The engagement model became statutory from September 2021 for Key stages 1 and 2 for pupils working below the pre-key stage standards. Schools are required to inform the DfE annually on which pupils are being assessed using the model; there is no requirement to submit data on achievements or progress.

The model is comprised of 5 areas of engagement: Exploration, Realisation, Anticipation, Persistence, and Initiation.

Planning and assessment will look different for each pupil and the curriculum should be sufficiently broad and balanced, motivating, personalised, and aligned to their learning outcomes and their EHC plan.

The model allows for development in all 5 areas across different activities and contexts allowing for personal progress to be consolidated and engagement to be recognised as a key part of the educational experience for learners.

The model relies on holistic observational assessment and carefully planned motivating activities as well as educational experiences to identify those small variations in performance.

There is no recommended number of assessment sessions over the year. Click here for a break down of the model. 

Day to Day observations/ Live feedback 

For many pupils, observations will be made about their progress throughout the day. This may look like photos/ videos/ annotations on Evidence for Learning, or it may look like post it notes, observation records, etc. In some areas of the school it may be annotations on work; focusing on the level of support a pupil received, as well as any feedback which may be supportive to the teacher in planning the next steps. However for us as a school, feedback to pupils is very much completed 'Live'. We do not believe in marking the pupil's work when this is not something that is purposeful to the pupil. For us, feedback should allow the pupil to know what they have done well, and what they may need to do to know and learn more. 

Formative assessment 

Formative assessment for us as a school can look very different depending on the age and stage of the pupils. This information is then used to inform  planning next steps, as well as teaching in the moment. Click here to see some of the formative assessment strategies we may use.