Hebden Green
School
Pupil Outcomes
Achievement, Assessment and Outcomes
1. Achievement at Hebden Green
At Hebden Green School, achievement looks different for every pupil.
Our pupils have a wide range of learning profiles, communication needs, sensory needs, physical needs, medical needs and levels of independence. Many pupils are working significantly below age-related national curriculum expectations, and a large proportion of pupils are working below the level of subject-specific study.
For this reason, national performance data does not provide a full or meaningful picture of achievement at Hebden Green. We measure achievement from each pupil’s individual starting point, taking account of their pathway, EHCP outcomes, communication, cognition and learning, emotional regulation, physical and sensory development, independence, engagement, accreditation and preparation for adulthood.
Achievement at Hebden Green may include pupils:
- communicating more intentionally
- engaging for longer with people, objects, routines or activities
- showing anticipation, persistence or initiation
- becoming more regulated and ready to learn
- using skills more independently
- applying learning in different places and with different people
- developing early reading, writing, number or problem-solving skills
- completing accredited learning or qualifications
- becoming more confident in the community
- developing skills for adulthood, independence and future destinations
Our aim is for every pupil to make meaningful progress towards greater communication, independence, confidence, regulation, participation and preparation for adulthood.
2. How we assess progress
Assessment at Hebden Green is personalised, holistic and based on each pupil’s individual starting point.
We use a broad range of evidence to understand how well pupils are learning and developing. This includes:
- progress against individual starting points
- EHCP outcomes
- Engagement Model evidence, where appropriate
- pre-key stage standards, where appropriate
- national curriculum assessment, where appropriate
- statutory assessment, where pupils are entered
- teacher assessment and moderated evidence
- communication development
- progress in independence and self-help skills
- emotional regulation and readiness to learn
- physical, sensory and therapy-linked progress
- ASDAN, Entry Level, Functional Skills or other accreditation where appropriate
- preparation for adulthood outcomes
Progress is not judged by a single piece of data. Staff gather evidence over time and consider whether pupils are becoming more secure, more independent and more able to apply their skills across different people, places and situations.
This helps us understand not only what a pupil can do, but how consistently, independently and meaningfully they can use that learning.
3. Pupils working below national curriculum assessment standards
Many pupils at Hebden Green are working below the standard of national curriculum assessments.
Some pupils are engaged in subject-specific learning, such as early reading, writing or mathematics, but are working below the standard of national curriculum tests. For these pupils, we use appropriate teacher assessment, including pre-key stage standards where these apply.
Some pupils are not yet engaged in subject-specific study. For these pupils, we use the Engagement Model to assess and report progress. The Engagement Model focuses on five areas:
- exploration
- realisation
- anticipation
- persistence
- initiation
These areas help us understand how pupils are engaging with learning, responding to experiences, developing awareness, showing curiosity, building attention and beginning to initiate actions or communication.
For pupils working below national curriculum assessment standards, progress may be shown through small but highly significant steps. These steps may include increased attention, intentional communication, tolerance of transitions, anticipation of routines, greater independence, improved regulation or the ability to apply a skill in a new situation.
The Engagement Model must be used at the end of Key Stage 2 for pupils who are working below the standard of national curriculum assessments and are not engaged in subject-specific study. Pre-key stage standards are used for pupils who are working below the standard of national assessments but are engaged in subject-specific study.
4. Statutory assessments and accreditation
Where appropriate, pupils at Hebden Green take part in statutory assessments. This may include phonics screening, multiplication check, Key Stage 2 assessment or other national assessment arrangements, depending on the individual pupil’s stage of learning and whether the assessment is appropriate for them.
For pupils working below the standard of national curriculum assessments, the school uses the relevant assessment route. This may include pre-key stage standards or the Engagement Model, depending on whether the pupil is engaged in subject-specific study.
As pupils move through the school, some pupils work towards accreditation or qualifications that reflect their pathway, needs and future destinations. This may include ASDAN, Entry Level, AQA Awards or other appropriate awards and qualifications.
Accreditation is used where it is meaningful and relevant. It helps recognise pupils’ achievements in learning, independence, communication, life skills, community participation and preparation for adulthood.
Our approach ensures that pupils are assessed in ways that are appropriate, ambitious and meaningful for them.
5. Annual reports to parents
Parents and carers receive an annual written report about their child’s achievements, progress and attendance.
The report explains the progress pupils have made during the year and identifies next steps in learning and development. Where statutory assessment outcomes are relevant to an individual pupil, these are included in the report.
For pupils working below national curriculum assessment standards, reports may include information from teacher assessment, pre-key stage standards or the Engagement Model, depending on the pupil’s stage of learning.
Parents and carers are also given opportunities to discuss their child’s progress with school staff. We value working closely with families so that progress can be understood across school, home and wider contexts.
Schools have a statutory duty to prepare annual reports for parents before the end of the summer term. These reports must cover each pupil’s achievements, general progress and attendance record.
6. School performance tables
You can view the school’s published performance information on the Department for Education’s Compare School and College Performance service.
DfE school performance tables:
https://www.compare-school-performance.service.gov.uk/school/111505/hebden-green-community-school
https://www.compare-school-performance.service.gov.uk/school/111505/hebden-green-community-school
Please note that, due to the specialist nature of Hebden Green School and the complex needs of our pupils, national performance data should be read alongside the information on this page.
Published performance measures do not always provide a full or meaningful picture of progress for pupils in special schools, particularly where pupils are working significantly below age-related expectations or are not yet engaged in subject-specific study.
At Hebden Green, we therefore place equal importance on pupils’ progress from their individual starting points, EHCP outcomes, communication, engagement, regulation, independence, accreditation and preparation for adulthood.
Schools are expected to publish a link to the DfE Compare School and College Performance service and their school performance measures page.
7. Who to contact about pupil progress
If you would like to discuss your child’s progress, please contact your child’s class teacher in the first instance.
Class teachers know the pupils well and can talk to you about your child’s learning, communication, engagement, independence, regulation, EHCP outcomes and next steps.
You can also speak to the pathway lead, senior leader or member of staff responsible for assessment if you would like further information about how progress is assessed and reported.
Parents and carers are encouraged to share information from home, as this helps us understand how pupils are applying their learning across different settings. For many pupils, progress is most meaningful when skills are used not only in school, but also at home, in the community and in preparation for adulthood.
For further information, please contact:
School office: admin@hebdengreen.cheshire.sch.uk
Assessment lead: dlamb@hebdengreen.cheshire.sch.uk
EHCP contact: ssawicki@hebdengreen.cheshire.sch.uk
IEP contact: rstedman@hebdengreen.cheshire.sch.uk
Assessment lead: dlamb@hebdengreen.cheshire.sch.uk
EHCP contact: ssawicki@hebdengreen.cheshire.sch.uk
IEP contact: rstedman@hebdengreen.cheshire.sch.uk
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