Assessment for Learning
Assessment for learning is a central part of the whole school marking policy and plays a significant part in encouraging pupil progress. Positive reinforcement is far more likely to lead to improvement than relentless criticism. Staff are enjoined to make sure that, when they mark and hand back pupil work, effort is encouraged and positive advice is given, especially when a pupil is clearly struggling with a particular target or subject.
Our most recent assessment and results overview for 2015-16:
|English||57%||of pupils achieved within the top 25% (upper quartile) for English compared to similar cohorts in other special schools ( see below)|
|100%||of year 6 pupils (completing KS2) achieved within the upper quartile for English|
|100%||of year 11 pupils (completing KS4) achieved within the upper quartile for English from KS2-KS4|
|75%||of all pupils made upper quartile progress in reading. Average progress in reading across the school was 16.6 months according to standardised testing.|
|Maths||77.4%||of pupils through the school achieved upper quartile progress in maths according to standardised testing|
|75.2%||of pupils throughout the school achieved upper quartile progress in maths according to teacher assessments.|
|90%||of pupils in Year 11 (completing KS4) made upper quartile progress in maths from KS2-KS4. Average progress in maths across the school was 8.73 months according to standardised testing.|
Partner Schools and Clarendon Year 11 Leavers summary Results
Clarendon works in partnership with a number of other schools for pupils with moderate learning difficulties with a similar demographic and context. When Clarendon leaver data for standardised tests is compared to the aggregated attainments from all these schools, it could be seen that Clarendon pupils performed significantly better than the norm across the full data set. For Teacher Assessments, Clarendon uses National Progression Guidance to set targets for individual pupils. We aim for a significant majority of our pupils to achieve in the top 25% (upper) quartile in English and maths, compared to the data available nationally. With a national review of P scales currently underway, and recent changes to the curriculum and assessment arrangements nationally, the school is working with partner schools to ensure a rigorous and robust “basket” of assessment data is held which enables us to measure progress.
End of Year Pupil Achievement Awards
At Clarendon merits are available to encourage and reward both positive behaviour as well as academic achievement. For academic achievement they are usually given for taking a more positive approach to study or for the emergence of improved efforts. These improvements may range from working to a better standard and more independently, to taking positive steps to improve behaviour and follow school rules to strive towards their full potential.