Assessment at Valence School will follow the principles agreed by KASS, namely:
From September 2015 and “life after levels” there is no national benchmark of progress other than that a pupil should make progress towards a suitably aspirational target which has been set using evidence of their prior attainment and their previous rates of progress.
Valence School is committed to continuing to track pupil progress in a meaningful and useful way and will convert from national curriculum levels to the language of the new national curriculum when describing pupils’ attainment. The DfE and Ofsted will evaluate progress made by pupils and compare it with that made by others from a similar starting point. In order to ensure that the school uses relevant comparative data and sets suitably challenging targets, Valence School will base initial targets on the algorithm of progress of pupils from similar starting points devised by KASS from the data set of all pupils in Kent Special Schools. However, these targets will be personalised and will be adjusted if necessary to ensure that all targets are suitably challenging for each individual.
The KASS Algorithm in Pupil Asset
The KASS algorithm was developed using historic pupil progress data covering a three-year period, across all year groups. A selection of Kent special schools provided data for the development of the progress algorithm. This data represented the progress of pupils with PSCN, B&L and C&I needs. The algorithm was developed and tested by the KASS core data group. The algorithm is referenced to but not driven by progress expectations within Progression Guidance.
The algorithm takes account of both progress from differing start points and the changing rates of progress across key stages as pupils move through their school lives from Year 1 through to Year 11 as is evident in our collective data.
Most students at Valence School do not follow the same trajectory as pupils in mainstream education and the data most relevant is linked below.
Valence offers a wide range of accredited courses. These vary as they are tailored to the needs and interests of student cohorts.
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We always offer accreditation routes in English, Maths, Science and ICT, up to and including GCSE level when appropriate. As part of our focus upon communication we also offer accreditation in AAC for those students using communication systems.
As can be seen from our course offer we aim to offer accreditation at a variety of levels including pre-Entry, Entry Level and GCSE. These courses run in a range of subjects.
Performance Tables including our Key Stage 2 and Key Stage 4 results
We also focus upon achievement in Sport and wider life skills and offer specific accreditation in these areas.
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