‘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.’

Ofsted

‘Assessments of pupils’ needs are very thorough.  They are used to make precise plans which promote learning and progress extremely effectively.’

Ofsted

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.

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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.

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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.

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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.

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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.

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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.

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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

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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 2022-2023

The following shows pupil achievement for the academic year 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

 

Literacy

Reading90
Writing93
Speaking92
Listening93

Numeracy

Number94
Using and Applying93
Shape, Space and Measure91

Science

Scientific Enquiry89
Scientific Life Processes88
Scientific Materials89
Scientific Physical Processes87

PSHE

89