The aspiration for all pupils at Nexus is to achieve their potential in all aspects of their development. All pupil achievement and progress is celebrated and can be demonstrated by Pupils making progress in:
- Evidence for Learning: Pupils working towards/achieving their outcomes set with families for 12 months within the EHCP review meetings. These outcomes are informed by any relevant professionals working with the pupils. These targets are broken down by teachers into short-term targets over a period of 3 terms and are shared with families through Target Towers and celebrated through Assessment Books and Learning Journeys.
- B Squared: Pupils making progress in the curriculum. Progress and achievement in all subjects are within reports to parents/carers in their Annual Reviews, Assessment Books, and Parent Consultations. Progress will be monitored through Pupil Progress Meetings which will be held with a member of SLT at the end of Terms 2, 3 and 5.
- Accreditation: Achieving external accreditation for relevant-aged pupils e.g. AQA accreditation, Duke of Edinburgh Awards etc.
- Life Skills Framework: Using skills that have been developed in a wider range of contexts outside of the classroom, within the community or in a Work Experience context where appropriate as demonstrated in Learning Journeys and Assessment Books
- Integration: Supported transition and integration opportunities within, in and outside of our setting.
How do we assess Learning and Development?
We use both formative and summative means of assessment.
We utilise Evidence for Learning which is an electronic platform which supports an eclectic number of assessment frameworks. Evidence for Learning also includes the ability to evidence and track progress against individual learning intentions and targets related to Education, Health and Care Plans (EHCPs) which are shared with families through the Target Towers. Parents/Carers are also able to access this system to view evidence but also contribute evidence that enables a holistic view of each pupil’s progress. (Please see further tab for more information).
B-Squared, Connecting Steps is a standardised assessment framework which is used to support learning and assessments in all pathways. Each pathway has a bespoke package designed to meet the needs of the individual students (Please see further tab for more information).
Within each Pathway tab, there are also details of specific Assessment Frameworks that are utilised to record and celebrate pupil progress.
Pupil Intervention Team
Pupil Intervention Team
Nexus School has a dedicated team established to support pupil intervention. Referrals to this team are made to support a wide variety of pupil need including emotional regulation, behaviour, communication and engagement, cognition and learning and physical or sensory needs. Referrals can be made for pupils from across the pathways and Nexus sites.
The purpose of the team is to ensure a consistent specialist support mechanism for the school as a whole. The process will start with a brief referral, followed by a triage approach to identify the appropriate next course of action and/or relevant support to be supplied. The team will work alongside staff members to assess, advise and embed strategies to enable pupils to make positive development in the identified areas.
The team constitutes Lorraine, Jo and Charlotte. Each member has an area of expertise.
Jo is Pupil Intervention Manager (PIM) for Nexus is one of the Assistant Head teachers. Her role also encompasses overseeing the Nexus primary satellite provision at Wouldham Church of England Primary. Jo has worked at a number of specialist schools for pupils with complex needs and/or Autism in her career to date. She has a Cert.Ed. in Supporting Children in Autism and their families, is an AET accredited trainer as well as being SCERTS qualified. Charlotte is a trained Speech and Language Therapist, Makaton tutor, Intensive Interaction advocate and is SCERTS trained. Her current role is Communication and Engagement Specialist here at Nexus. Lorraine is currently Behaviour Lead at Nexus, is the PROACT SCIP.uk Instructor at Nexus and is also SCERTS trained.
Jo Sharp Charlotte Parkhouse Lorraine Stapleton
Target Towers and Assessment Books
Target towers allow us to share and plan our students progress towards their EHCP target. Each child has interim targets set twice in the year to help them work towards and achieve their EHCP outcome. These are shared with home during terms 1 and 4. The progress towards the targets will then be collected and measured using Evidence for Learning. The EHCP outcomes are discussed and planned in annual reviews and parent consultations.
Assessment Books are our way of reporting students progress towards EHCP and academic outcomes. Reports come home in terms 3 and 6. Pupil progress is also discussed in annual reviews and parent consultations.
Evidence For Learning
What is Evidence for Learning (EFL)
Evidence for Learning is our assessment tool to measure the progress of your child’s EHCP outcomes. The targets are personalised by the teachers and match the targets found on their Target Towers. The teaching team will collect evidence towards achieving their Targets. Photos, videos and notes can be submitted by the teaching team and shared with home as well as allowing you to submit the same back to school, to help us all recognise the progress of your child.
What is BSquared?
B squared is our online assessment tool that is used to measure the individual progress of our pupils in a range of academic areas. B squared also has a range of frameworks to support teachers planning and target setting for ‘Target Towers’ and EHCP outcomes. The students will progress through their learning on a scale of 1-10 and each level is broken down into many individual learning requirements. The programme is designed to show and measure small steps of progress. We can also use the Autism framework and the Communication and Interaction framework to inform and develop the Target Towers all of the students use. Please click on the link below for more information:
Assessments in Nexus School Intent Statement
At Nexus School we believe that Assessment should be carried out regularly to recognise and celebrate student achievement as well as ensure that teaching addresses the next steps. Assessments at Nexus can take place in many forms ranging from formative assessments in lessons, to observations of students, to photos and videos and summative assessments through written, verbal testing or practical testing. We believe the key objectives of assessment are:
• To provide effective feedback to students.
• To actively involve students in their own learning.
• To address the need for students to be able to assess themselves and understand how they can improve.
• To adjust teaching to take into account the results of assessment.
• To recognise the profound influence that assessment has on the motivation and self-esteem of students.
• To allow teachers to evaluate and respond to their teaching and students’ learning.
• To track student progress and coordinate intervention where appropriate.
• To record, recognise and celebrate student achievement
In Nexus School we use B Squared to track academic subjects and guide and support teachers for planning non-academic development. We also use Evidence for Learning (EFL) to measure progress towards your child’s EHCP outcomes.
What is B Squared
B squared is our online assessment tool that is used to measure the individual progress of our students, in a range of academic areas. B squared also has a range of frameworks to support teachers planning and guide them towards suitable targets for the target tower and EHCP targets. Each pathway follows a bespoke assessment framework, which is designed to meet the assessment needs of the pupils. The frameworks are split into multiple levels and each level is broken down into many individual learning requirements. The program is designed to show and measure small steps of progress. We can also use the Communication and Interaction framework to inform and develop the Target Towers all of the students use.
What is Evidence for Learning (EFL)
Evidence for Learning is our assessment tool to measure the progress of your child’s EHCP outcomes. The targets can be personalised by the teachers to match the targets found on their Target Towers. The teaching team will collect evidence towards achieving their Targets. Photos, videos and notes can be submitted by the teaching team and shared with home as well as allowing you to submit the same back to school, to help us all recognise the progress of your child.
Students following the sense and experience and discover and explore pathway also use the engagement model to support their teaching in school. This methodology allows teachers to measure a student’s engagement in learning. By making adaptions and changes the teacher will find methods of increasing engagement and thus increase the pace of learning. This is all measured through evidence for learning.
Target towers allow us to share and plan our students progress towards their EHCP target. Each child has interim targets set twice a year to help them work towards and achieve their EHCP outcome. These are shared with home and the progress towards the targets will then be collected and measured using Evidence for Learning. The EHCP outcomes are discussed and planned in annual reviews and parent consultations.
Timetable and Planning
Each teacher uses the information gathered from B Squared, EFL and the target towers to plans and deliver the curriculum needs for each child. They will monitor progress and use this to continue to deliver and engage your child in their learning. The timetable can be found on the school website.
The expectations of what you assessments you will see depends on which pathway your child is in. A student following The Bridge Pathway will mostly be using B Squared. As a posed to the child on the Sense and Experience Pathway will mostly be using Evidence for Learning and tracking their progress towards EHCP
At Nexus school will measure and record your child’s progress throughout the school year. Reporting of child’s progress should happen regularly throughout the year.
- Assessment Books will be sent home two times a year, this is a record of the progress they have made in EFL and B Squared.
- Annual Review once per year
- Parent consultations 3 times per year
What is good progress
Progress of your child will be compared to other similar students within the school, to ensure that each pupil within the school is making the correct amount of progress. Support will be provided for the students not making the required amount of progress through the Pupil Intervention Team (PIT) or individual intervention plans.