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Assessment approaches in special schools
How do special schools assess pupils? This article features case studies and expert advice on how special schools can assess the attainment and progress of pupils. It also addresses some frequently asked questions about assessment.
- Using a range of approaches: case study
- Baselining from diagnostic assessments: case study
- Collaborating with other special schools: case study
- Combining assessment products: case study
- Measuring progress in special schools: expert advice
- Selecting a commercial assessment system: expert advice
- Assessment of pupils with SEN: FAQs
This article includes references to a number of commercially available assessment products. The mention of these products does not constitute a recommendation from The Key.
Using a range of approaches: case study
Fosse Way School is a teaching school in Bath and Noth East Somerset, which caters for pupils aged 4 to 19 with a wide range of special educational needs (SEN). We spoke to vice-principal Mairi Lanyon about how the school tracks the attainment and progress of pupils.
Mairi explained that the school has designed a framework to track assessment, which covers pupils from reception to year 13. She said that the framework document sets out the different assessments pupils undertake, which might include the reception baseline assessment, phonics screening checks and GCSEs for the most able, as well as other types of assessment depending on what is appropriate for the pupil. Other assessments might measure
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