Welcome To The New Henry Tyndale School Website

Pupil Progress & Achievement

Pupil Progress & Achievement

As a special school for pupils with severe and profound learning difficulties where cohorts are comparatively small and pupils achievements are outside national norms we focus on individualised learning and achievement. Students progress is assessed and monitored through the Earwig assessment platform and various routes of accreditation such as ASDAN.

Pupil Progress

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:

  • Inform planning, target setting and interventions.
  • Assist with the development of quality teaching strategies which motivate pupils.
  • Be accurate, reliable and consistent across the school using a range of evidence and strategies.
  • Gather and capture additional information necessary to provide a tailored education, of high quality to all pupils.
  • Inform parents and carers of their child’s experiences and achievements.
  • Support the identification of barriers to learning and the development of strategies to overcome these.

Non -Negotiables

These are set standards for areas in PMLD, PECS, TEACCH which teaching and learning is guided by.

Learning Journeys:

At Henry Tyndale all students have a personal online journey. The learning journey captures achievements which develop into a record of photos, videos observations and or comments and link to assessment frameworks for curriculum pathways. The learning journeys show progress over time from when the student started at Henry Tyndale to the point they leave. These are regularly shared with parents to celebrate progress and show impact of teaching and learning.

Termly Progress Meetings

  • 3 times a year teachers are involved in progress meetings.
  • Our meetings focus on pupil progress against gradings, individual provision, support and need
    • Therapist are involved
    • Look at Earwig progress data for individual student
    • Rate student progress against: Rapid, Good, Expected, Not making progress
    • Moderation supports gaps, progress and focus areas for school improvement  and individual student
    • Teacher support and challenge to improve teaching and learning

Parental input and pupil views on progress and meeting needs

Parents are an integra part of measuring individual progress. We request, record and analyse parental views on their child’s progress. Our aim is for all parents to be happy with progress made and we ask this specifically in an Annual Review and take additional comments. We also seek parental views through regular questionnaires and other means during the school year. Pupil views are also important part of our EHCP process. Where appropriate students join parts of the review, provide feedback and are an integral part of their progress and aspirations.

Planning

Each Key Stage have rolling programs of topics and themes which are adapted to students individual needs. Themes are high interest and age appropriate to support engagement and learning. Medium term planning are tailored to follow our curriculum pathways and adapted to meet learning needs of students in class. Medium term planning have clear objectives and methods of implementation to help support the student to meet the target. Medium term targets and lessons are then reflected in daily plans to support teaching and learning. These plans can be adapted to support students point of learning and changing experiences.

Planning Links (click to enlarge)

Formative & Summative Assessment Systems

Assessment Cycle

Assessment Frameworks against Curriculum Pathways

Departments  EYFS
EYFS to Key Stage 1 Follow the EYFS Frameworks and curriculum Learning Journey
Departments  Conceptual Integrated Semi-formal Formal
Key Stage 2 Conceptual Levels   Learning Journey   Engagement Profile Henry Tyndale Levels- English and Maths   Communication   Phonics   PSHE   Learning Journey Henry Tyndale Levels- English and Maths   Communication   Phonics   PSHE   Learning Journey Henry Tyndale Levels- English and Maths   Communication   Phonics   PSHE   Learning Journey
  Key Stage 3 Conceptual Levels   Learning Journey   Engagement Profile Henry Tyndale Levels- English and Maths   Communication   Phonics   PSHE   Learning Journey Henry Tyndale Levels- English and Maths   Communication   Phonics   PSHE   Learning Journey Henry Tyndale Levels- English and Maths   Communication   Phonics   PSHE   Learning Journey
  Key Stage 4 Conceptual Levels   Learning Journey   Engagement Profile Henry Tyndale Levels- English and Maths   Communication   PSHE   Learning Journey   ASDAN   Transition Challenge Henry Tyndale Levels- English and Maths   Communication   PSHE   Learning Journey   ASDAN   Transition Challenge Henry Tyndale Levels- English and Maths   Communication   PSHE   Learning Journey   ASDAN   Transition Challenge
Post 16   Semi-Formal pathway – Work Skills pathway   Formal Pathway- City and Guilds Accreditation Conceptual Levels   Learning Journey   Accreditations SILSAF – Integrated Framework   Communication   PSHE   Learning Journey   Accreditations SILSAF   Communication   PSHE   Learning Journey   Accreditations SILSAF   Communication   PSHE   Learning Journey   Accreditations- City and Guilds Group
 
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