How Assessing Without Levels can make a difference at your SEN school (part II)

This blog has been written for us by former deputy headteacher of an SEMH special school (and now Arbor's SEN specialist!) Daniel Giardiello.

In my previous blog, I talked about how schools can adapt the one size fits all approach to assessments to better serve the needs of SEN students. Part two will talk in more detail about how schools can opt for flexible assessments without having to deal with the administrative burden, using residential SEMH provision Freiston Hall in Lincolnshire as an example of a school that uses Arbor’s curriculum tracker to create flexible frameworks that work for their students.

Dr Clem Earle, Head of Education at Frieston Hall, believes that the SEMH environment ‘forces us to be different and take risks, as the kids provide us with such a range of cognitive challenges every day.’ 

More and more SEN schools are now using the freedoms of assessing without levels to establish frameworks that measure self-confidence, self-awareness, managing feelings and making relationships, as well as academic progress. During my time at The KLMS Federation in Leicester, we established the Behaviour for Learning Driving License. This was a framework of descriptors which combined elements of Personal Learning and Thinking Skills (PLTS), Social Emotional aspects of Learning (SEAL), the EYFS Early Learning Goals and the content of targets from within each student's SEN statement. This framework helped us to re-focus provision onto the things that really mattered, giving us the opportunity to evidence traditionally unmeasured aspects of student development alongside academic ones. From addressing these formative needs first, the students at the KLMS federation are now achieving the highest academic grades the schools have ever seen.
 
Arbor’s Curriculum Tracker - A system to support flexible assessment
In a profession already burdened with high levels of administrative demand, creating frameworks, collecting data and carrying out analysis can lead to significant additional workload if you are not using the right system to help you. Whilst it provided valuable insight, Gathering Behaviour for Learning data in my case did lead to many hours of staring at Excel sheets and copy & pasting figures from emails and bits of paper to get what I needed.
 
Sitting as an integrated module within Arbor’s MIS, the Curriculum Tracker is a tool that gives schools and trusts the complete flexibility to assess in the way that they want without administrative burden. Schools can choose to use a combination of published frameworks such as Rising Stars, NAHT and the National Curriculum statements or define bespoke assessment frameworks of their own. There is complete flexibility in setup both in terms of the number and content of statements or KPIs in each mark sheet and the setup of grade scales used to measure progress against them. This all allows for them to strike just the right balance of national/local alignment and individual autonomy within one system.
 
Freiston Hall School in Lincolnshire are a residential SEMH provision who are making full use of this facility to create frameworks that fit their students’ needs and focus on social, emotional, and problem-solving skills as well as academic progress. The image below shows the input page of a framework developed by Kathy McLoughlin (a teacher at Freiston Hall) which focuses on students developing their abilities to communicate, interact, resolve conflict, live healthily, learn, and work as a team. 
 


Freiston Hall also uses the Curriculum Tracker to measure the impact of its Forest School provision in a similar way alongside other national Frameworks for subjects such as Maths, English and Science. Read what Dr Clem Earle, Head of Education had to say about how Arbor’s MIS helped him create a bespoke assessment solution for his pupils:

“Many professionals are trapped in a mentality of wanting to get it right, or more likely "not risking getting it wrong"  so they continue with what they know. In a way, the SEMH environment forces us to be different and take risks as the kids provide us with such a range of cognitive challenges.

We work with young people that have behaviour difficulties and attachment trauma/mental health issues so we have to think and live “outside the box” for most of our working day. This means we have to be highly creative in how we customise curriculum delivery for our young people. Arbor allows to us be responsive in ways that other systems can’t facilitate. As a team, we can discuss a new idea or an amendment and have a working model up and running within a couple of days” 

Interested in how Arbor can help? Click here to find out more about how our integrated curriculum tracker could improve outcomes for SEN students at your school or MAT.

Recommended reading:

8 steps to help manage change in schools
Why schools & MATs are moving to Arbor

Why have 4,000 schools moved MIS to the cloud?