The Garden

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Assessment 

At The Garden School, we employ a detailed assessment system called ‘Assessment Points’ to monitor and enhance student progress. This system, structured in three stages, allows us to track each child’s development from their starting point, identify their next steps, and address any gaps in their understanding.
Progress is closely monitored against EHCP (Education, Health, and Care Plan) outcomes by class teachers, school leaders, and our therapy team, which includes Speech and Language Therapists and Occupational Therapists. Pupils work towards SMART targets that align with their overall EHCP outcomes.

In addition to ‘Assessment Points,’ we use SCERTS and the Engagement Model for assessment. Reading progress is tracked using the Little Wandle Phonics and Fluency assessments. All progress is documented through video, photo, and observational evidence using the Evidence for Learning (EFL) programme, with termly reports shared with parents and carers. These reports are closely moderated by school leaders to ensure accuracy and effectiveness.

We are committed to working closely with families to address their aspirations for their children and to involve them fully in their child’s learning journey.

Data and Attainment

Key Stage 2 Results: At The Garden School, we carefully track all students' progress through our comprehensive assessment systems. Most children in Key Stage 2 are disapplied from formal testing. Instead, they are assessed using Pre-Key Stage Standards or the Engagement Model to better match their individual learning needs.

Key Stage 4 Results: For Key Stage 4, student progress is closely monitored through our school assessment systems. Students participate in AQA Unit Awards. The school does not enter students for traditional assessment tests that contribute to Progress scores, Attainment 8 scores, English Baccalaureate (EBacc) average point scores (APS), or GCSEs in English and Maths, as these assessments are not suitable for our learners' needs.