Curriculum Assessment
The cycle illustration below illustrates our assessment process for Reading, Writing and Maths, Science is also a core assessment subject but is not part of the PiXL process.
Non-core subjects are assessed according to the process outlined in their individual subject policies on our Curriculum Intent, Implementation, and Impact page.
The illustration below demonstrates the decisions teachers will take having conclude their assessment activities.
- Pdf version Carlton Road Assessment Illustration
- Pdf version CRA Assessment Cycle
See also further detail of our assessment systems at:
Not every child makes the same progress at the same time. Some pupils may need longer to embed and consistently retrieve curriculum knowledge; they may require targets broken down into smaller "chunks". As examples, this could be a result of neuro diversity, language acquisition or because they have experienced some sort of trauma which has detracted from learning in a typical age related pattern.
For these children, we use a tool called PIVATS. These assessment grids, updated over time to reflect changes to assessment by the DfE, exemplify children's assessment targets more precisely and break down expectations into smaller, more granular steps. They allow us to set and monitor progress linked to pupils' learning plans.
In our "Pod" we meet the needs of children with more complex special needs. For these pupils, we have created a bespoke curriculum based on individual requirements, interests and the opportunities they need to meet their EHCP targets. These children are assessed using the PIVATS grids that link to the DfE Engagement Model.
The engagement model:
- is a unique method of observation, allowing insight that improves provision for all pupils
- uses a pupil-centred approach that focusses on their abilities rather than disabilities
- values all sources of knowledge and information provided by those working with the pupil, including teachers, school staff, other professionals and parents or carers
- promotes consistency and a common language amongst schools and all those working with the pupil
- recognises there is a complex interaction between pupils’ physical, sensory, communication and learning disabilities that affects how they progress
While we use PIVATS linked to Engagement model outcomes to formally assess children's progress, we have also drawn inspiration for our Pod curriculum from other sources such as Cherry Garden Branch Maps and our collaboration with special schools in our local areas, to create the widest opportunities for our children to be successful.
Marking and Feedback
The school has a clear set of illustrations and symbols which carry meaning when work is marked or feedback is given.
For example:
For full details please see the chart here.