1. Purpose
This framework sets out how Evolution Education assesses pupils, evaluates performance and uses assessment to improve teaching, support and destinations. It is the single written assessment / evaluation of pupil performance document for the Independent School Standards pack.
It sits beside the public Assessment and Teaching, learning and assessment pages and the Adaptive Teaching Policy.
2. Scope
All pupils aged 11 to 16 (Years 7 to 11) at both centres, across KS3 Respite and Recovery and KS4 Academic, Vocational and Sports pathways, including digital learning supported by teachers.
3. Principles
- Assessment starts from a true baseline, not assumptions.
- Assessment informs teaching the same week, not only at the end of term.
- Evaluation of performance compares progress to the pupil starting point and personal plan.
- Qualifications matter, but so do engagement, attendance, regulation and destination readiness.
- Families and commissioners receive clear, proportionate information.
- Safeguarding and dignity always come first.
4. Assessment cycle
Baseline → Plan → Teach → Check → Adapt → Assess → Review → Next step
| Stage | What happens | Typical timing |
|---|---|---|
| Baseline | Literacy / reading, mathematics, wellbeing / readiness, prior attainment where known, SEND and attendance context | Within two weeks of every new starter |
| Plan | Personal learning plan / support plan targets, pathway choices, student support notes strategies | On entry; reviewed each half term |
| Teach and check | Formative assessment in lessons linked to schemes of work | Every lesson / week |
| Adapt | Adaptive teaching adjustments from evidence | Ongoing |
| Summative / end point | End-of-unit checks, portfolios, qualification assessment | End of unit / exam series |
| Review | Evaluate pupil performance; update targets and support | Half termly and at key transition points |
| Next step | Intervention, enrichment, careers / destination actions | After each review |
5. What we assess
- Academic learning: knowledge, understanding, skills and application in taught subjects.
- Literacy and numeracy: access to the wider curriculum and Functional Skills / GCSE routes where appropriate.
- Behaviour for learning: engagement, regulation and relationships.
- Attendance and punctuality: presence that enables progress.
- Vocational / practical performance: skills checklists, portfolios and end-point tasks.
- Personal development: PSHE, Citizenship, careers readiness and enrichment outcomes.
- Formal plan outcomes: where an education, health and care plan applies, agreed outcomes with the local authority.
6. Formative assessment
Teachers use questioning, retrieval, modelling, observation, discussion, quizzes, practical demonstration, written tasks and exit checks. Schemes of work state how learning will be evidenced. Lesson plans identify adaptive teaching and checks for understanding.
7. Summative assessment and accreditation
Depending on pathway and aptitude, pupils may evidence learning through end-of-unit assessments, Functional Skills, GCSE-linked assessment, AQA Unit Awards, BTEC / vocational assessment, Sports Leaders / Leadership Skills Foundation outcomes, King's Trust Achieve evidence, Duke of Edinburgh's Award evidence and practical end-point tasks.
8. Evaluation of pupil performance
Leaders and teachers evaluate performance using these questions:
- What was the starting point?
- What has been taught?
- What has the pupil learned?
- What evidence demonstrates this?
- What remains insecure?
- What adaptation or intervention is required?
- What is the next step toward qualification and destination?
Evaluation is strengths-based and compares progress to baseline and personal targets. It is not a single grade detached from context.
9. Recording and reporting
- Baselines, support-plan targets and reviews are stored in approved school systems.
- Work samples, portfolios and qualification evidence are kept for the pupil and for inspection.
- Families receive clear updates. Schools and local authorities receive progress information appropriate to the placement.
- Confidential safeguarding information follows safeguarding procedures, never open assessment folders.
10. Leadership and quality assurance
- Sacha leads Quality of Education assessment practice.
- Learning walks, lesson observations and work scrutiny sample assessment quality.
- The QoE evidence checklist and Teaching and Learning hub guide the half-term cycle.
- CEO / Advisory assurance reviews progress measures without pupil-identifying detail in public papers.
11. Roles
- Teachers: baseline, formative checks, adaptive teaching, unit evidence.
- Sacha: assessment framework, schemes, QA of teaching impact.
- Amy / Student Services: attendance, pastoral context, file completeness.
- Lloyd: operational conditions that allow assessment to happen (timetable, cover, calm centre).
- CEO: pack assurance and Advisory reporting.