How we Assess Progress at Queensbury School
|Wilson Stuart P-Steps|
|WS-P Steps Expectations|
The following principles from the Department for Education have been considered in our approach to assessment:
How we assess learning?
- Give reliable information to parents about how their child, and their child’s school, is performing.
- Help drive improvement for pupils and teachers.
- Make sure the school is keeping up with external best practice and innovation.
- The principle of assessment is to check and identify what a child understands and what they need to learn next.
This is done on a daily and lesson by lesson basis.
- Progress is also checked on a termly basis.
- Targets are set for the end of each year and end of each Key Stage.
- TRACK sheets are produced 3 times per year to help monitor a student’s progress.
- Some pupils will undertake tests and exams during the academic year.
- Every child will receive a written report during the year surrounding their progress.
- Parents have two parents evening per year they can attend to check on their child’s progress.
- The school uses its own assessment system it has created based from Wilson Stuart P Steps.
- Education Health Care Plan Targets form the holistic focus in a child’s IEP (Individual Education Plan).
- The system can automatically generate reports saving time for staff and more importantly allow teachers to teach!
What is Wilson Stuart Progress Steps?
- Its content has been designed over several years by Wilson Stuart School and Queensbury school have evolved the platform for its learners. It is designed to be on one continuum and to be simpler for parents to understand the progress of a child.
- It incorporates the original P levels at the lower end and stretches up to the new mainstream National Curriculum so we challenge every child regardless of ability. (From P1i to P18). Queensbury School operates P4 – P18.
- It also crosses over past assessment systems so rough comparisons can be made when we moderate with other schools.
- Cognition level / Age appropriated learning is also mapped into the scale.
- It utilises a software company SOLAR to record the assessment data online. We record lesson evidence to check our staff are correct with their judgements.
Exams and Accreditation
- Our most able students will undertake GCSE exams at the end of Key stage 4 (Year 11) and they can undertake resists in the Sixth Form to improve on their English and Maths Grades.
- Our Navigator and Venture Classes are likely to undertake GCSES.
- GCSE Exam grading changed in 2017 to a numerical value from 9 – 1 grades (Instead of A* to G). See Grade Descriptors here.
Progress 8 and Attainment 8
- Progress 8 is a new secondary accountability measure aimed at measuring the progress of pupils across a selected set of 8 subjects. It is designed to make sure schools have a broad and balanced curriculum. It is also designed to challenge the most able students and not just satisfy with an equivalent C / Grade 5 pass.
- Attainment 8 is the students’ average achievement across these eight subjects. Since 2016, the floor standard has been based on schools’ results on the Progress 8 measure. Attainment 8 Points are awarded for each grade received by the student and this is plotted against their predicted outcome.
BTEC and Level 1 – 3 Accreditation
- Students can undertake Level 1 – 3 Qualifications in either Key stage 4 (end of Year 11) or in Key Stage 5 (Sixth Form – Year 12, 13, & 14).
- The majority of our students undertake subjects that are set at Level 1 and 2 qualification standard.
- Navigator Classes will undertake these qualifications.
Functional Skills, Entry Level Qualifications and Awards
- Entry level exams (Functional Skills) just focus on the core elements to a subject and are suited for our less able students not able to undertake GCSE’s or BTEC qualifications.
- Explorer and Venture Classes will undertake these qualifications.
Certificates and Awards
- Students unable to take Functional Entry Level Qualifications will undertake vocational awards and certificates developing understanding of the world, independence and communication.
- Our Discovery Classes are likely to undertake these awards.
- Teachers will set challenging annual targets, to aim to reach their projected Key Stage expectations. Students which fall behind or need additional support will be referred to our Heads of Faculty and Intervention workers to help keep progress on track.
- The WS P Steps system also a key stage target setting system built into the system which ultimately projects where a child should be, dependent on age and start point. This helps teachers, students and parents understand what we expect of our students to ensure excellent progress.
- The teachers, Middle Leaders (Heads of Faculty) and the Senior Leadership Team keeps a close eye on every child’s progress and attainment. Analyse School Performance with other school systems is used to look for patterns and trends across key groups and carefully monitor. Also we use TRACK to analyse department and school data. We are careful not to spend unreasonable amounts of time generating data, but looking for any key trends or patterns to improve our provision to our young people.