Assessment within our Resource Base is continuous, personalised and holistic. It helps us understand each child’s strengths, needs and individual starting point so that we can set meaningful outcomes, adapt provision and celebrate progress in all its forms.

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We recognise that children develop at different rates and may demonstrate their knowledge and skills in different ways. Assessment therefore takes place across lessons, interventions, play, communication, social interaction and everyday routines. We consider not only academic learning but also children’s communication, emotional regulation, sensory and physical development, engagement, independence and wellbeing.

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Assessment information is gathered by teachers, support staff, Speech and Language Therapists, Occupational Therapists and other professionals involved with the child. Wherever possible, children and their parents or carers contribute to the process so that decisions reflect a shared and comprehensive understanding of the child.

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Our assessment frameworks

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We use assessment frameworks that reflect each child’s age, stage of development and approach to learning.

Children in Nursery and Reception are assessed against the Early Years Foundation Stage through the B Squared Early Years framework. From Year 1 onwards, pupils are generally assessed using either B Squared Engagement Steps or Progression Steps. When a child is working between frameworks, the class teacher works with the senior leadership and assessment teams to agree which is most appropriate. Teachers may refer to more than one framework when planning learning or developing individual targets.

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Engagement Steps

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Engagement Steps is used for children who are not yet consistently accessing subject-specific learning. It builds upon the Department for Education’s Engagement Model and considers how children explore, anticipate, persist, initiate and respond to learning.

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It breaks development into small, observable steps across areas including:

• Cognition, learning and engagement.

• Expressive and receptive communication.

• Social and emotional development.

• Visual, auditory, tactile and other sensory development.

• Fine- and gross-motor development.

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When a child is consistently working within the later Engagement Steps, staff consider whether Progression Steps may provide a more appropriate framework. This decision takes account of the child’s age, learning profile and progress over time.

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Progression Steps

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Progression Steps is used when children begin to access subject-specific learning through a semi-formal or formal curriculum. We use B Squared Core to assess spoken language, reading, writing and mathematics.

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The framework breaks curriculum content into smaller, achievable steps. This enables staff to identify what a child can already do, what they are beginning to understand and what they are ready to learn next.

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B Squared allows staff to record how securely a child demonstrates each skill—from initially encountering it through to gaining understanding and mastering it. This provides a more detailed picture than a simple achieved or not-achieved judgement.

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Formative and summative assessment

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Staff use dynamic, formative assessment throughout every lesson and part of the school day. They observe children, ask questions, review their work and notice how independently and consistently they use their skills. This information allows staff to adapt teaching, resources, communication and support immediately.

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Summative assessment takes place at planned points during the year and provides an overview of progress over time. B Squared assessment information is formally recorded in Spring 1 and Summer 2. We use two data-recording points because many children need longer periods to develop, consolidate and demonstrate new skills.

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B Squared levels are not used as targets. They form one part of a much broader understanding of progress and are considered alongside professional assessments, observations, intervention records, children’s work, family contributions and progress towards individual and EHCP outcomes.

Individual Target Plans

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Every child in the Resource Base has an Individual Target Plan. These plans break longer-term EHCP outcomes into meaningful, achievable steps and clearly describe the teaching approaches, support and adaptations required.

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Where appropriate to the child’s needs, targets address the four broad areas of SEND:

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• Communication and interaction.

• Cognition and learning.

• Sensory and/or physical needs.

• Social, emotional and mental health.

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Targets are specific, measurable and focused on a manageable number of priorities so that staff can work on them consistently and in sufficient depth. They are informed by:

• Ongoing classroom assessment and observation.

• The child’s EHCP outcomes and specified provision.

• B Squared assessment information.

• Speech and Language Therapy targets and assessments.

• Occupational Therapy advice and sensory profiles.

• Intervention reviews.

• The views of the child and their parents or carers.

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Individual targets are reviewed and updated three times each year—in December, April and July. Class staff and relevant therapists evaluate progress and agree or refine the next steps. The SENCO reviews the plans and provides further guidance where required.

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Targets are shared with every adult who works with the child and with parents and carers. Children are involved in an accessible and meaningful way; in Bases 3 and 4, child-friendly target overviews help pupils understand and reflect upon what they are working towards.

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Speech, language and sensory assessment

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Speech, language, communication and interaction targets are reviewed termly by class staff and the Speech and Language Therapist. Reviews draw upon direct work with the child, classroom observation, intervention records and discussion with the class team.

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The SCERTS framework may also be used to help staff understand a child’s social communication and emotional-regulation needs and to refine classroom strategies. Before each Annual Review, the Speech and Language Therapist completes a report that contributes to the overall picture of the child’s communication, progress and current provision.

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Sensory profiles are formally reviewed at the beginning and midpoint of each academic year. They may be updated sooner when staff, families or Occupational Therapists identify progress, changes or emerging needs. This ensures that sensory provision remains personalised and responsive.

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Education, Health and Care Plans

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Each child’s Education, Health and Care Plan is formally reviewed every year. The Annual Review considers progress towards the child’s long-term outcomes and whether their needs, provision and outcomes remain accurate and appropriate.

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Regular reviews of Individual Target Plans complement this statutory process and ensure that teaching and support continue to reflect the child’s current strengths, needs and priorities. EHCP outcomes are not addressed only at review meetings; they inform teaching, interventions and everyday provision throughout the year.

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Evidence of progress

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We gather evidence over time and in different contexts. We recognise that a child’s ability to engage or demonstrate a skill may vary according to their emotional regulation, sensory needs, familiarity with the activity or demands of the environment.

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Evidence may include:

• Observations made by staff and professionals.

• Children’s individual and class learning books.

• Photographs, videos and examples of completed activities.

• Significant comments or interactions that demonstrate learning.

• Intervention records and reviews.

• Speech and Language Therapy assessments and target reviews.

• Sensory-profile reviews.

• Individual Target Plans.

• Discussions with children, families, staff and professionals.

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Collecting varied evidence over time gives us a fairer and more accurate picture of each child’s development than relying upon performance on a single day.

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Formal testing

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Children in the Resource Base do not routinely complete formal tests. The exception is a termly Read Write Inc. word-reading assessment, which helps staff check that each child is accessing phonics teaching at an appropriate level.

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The assessment is adapted where necessary. For example, a child may use individual flashcards rather than a computer screen. Staff consider the child’s responses alongside their performance in familiar classroom activities and use professional judgement when reviewing phonics groupings.

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Moderation and pupil-progress meetings

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Moderation helps us ensure that assessment judgements are accurate, consistent and understood across the staff team. Staff review children’s work, observations and intervention evidence together. In Bases 3 and 4, where some pupils are working within National Curriculum expectations, staff also moderate work with mainstream colleagues. This takes place twice each year before assessment information is formally recorded.

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Termly pupil-progress meetings enable teachers and senior leaders to review every aspect of a child’s education. They consider assessment information, EHCP outcomes, individual targets and evidence from across the term to identify:

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• What is going well.

• Where further progress could be made.

• Whether current provision is having the intended impact.

• What adaptations or next steps are required.

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Each Resource Base class maintains a Pupil Progress Summary, bringing key information together in one place. Following the meeting, staff use the agreed actions to refine classroom provision and ensure that every child continues to make meaningful progress from their individual starting point.

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Why we assess

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Assessment helps children to recognise and celebrate their achievements, understand what they are working towards and take an increasing role in their learning.

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It helps staff to understand each child’s development, plan appropriate next steps and evaluate the impact of teaching, interventions, resources and specialist provision.

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It helps parents and carers understand their child’s progress, contribute to priorities and identify ways to support learning and development at home.

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Across the school, it enables us to maintain continuity, plan successful transitions, meet our statutory responsibilities and ensure that our provision remains ambitious, equitable and responsive to every child.