Assessment at Henry Tyndale
At Henry Tyndale the learner is at the core for assessing progress. Our curriculum is broad and balanced meeting individual needs of our students. The curriculum, alongside specialist teaching approaches, provides consistency throughout the school. Therefore we have adapted and created assessment systems which accurately and meaningfully allow us to support the progress of our pupils.
Our Assessment systems support to:
Formative and Summative Assessment Systems
Education, Health and Care Plans all drive the Learning out comes which create the Indicative targets (short term termly targets)
Meaningful intent based planning (medium term and daily plans)
Assessment Frameworks used within each pathway and Key Stage depending on individual need and progression through the school
Teaching and Learning
Our assessment systems also incorporate assessing PECS’s and a range of non negotiables which aims to ensure high standards are maintained in the classroom.
These a set standards for areas such as PMLD, PECS, TEACCH which teaching and learning is guided by.
At Henry Tyndale all students have an online personal learning journey. The learning journey records photos, observations, comments, WOW moments and can link with assessment frameworks for each individual curriculum pathway. The learning journey documents progress, record moments of experiences and can be in photo and or video form.
We use EARWIG a secure online learning journey system which uses a range of assessment frameworks we have created and or selected to meet individual need and curriculum pathway. The whole system is GDPR compliant and is personal password protected. All information is stored in the cloud.
Staff input new observations, record progress and can link and tag evidence in creating the learning journey of each individual student. These journeys are shared with parents at parents’ evenings, meetings and at EHCP reviews.
Assessment and the Conceptual Curriculum
When introducing the Henry Tyndale Assessment for children working on the Conceptual Curriculum, school is working with partners to ensure that all statutory requirements are met and that best practice is put in place as Engagement work develops