How We Teach : Assessment and Moderation
Assessment and moderation at Bradstow School are integral to the teaching and learning that takes place.
Learners at Bradstow are assessed using the following tools:
- SCERTS
- Therapy Outcome Measures (TOMS)
- EHCP/ Annual outcomes measures with varied levels of support
- IEP targets
- Bradstow School ‘can do’ statements in English, Maths, PHSE and Independent Living
Baseline Assessment
All learners during the start their journey at Bradstow have a comprehensive baseline assessment completed which includes details related to therapeutic provision, attainment, behavioural and care needs; this informs our starting point for teaching and learning for each young person.
Multi-Disciplinary working
The Bradstow Multi-disciplinary team which is comprised of the speech and language therapist, occupational therapist, teacher, behavioural team and home manager meet termly to review IEP and Annual review outcomes linked to each learners EHCP. This process ensures that young people are meeting their identified EHCP Outcomes and that individualised and aspirational outcomes for our learners remain at the centre of all we do.
Teachers and Home managers also assess young people’s progress termly through our ‘can do’ statements to monitor progression of every young person and identify any gaps in learning or further support required. Ongoing formative assessment by teachers also occurs and is vital to plan next steps for learning.
Moderation
To ensure that our assessment of our learners is robust we undertake both internal and external moderation. These occur termly with a key focus on curriculum areas; levels of attainment are discussed amongst the teaching team and other schools to ensure that our expectations comparable in standard to that of other learners and that the evidence/ work has been fairly assessed in providing a valid outcome (i.e. showing progress towards an outcome within our curriculum).
