Welcome to St George´s Special School


St George’s Assessment, Recording, Reporting and Target Setting Policy

In the community of St George’s School everyone is important. It is a place where everyone feels welcome, has a voice and is included. Our school is a safe place to achieve and have fun. We learn to make choices for now and the future. We do our personal best and celebrate our achievements however large or small. As a team we experience the world.

  • High standards are achieved through the setting of challenging targets that promote at least good levels of progress and attainment appropriate to individual need.
  • The curriculum and learning activities address the whole person and the life they will lead on leaving the school. It will therefore extend beyond the school environment and into their community.
  • Teaching and learning is person centered and takes place in environments which meet an individual and cohorts’ preferred style of learning.
  • Learning is lifelong and students are encouraged to become as self-reliant and independent as possible.
  • We aim to promote personal, social, moral, spiritual and cultural development, encourage creativity, raise self-esteem and inspire self-discipline and consideration for others regardless of race, gender, age or disability.
  • We listen to all students and stakeholders and foster an atmosphere of mutual respect and cooperation.
  • The staff are our most valuable resource and shall be treated as such. We will support them to meet the needs of the changing population through continuous professional development and guidance.
  • Transition is a priority wherever and whenever it occurs in the school and we are dedicated to working collaboratively with all providers to ensure the security of all students.

St George’s School is committed to promoting equality and has high expectations of all students. As such we expect all students irrespective of their age, disability, gender, ethnicity, religious beliefs/faith, sexual orientation or any other recognised protected characteristic under the Equality Act 2010 to do their best to achieve the highest level of personal achievement. In return the school will ensure that there is equality of access to all aspects of school life and that every staff member will be a good, positive role model in his/her approach to all issues relating to equality of opportunity.

Statement of Assessment Principles

Assessment of skills, knowledge, behaviour and attitudes is vital if we are to identify students’ individual needs and plan their future learning and preparation for adulthood.

It enables us to:

  • recognise achievements and identify strengths and weaknesses in particular environments and situations, in order that appropriate intervention and support can be provided at an individual level;
  • ensure continuity and progression for each student;
  • help in monitoring the effectiveness of teaching;
  • further inform school improvement.

St George’s School recognises the guidance from the DFE publication Progression 2010 11, Advice on Improving Data to Raise Attainment and Maximise the Progress of Learners with Special Educational Needs. The school agree with the following 3 key principles;
1. High expectations are key to securing good progress.
2. Accurate assessment is essential to securing and measuring pupil progress.
3. Age and prior attainment are the starting points for developing expectations of pupil progress.
The guidance indicates that judgements about what constitutes good progress cannot be fixed and must be interpreted in relation to the unique needs of each student. Further at St George’s School, a range of assessments and analysis tools are used to capture progress.

‘We believe that not everything that can be counted counts, and not everything that counts can be counted’.

We are therefore responsive in the evidence we collect to show how an individual has moved their skills forward as a ‘whole’ person.

We endeavour to spot barriers to learning rapidly and to rectify/support improvement. The use of strong data and evidence allows us to hold the right conversations about whether progress is good enough and to explore the appropriate answers to maximising achievement and attainment.

Assessment involves measuring performance against certain criteria. To ensure consistent standards (moderation), all staff will need to know the precise meaning of these criteria.

What does progress mean at St George’s?

Progress is the extent to which students have moved forward in their learning from a starting point.

What does the term attainment mean at St George’s?

Attainment is the standard of academic performance usually demonstrated by accreditation, tests, examination or through teacher assessment and moderation processes both internal and external.

What does the term achievement mean at St George’s?

Achievement takes into account the standards of attainment reached by students and the progress they have made to reach those standards.

Assessment Evidence and Analysis Tools used at St George’s School


  • Formative assessment tool that records pupils’ progress across the subjects and strands from year 1 to year 11
  • B-squared base-lining takes place every September for a 6 week period for all new students regardless of their entry year (7-11)
  • All new admissions during the year undergo a 6 week assessment period to enable base-lining
  • Termly deadlines issued for pupils in year 7 to year 11 to track pupil progress and training needs


  • CASPA is a tool to assist with the analysis and evaluation of attainment and progress of pupils with Special Educational Needs.
  • CASPA provides school with set of comparative data to allow the benchmarking of attainment and progress for both individual pupils and cohorts within the school and presents analyses.

School Data Collection Program

  • The school has developed its own Excell program which captures annual data and progression based currently around CASPA levels and in the future B Squared levels (Sept 2014) (More accurate as it is not rounded up/down to 5ths).
  • This program uses the National Progression Guidance to measure progress year on year and across key stages in relation to other students at similar ages and starting points.
  • This program takes account of how well a student progresses and how effectively barriers to progress have been identified and minimised or removed. We believe that an understanding of a student’s needs is critical to high quality teaching and is critical when setting stretching and challenging targets for individuals.
  • All progress over time targets are set in line with the middle or upper quartile of the National Progression Guidance.
  • We analyse English, Maths, Science and PSHE currently but intend fully for subject leaders to be responsible for their own outcomes in a wider range of subjects using this program from Sept.2014.

Key Skills

Key skills are tiered descriptors which are used for students in school with severe and complex needs who find it difficult to show progress within the more traditional academic P-Levels or National Curriculum.

  • Personal, Social, Health and Hygiene (Tier 1 and 2)
  • Communication – Speaking, listening, reading, writing (Tier 1 and 2)
  • Application of number – number, measure shape and space, making sense of problems (Tier 1 and 2)
  • Physical – manipulation, movement (Tier 1, 2, 3 and 4)
  • Problem solving (Tier 1 and 2)
  • IT – Communication and handling information, modelling and controlling (Tier 1,2 and 3)
  • Improving own learning – study skills: concentration, organisation

Assessing Pupils’ Progress (APP) is a straightforward approach to making secure judgements about the standard of pupils’ work and what they need to do next. It has was nationally developed and standardised so that we can have confidence in the judgements made about our students in the area of independent writing.

Skill Checklists (literacy reading/spelling etc.)

  • Objects of reference
  • Photo knowledge
  • Symbol knowledge
  • Sign vocabulary
  • Social sight signs
  • Phonic ability
  • High frequency words
  • Spelling vocabulary

Reading Assessments

We have chosen to use reading assessments which recognise the learners as having delayed and sometimes different ability due to special educational needs and also the need to develop phonological skills before formal reading. We find the 2 described below useful because they provide diagnostic information in relation to planning to move an individual forward in their reading ability.

We have in school the Early Literacy Test which allows us to measure the pre-reading skills of students with emerging literacy skills.

The Early Literacy Test allows early identification of the children most likely to experience reading difficulties. Designed for use in pre-school as well as infant classes, the test provides a standardised, diagnostic assessment with a 'special needs indicator' plus matched teaching activities which will help you to:

identify the bottom 25% at each age level before reading problems become severe;
diagnose and profile each child's strengths and weaknesses in early literacy;
target each child's literacy needs with individualised teaching strategies.
The Early Literacy Test profiles three key aspects of early literacy - book and story concepts, word recognition skills, and knowledge of sounds and letters (all good predictors of later reading attainment) - and provides norms as literacy/reading ages, percentiles and quotients, for chronological ages 4:6 to 7:5. The User's Handbook explains how to interpret and use the results, with half of the book devoted to 'targeted' teaching activities and classroom resources.

The Diagnostic Reading Analysis is a modern oral reading test designed specifically for less able readers from 7 to 16 years. The test is carefully structured, with an initial listening comprehension passage helping to confirm the starting point for each pupil. The pupil then goes on to read, and answer questions on, three graded passages - two fiction and one non-fiction - pitched at appropriate levels of difficulty. The purpose-written reading texts utilise vocabulary and content and contexts with which pupils can readily engage; they are supported with full-colour illustrations throughout.

Each assessment takes up to 15 minutes. No pupil has to take the whole test: the user-friendly Pupil Record points you to the next appropriate reading passage. The Pupil Record also shows at a glance which answers to the comprehension questions - literal and inferential - can be scored correct. Two parallel forms A and B allow for re-testing, to assess progress, while a photocopiable Diagnostic Checklist helps to identify patterns of reading performance and the cues a pupil uses when reading.

The Diagnostic Reading Analysis provides standardised measures of reading accuracy (as standardised scores and reading ages), fluency/reading rate and reading comprehension. Additionally, the second edition provides a standardised measure of comprehension processing speed, making the DRA ideal for access arrangements assessment. There is also provision for informal miscue analysis and for more detailed investigation: the optional Diagnostic Profiler CD-ROM (view demo) helps you to produce a detailed diagnostic report, including prompts for appropriate follow-up that will inform each pupil's individual education plan.

We use our commissioned educational psychology service to assess students in the area of ‘working memory’ and use Cogmed to remediate diagnosed issues. Working memory is essential for the successful development of reading ability. Cogmed Working Memory Training is a computer-based solution for improving attention by increasing working memory capacity over a five week training period. Through combining cognitive neuroscience with innovative computer game design and close professional support, Cogmed delivers substantial and lasting benefits to its users:

Our educational psychologist also administers CTOPPs. The Comprehensive Test of Phonological Processing assesses phonological awareness, phonological memory and rapid naming. Individuals with deficits in one or more of these kinds of phonological processing abilities may have more difficulty learning to read than those who do not. The CTOPP was developed to aid in the identification of individuals from nursery through to college who may profit from instructional activities to enhance their phonological skills.

The CTOPP has four principle uses:
  • To identify individuals who are significantly below their peers in important phonological abilities
  • To determine strengths and weaknesses among developed phonological processes
  • To document an individual's progress in phonological processing as a consequence of special intervention programmes
  • To serve as a measurement device in research studies investigating phonological processing.
The CTOPP consists of 13 subtests:
  • Elision
  • Blending words
  • Sound matching
  • Memory for digits
  • Nonword repetition
  • Rapid colour naming
  • Rapid digit naming
  • Rapid letter naming
  • Rapid object naming
  • Blending nonwords
  • Phoneme reversal
  • Segmenting words
  • Segmenting nonwords

We then use the Phonological Awareness Training (PAT) as an intervention program. The PAT programme teaches children to read, spell and write phonically regular single syllable words by making analogies. There are no lists of words to remember, no spellings to learn. PAT is based on research identifying the importance of phonological awareness in learning to read.

SCERTS® is an innovative educational model for working with children with autism spectrum disorder (ASD) and their families. It provides specific guidelines for helping a child become a competent and confident social communicator, while preventing problem behaviors that interfere with learning and the development of relationships. It also is designed to help families, educators and therapists work cooperatively as a team, in a carefully coordinated manner, to maximize progress in supporting a child.
The acronym “SCERTS” refers to the focus on:
“SC” - Social Communication – the development of spontaneous, functional communication, emotional expression, and secure and trusting relationships with children and adults;
“ER” - Emotional Regulation - the development of the ability to maintain a well-regulated emotional state to cope with everyday stress, and to be most available for learning and interacting;
“TS” – Transactional Support – the development and implementation of supports to help partners respond to the child’s needs and interests, modify and adapt the environment, and provide tools to enhance learning (e.g., picture communication, written schedules, and sensory supports). Specific plans are also developed to provide educational and emotional support to families, and to foster teamwork among professionals.
The SCERTS model targets the most significant challenges faced by children with ASD and their families.

Self Help Checklists

Developed within school to record the development of self help skills in key areas of independence.

Accreditation outcomes

  • Functional Skills – Entry 1 to Level 2
  • Entry levels – Entry 1 to Level 1
  • Adsan – Towards Independence, Personal Progress, Personal and Social Development, Employability and short courses, subject certificate courses, Bronze, Silver and Gold.
  • BTechs
  • Jamie Oliver B Tech
  • NCFE art related subjects
  • Sports Leaders
  • AQAs

For full details see the school Curriculum Policy and School Offer documents 2014-15. This list is not exhaustive as we make changes according to the needs of the young people coming in to KS4 and 5 and the way the progress as they move through.

IEP Goal Attainment Scaling

All students have complimentary Individual Education Plan targets which are based around ‘life changing’ skill development. They are not curriculum targets as we feel these happen anyway through the school offer. IEPs are written for areas such as;

  • Behaviour development
  • Learning to learn
  • Independence
  • Communication
  • Generalising skills

Emotional development – Boxall Profile etc.

The Boxall Profile provides a framework for the precise assessment of children who have social, emotional and behavioural difficulties (SEBD) and are failing at school. It helps teachers to plan focused intervention for those children whose anxiety-provoking behaviour seems to make no sense. The profile provides the teacher with insights and suggests points of entry into the child’s world – it makes people think about what lies behind the behaviour.

Adaptive Behaviour Assessment System

The ABAS-II provides a complete assessment of adaptive skills. It is the only instrument ... providing composite norms for three general areas of adaptive behavior (conceptual, social and practical).

The ABAS-II provides a comprehensive, norm-referenced assessment of the adaptive behavior and skills of individuals from birth to age 89. The test’s ease of administration and scoring, and wide age range have resulted in its widespread use for a large number of assessment purposes.

Scores for each area allow you to evaluate areas of functioning, determine strengths and weaknesses, and specify training goals.

The clinician can also use ABAS-II to evaluate those individuals with learning difficulties, Attention-Deficit/ Hyperactivity Disorder (ADHD), or other impairments related to motor, speech and language, hearing, and neuropsychological disorders. This test is also useful in determining how well the individual responds to daily demands from the environment. The ABAS-II can also be used to determine if adults can live independently.

  • Conceptual
  • Practical
  • Community Use
  • Home Living
  • Self-Care
  • Social
  • Functional Academics
  • Social
  • Community
  • Leisure
  • Health and Safety
  • Self-Direction
  • Work


Attendance is recorded and monitored vigorously as the students have to attend to get the best benefits from all the above.

Judging progress and attainment

Progress and attainment will be judged at an individual level taking into account targets set in line with National Progression Guidance. Other assessment systems will be used to capture progress about essential life skills which compliment their academic outcomes and provide information about the ‘whole’ student.


Analysis is completed by Senior Leaders and teachers using CASPA/B Squared levels against National Progression Guidance Data Sets termly, annually at the end of a key stage(s).

  • Data is analysed at individual, cohort and school level.
  • Vulnerable groups are tracked e.g. PP, FSM, LAC. EAL, need types, gender etc.
  • Actual progress is measured against expectation and RAG (Red, Amber, Green) rated for easy identification.
  • Students are identified for intervention if they are underachieving.
  • % of students within a subject quartile is determined entry to exit across a key stage(s).
  • Other data banks are analysed in the same moderation session at the end of each term.

Target Setting

A target is what a student could achieve if the school has high aspirations and puts into place the right conditions for learning. We believe target setting is central to individual and school improvement. Key stage targets are set for each individual in line with the middle and upper quartile National Progression Data Sets. If a young person is not making expected rates of progress using this method or if the academic route is not capturing wider progress, alternative methods will be run alongside.


Insufficient progress is tracked at individual level on a termly basis recording progress, actions and outcomes.
Any student not on track to achieve their target in the area of Literacy and Maths will be given access to interventions in the form of precision teaching delivered by a teacher 3 days and week and 2 Higher Level Teaching Assistants (HLTAs).

Reporting to Parents/Carers
Student progress is reported to and discussed with parents and carers at:

  • Annual Reviews
  • Half termly IEPs with report of progress and new targets set
  • End of year reports (includes all achieved academic levels)
  • Parents’ evenings
  • Home – school communication diaries (used daily)
  • Face to face meetings
  • Telephone calls
  • Home visits

We hold annual consultation to gauge parental satisfaction.

Additional Records Kept:

  • Statement of Special Educational Needs
  • Student pen portraits
  • Pastoral Support Plans if required
  • Risk assessments, if required
  • Medical care plans
  • Specialist assessments (EPS, SLT, Physio, OT, VI etc)
  • LAC review minutes
  • Multi agency meeting minutes


  • Termly moderation meetings between each teacher and a member of the Senior Leadership Team take place to monitor all recording and evidence pertinent to the young people in their class. For specialist teachers this is based around target setting and work scrutiny.
  • Annual analysis of data and accreditation outcomes is undertaken in July/September by the Headteacher and the Governor for data scrutiny..
  • Whole School, Individual classes, Key Stage, Key Skills classes, MLD, SLD, PMLD, ASD, SEBD, LAC students, Children in Care, Young carers, Students in receipt of Pupil Premium/free school meals including the ‘ever 6’ cohort, Students whose attendance is below 80%, Students whose behavioural incidences are high, EAL students, Boys, Girls
  • Whole school moderation takes place termly with all teachers and with other schools (Medina House/St Catherine’s/Hants special schools), and as a result:
    • Enables us to reach common agreement
    • Discussion develops good practice across the school about forming judgements
    • Helps to decide ‘best fit’ judgements


Data/external accreditation analysis (Head and Gov for data scrutiny)

Baseline all new students (Teachers)

IEP target setting for existing students (Teachers)

Target setting for annual progress expectations in English, Maths, PSHE, Science, PE, Art, Music for KS3 and accreditation for KS4 and 5

Baseline all new students (Teachers)

Moderation within school and external

Reading tests (Resource Manager)

Annual Reviews according to annual schedule (Teachers)

Review Pastoral Support Plans (Teachers)

Baseline all new students (Teachers)

Parent Consultation (Teachers)

Annual Reviews according to annual schedule (Teachers)

Baseline all new students (Teachers)

Review IEPs

Annual Reviews according to annual schedule (Teachers)

Review of targets set for annual progress expectations in English, Maths, PSHE, Science, PE, Art, Music for KS3 and accreditation for KS4 and 5 - moderation with SLT.

Re-test literacy skills (Teachers)

Review Pastoral Support Plans (Teachers)

Review of behaviour data and Pastoral Support Plans (TLR Behaviour à Governors at the beginning of next term

Baseline all new students (Teachers)

IEP target setting for all students (Teachers)

Annual Reviews according to annual schedule (Teachers)

Baseline all new students (Teachers)

Annual Reviews according to annual schedule (Teachers)

Review Pastoral Support Plans (Teachers)

Baseline all new students (Teachers)

Annual Reviews according to annual schedule (Teachers)

Parent Consultation (Teachers)

Review IEPs

Moderation within school and external

Re-test literacy skills (Teachers)

Review of targets set for annual progress expectations in English, Maths, PSHE, Science, PE, Art, Music for KS3 and accreditation for KS4 and 5 - moderation with SLT.

Review Pastoral Support Plans (Teachers)

Review of behaviour data and Pastoral Support Plans (TLR Behaviour à Governors at the beginning of next term)

Baseline all new students (Teachers)

IEP target setting for all students (Teachers)

Annual Reviews according to annual schedule (Teachers)

Baseline all new students (Teachers)

Moderation within school and external

Annual Reviews according to annual schedule (Teachers)

Review Pastoral Support Plans (Teachers)

Baseline all new students (Teachers)

Re-test literacy skills (Teachers)

Reading tests (Resource Manager)

Annual Reports and Progress Files for Leavers (Teachers)

Baseline all new students (Teachers)

Parent Consultation (Teachers)

Review IEPs

Review of targets set for annual progress expectations in English, Maths, PSHE, Science, PE, Art, Music for KS3 and accreditation for KS4 and 5 - moderation with SLT.

Review Pastoral Support Plans (Teachers)

Review of behaviour data and Pastoral Support Plans (TLR Behaviour à Governors at the beginning of next term)

Transition of all data from sending teacher to receiving teacher.