Assessment

At Leading Futures, we understand that assessment can often be a source of fear and anxiety for many learners. We are committed to providing a supportive and nurturing environment to help alleviate these concerns. Our team is dedicated to guiding and encouraging learners throughout the assessment process, ensuring they feel confident and prepared to achieve their best possible outcomes

The main purpose of assessment is to help to identify gaps in learning and to see what remedial measures are appropriate in order to reduce the learning gaps. Assessment should be frequent to help learners improve and thrive.

Upon entry to Leading Futures, learners are given baseline assessments in English and maths, the results of which will be analysed by staff to ensure future lessons are prepared to build upon current ability, catering for any additional needs.

All learners’ single word reading, spelling and maths skills will also be assessed using the standardised assessments contained within the WRAT 5. The results of these will be used to develop a personalised approach to the curriculum, as well as identifying any potential additional needs of learners.

If there is concern regarding any possible learning/ language difficulties, further assessments may be used, and may include the following:

Digit Span Memory Test – to gauge auditory and working memory
The Diagnostic Reading Analysis - to test reading accuracy, comprehension and fluency
The British Picture Vocabulary Scale (BPVS) – to assess receptive vocabulary
Sound Linkage - to investigate phonological awareness skills
Phonics assessments – to assess gaps within phonics knowledge that may impact upon reading and spelling skills

At Leading Futures, we also complete an holistic assessment of our learners, to evaluate their overall wellbeing and capabilities rather than focussing solely on academic outcomes. The goal of holistic assessment is to gain a comprehensive understanding of a person's strengths, needs and areas for development. Gaining a fuller picture of the learner leads to more tailored and effective interventions. It also allows staff to explore with learners their goals, interests and motivations.

Our Holistic Evaluation Tool (HET) is a comprehensive approach to assessing learners’ progress that goes beyond traditional methods of assessment. It considers the learner’s personal, social, and emotional development. It provides a HET score based on 9 areas of personal growth:

Well-being and Self-Esteem
Emotional Awareness, Understanding and Regulation
Behaviour
Sensory Processing and Integration
Learning and Engagement
Social Imagination and Flexibility
Social Communication and Interaction
Independence and Community Participation
Creative Skills

Assessment for Learning (AfL) is a teaching strategy used to monitor and improve learning. It occurs at every stage of the learning process and is a method of providing prompt and effective feedback. Teachers use this assessment information to adjust their teaching strategies, with the emphasis on learner progress and learner achievement.

For non-verbal learners, who may process information differently and rely less on verbal communication, the assessment strategies we use are adapted to align with their learning styles. Some effective strategies for assessing non-verbal learners include:

Visual Assessments - Graphic organisers and infographics
Performance Based Assessments - Projects, presentations, role play and simulations
Practical Demonstrations - Hands-on activities and demonstration of skills
Visual and Spatial Tools - Photo & video evidence and artistic expression
Interactive Activities - Games, puzzles and group work
Feedback - Peer assessment and visual feedback
Technology Integration - Digital portfolios and interactive software
Observational Assessments - Observations, checklists and rating scales
Non-Verbal Communication - Body language, gestures, articulation through movement

Results of any assessments will inform the learning pathway implemented for learners. These support strategies will be documented in individual Leading Futures Support Plans and will be shared with our staff, parents/carers, home schools and, in some instances, the Local Authority.

Our assessment procedures are an essential part of ensuring a personalised approach to the provision we provide for our learners. The adjustments we make as a result of these assessments will help to develop learner engagement, self-esteem and confidence, as well boost academic achievement.

Assessment Type

Assessment Window

Baseline Assessments

Standardised Assessments for SEND support

HET Progress

Functional Skills

On induction to Leading Futures

WRAT 5 - Upon entry and repeated 6 monthly for all learners
Additional Assessments – as required

On entry to a Leading Futures Pathway
Mid Point Review
Exit Point

Regularly throughout the year, depending on learner progress

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Assessment

Assessment Type

Assessment Window

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