Assessment

Learner assessment is fundamental to safe and effective practice. By collecting and collating baseline data, teaching and learning staff are able to create accurate and stretching individual personalised learning plans and qualification pathways for each young person. Learner progression is monitored continuously and reported at a half termly and termly basis.

At St Wilfrid’s we use a variety of multi-disciplinary assessment tools to ensure a systematic process of identifying the strengths and needs relating to a young person, in order to decide on appropriate further action.

Key Stages 1 and 2

Baseline and on-going assessments include behaviour risk assessment, GL CATS Tests, Delta wide standardised tests in Maths and English, Phonics and teacher assessments against national curriculum and Early Years Foundation Stage (EYFS) levels.

Key Stages 3 and 4

Baseline and on-going assessments include behaviour risk assessments, GL Subject Progress Tests, half termly Delta wide Maths, English and Science standardised tests and teacher assessments. These can be supplemented with additional assessments where appropriate, such as dyslexia screening.

Following assessment, baseline information is generated and Individual Personalised  Learning Plans are developed for each learner. From these plans, educational and personal aspirations, goals and achievements are defined and improvements monitored for each individual.

Following assessment, baseline information is generated and Individual Personalised  Learning Plans are developed for each learner. From these plans, educational and personal aspirations, goals and achievements are defined and improvements monitored for each individual.

Reports

Using the comprehensive data collated (both baseline data and progress data), we are able to offer academies and schools in-depth and robust data reports on the progress and achievements of each individual they have referred and of cohorts of pupils and young people.

Reports can include information on demographics, attendance, behavioural progression, attainment progression, risk factors, offending behaviour, substance misuse (if appropriate) and destinations.