‘Pupils’ achievement is outstanding. The skills they master in communication, physical development and in social and personal development often astound their parents and are a source of great joy.’
‘Assessments of pupils’ needs are very thorough. They are used to make precise plans which promote learning and progress extremely effectively.’
Pupil Assessment at Humberston Park School
At Humberston Park School our wide-ranging, bespoke assessment approach is integrated throughout the learning programmes and curricula, supporting our personalised, transdisciplinary intent and delivery across care, health and education. Our carefully chosen assessments form a continuum of learning tools to support diagnosis, progress, evidence review and impact of learning.
Diagnostic assessments are completed at the start of pupils’ journeys when they join Humberston Park School. This enables staff and leaders to gauge previous knowledge and skills, and help to determine the most appropriate personalised approach to learning: it sets up their ‘what next’ strategy. These diagnostic assessments include care, health and therapy assessments, alongside cognitive and other ‘education-focused’ assessments.
A range of formative assessments are then used during relevant learning opportunities throughout the curriculum, helping to determine what progress is being made, including maintenance and lateral progress. Any adjustments required to support each pupil’s learning, including changes in practice, can then be reviewed and considered.
The School uses interim assessments to compare progress and attainment of groups, cohorts, Key Stages and Phases, to give class-based staff and leaders an overview of progress, outcomes and impacts. This assessment data is also benchmarked against relative cohorts on a national basis using CASPA percentile information.
Using CASPA to analyse and benchmark gives the School flexibility over how we benchmark our pupils by category of need, degree of learning difficulty and actual versus expected progress.
Summative assessments are used as a final ‘checkpoint’ to measure individual and group success against personalised targets and outcomes. We use this data to review performance and use it to explore how and what to improve relative to pupil’s offers, curriculum design and professional practice and continuing staff development.
Our ATAS 1 & 2 assessment reports focus on priorities, strengths and development for each pupil. ATAS 1 captures each pupil’s ‘Assessment Priorities’ identified from the diagnostic and formative assessments in particular. These assessment priorities link through each pupil’s EHCP Learning Outcomes, small step targets and their Individual Education Plans [IEP]. ATAS 2 summarises each pupil’s strengths and areas for development relative to identified priorities in ATAS 1, across Wellbeing, Attention, Engagement, Communication, Medical, Behaviour and Learning to Learn, amongst others.
Each pupil’s IEP is set out in what we refer to as My Day B, and highlighted above, informed by assessments and Learning Outcomes in their EHCPs, targets are set and monitored relative to Communication & Interaction – Cognition & Learning – Social, Emotional & Mental Health – Sensory / Physical. My Day B also profiles health and wellbeing information relative to each pupil’s needs, supporting the transdisciplinary approach to learning and assessment.
Diagnostic | When applicable the following assessments are used upon admission into School to gain a baseline of current skills/areas of development: Affective Communication Assessment Levels of attention Derbyshire Language Scheme [Rapid Screen Test] Pre-Verbal Communication Schedule DUNST Wellbeing Profile Motivational Assessment Social Use of Language Programme Visual Profiles |
Formative | Affective Communication Assessment Levels of attention Derbyshire Language Scheme [Rapid Screen Test] Pre-Verbal Communication Schedule DUNST Engagement Framework Assessment for Learning [AfL] PSHE PROA Emotions PROA Behaviour Star Charts Behaviour Functional Analysis & Risk Assessment Visual Impairment Tracker Hearing Impairment Tracker Phonics Assessment Tracker Phonic Starting Strong Social Use of Language Programme |
Interim | Transdisciplinary Impact Assessment Framework Earwig Phonics Starting Strong Behaviour Functional Analysis & Risk Assessment National Curriculum Assessments P Scales / CASPA |
Benchmark | P Scales / CASPA National Curriculum Assessments
|
Summative | ATAS: our documents which compile assessment information Transdisciplinary Impact Assessment Framework P Scales / CASPA PROA Behaviour Functional Analysis & Risk Assessment Visual Impairment Tracker Hearing Impairment Tracker National Curriculum Assessments Phonics Assessment Tracker |
Pupils at Humberston Park School do not take end of Key Stage 2 [end of Year 6] national curriculum tests in mathematics, English reading nor English grammar, punctuation and spelling as their complex, profound and severe learning difficulties mean that cognitively our pupils are working below expected standards as would be anticipated.
Pupils at the end of Key Stage 4 do not take GCSE exams or English Baccalaureate qualifications for the same reasons.
However, to meet DfE/Government performance reporting standards, the School should publish such data. Please refer to the following link, where you will be able to compare our School performance data for Key Stages 2 and 4 and 16-18.
https://www.compare-school-performance.service.gov.uk/school/137394/humberston-park-school
Internal HPS Pupil Achievement Data 2023-2024
The following shows pupil achievement for the academic year 2023-24 in comparison with 2022-23. The data covers achievement across Literacy, Numeracy, Science and PSHE, and the associated strands within these subject areas.
Whole School: Overview
Percentage of whole-school pupil population making expected progress or better
| 2022-23 | 2023-24 | ||
Literacy | Reading | 90 | 92 |
| Writing | 93 | 94 | |
| Speaking | 92 | 98 | |
| Listening | 93 | 94 | |
Numeracy | Number | 94 | 96 |
| Using and Applying | 93 | 96 | |
| Shape, Space and Measure | 91 | 95 | |
Science | Scientific Enquiry | 89 | 92 |
| Scientific Life Processes | 88 | 91 | |
| Scientific Materials | 89 | 89 | |
| Scientific Physical Processes | 87 | 90 | |
PSHE | 89 | 91 |