Measuring Progress

How do we measure progress against our curriculum?

At Langham Oaks school we use ‘Evidence for Learning’ as our primary assessment tool (see assessment information pack). The app allows us to collect evidence of progress in each lesson which provides us with real-time progress of our pupils. It also allows us to assess in different ways from gleaning written evidence in books or folders or sometimes verbal or physical acknowledgment of skills. Pupils are subsequently more involved in the assessment process, allowing them to be clearer about the next steps forward to be successful.

So how do we measure progress?

We have a three-tiered approach to progress in school. We measure pupils' progress against;

1) Their level of attainment: How well is the pupil performing against the skills set-out in each curriculum framework?

2) Their level of independence: What level of independence is being shown by the pupil. Our aim is to create independent learners by the time they leave school

3) Their level of engagement: How engaged is the pupil in each lesson? Is disengagement affecting progress? How do we change our teaching style/curriculum to improve engagement?

All three of the assessment items are crucial to the success of pupils at Langham Oaks school. Improving each of these areas is embedded into the outcomes we would like to achieve in each key stage.

Measuring attainment is achieved by successfully baselining and projecting a flightpath for each of our pupils. Due to the complex needs of the pupils it can be extremely challenging getting an accurate baseline. Some pupils will refuse to sit exams or take part in baseline activities set by each subject; some pupils have been out of full-time education for a number of years, therefore we have to use a number of different strategies;

1) Looking at and moderating work (from either this school or previous schools);

2) Looking at previous baselines received from other settings;

3) Looking at SATS scores, Entry level or GCSE levels;

4) Setting baseline tasks (independent writing in English or baseline maths tasks);

5) Using professional judgement against verbal or written knowledge.

The performance matrix has been designed to allow us to baseline and predict outcomes efficiently.

Our progress descriptors have been carefully mapped against old national curriculum levels, current SATS scores, entry levels and GCSE’s, so no matter what language you speak, the Langham Oaks Progress Levels (LO Progress) are accurate, aspirational and meaningful.

Our pupils are expected to make 4 levels of progress each year in each subject. This is the nationally recognised rate of progress for pupils with SEMH as their primary need. This has been calibrated against other SEMH schools, national guidance, and the expert opinion of Dr Kim Taylor (Department for Education) and Kim McWilliams (Teaching and Learning Advisor for Essex Country Council).