Assessment for Learning

Thorough and careful assessment processes ensure children make outstanding progress.

Assessment for Learning is an integral part of the learning and teaching process, based on each child’s learning priorities, progress and achievement. Although at Kingfisher we use some targets (statements of learning) within the planning process, these are generally non-sequential and are absolutely personal to the child and their current point of interest or development.

All learning, whether it be planned or incidental, is recognised and captured and any targets set only serve to aid the assessment and reporting process over time. Good progress is measured taking into account individual starting points and learning needs and a judgement is made accordingly. Each child’s achievements, no matter how big or small, are recognised, valued and built upon. A child may demonstrate learning towards an identified target or not, but in doing so will also demonstrate learning in a multitude of other ways which are then captured and evidenced. Progress can be measured whether planned or incidental.

Kingfisher uses an electronic system called SOLAR to support the planning, recording and reporting of children’s learning. SOLAR hosts the Kingfisher Runways Framework, which has been written by Kingfisher and can be adapted and developed freely. Any progress is measurable and can be reported on at an individual and whole school level.

Given the move to more immediate and accessible recording and assessment tools, staff have more energy, time and opportunity to be creative in their planning for learning and engagement.

Within the area of Cognition and Learning, these statements of learning are developmental between the Runways but they are not an exhaustive list for children to work through and progress is not measured by their blanket completion.  Planned and incidental learning outcomes are recorded which all go to evidence a child’s lateral and linear progress over time.

Within the three areas of Communication and Interaction, Sensory and Physical and Wellbeing (Social, Emotional and Mental Health), statements of learning are non-developmental and are again used as a guide to highlight key priorities for individuals which can be added to and developed over time.  Within this system, children with regressive or life limiting conditions can demonstrate maintenance of skills and engagement in learning is celebrated.

A half-termly cycle of teacher meetings (Standardisation Quality Assurance) to discuss each child’s learning, including baselining, annual target setting, progress and engagement and movement between targets and Runways with Trust Director of Educational Excellence and Data & Information Manager

Teachers to update targets in PLP (Long Term Plan), where appropriate, and review the strategies at least termly