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Assessment at Green park School 

Green Park School is a provision for children and young people with complex and multiple learning difficulties. Accordingly, there are individualised pathways of learning and interventions based on the profile of young people placed at Green Park School. The school provision has a newly revised curriculum, which is broad and balanced and offers a wide range of opportunities for learners.

At Green Park School, 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 assessed and recorded on a termly basis
  • Targets are set for the end of each Key Stage and broken down into smaller steps.  Learning passport targets are set every term to challenge pupils understanding. 
  • All parents will receive an update on progression at the Educational Health Care Plan Review Meeting#
  • All parents receive half termly videos and updates to outcomes through Evidence for Learning

At Green Park School we use Evidence for Learning to record pupils achievements.  Evidence for Learning not only allows senior and subject leaders to track, benchmark, analyse and report progress throughout and across years for the whole school, it also enables teachers to stay abreast of their pupil’s attainment through the form of continuous evidence tracking. As the software is flexible and allows teachers to record learning, achievements, outcomes and teaching evidence easily i.e. multimedia, it can be used throughout the day to make comprehensive assessments, including measurement of engagement as well as progress and setting targets based on the EHCP. Progression towards attainment levels can therefore be monitored on a daily basis, enabling teachers to make recommendations for additional interventions or support.
We currently use the following documents to assess and/or accredit aspects of learning and progress as appropriate to individual pupils:
· Early Years Foundation Stage Profile
· Education Health Care Plan Outcomes

· Programmes of Study, both within the National Curriculum and the School’s curriculum framework.
· Accredited frameworks as published by ASDAN or OCR
· Behaviour protocol checklists (Antecedent, Behaviour, Consequences (ABC), statistical analysis standards v progress etc.)
· Read Write Inc. Assessment



Pupil Progress at Green Park School 


Statement on Statutory Reporting of Assessment at the end of KS1 and KS2

As part of our overall assessment programme, the school has considered the DfEs Pre-key stage 1 and Pre-key stage 2 assessment documents for pupils working below the national curriculum assessment standard 


According to the Pre-key stage 1 'Assessment and reporting arrangements (ARA) Section 6: Test participation', “Teachers should use their knowledge of each pupil when considering whether to administer the tests to them"..


Alongside this guidance, teachers have also taken into consideration the special educational needs of each individual child (Rosehill is a school for children and young people with autism and associated learning needs - sensory, communication and  behaviour).  


Outcomes of Pre-key stage assessments - June 2019:

  • Pre-key stage 1 - No pupils met the criteria to sit the national curriculum assessments tests
  • Pre-key stage 2 - 6 pupils were assessed and ranged between standard 1 and standard 5 in reading, writing, maths and science.


Outcomes of Pre-key stage assessments - June 2020:

  • Pre-key stage 1 - No pupils met the criteria to sit the national curriculum assessments tests due to the ongoing Covid-19 pandemic 
  • Pre-key stage 2 - No pupils met the criteria to sit the national curriculum assessments tests due to the ongoing Covid-19 pandemic 


Sixth Form:

  • Within the Sixth Form the focus is not only upon accreditation targets but is even more closely aligned to the ECHP target areas and preparing our pupils for life beyond Rosehill School and independence

  • On-going assessment takes place against IPLJs focusing upon the following areas and are recorded on progress trackers which are monitored closely:


    • English & Communication

    • Personal Development

    • Life Skills


Despite the challenges presented to us during 2020, more than 44 accreditations were completed by our Post-16 pupils.