Assessment and Record Policy
Assessment and Record Policy
This policy was originally formulated in March 2009 & updated on 5th October 2016 at a staff meeting. It was reviewed and updated again in April 2022.
This policy was formulated to ensure a uniform approach to assessment and progress in the school.
Relationship to characteristic spirit of the school
St. Brid’s Special School seeks to enable each pupil to develop his/her potential in a caring environment where the talents of each pupil are valued. This work can best be done where there is a high level of openness and co-operation between staff, parents and pupils. We believe that this policy will guide and enhance our work.
To benefit pupil learning.
To monitor learning processes.
To generate baseline data that can be used to monitor achievement over time
To involve parents and pupils in identifying and managing learning strengths and needs.
To assist teachers’ long and short term planning.
To co-ordinate assessments procedures on a whole school basis.
To help to co-ordinate the work of the multidisciplinary team.
Content of Policy:
a). Purpose of Assessment:
To identify the particular learning needs of pupils/groups of pupils.
To inform planning for, and coverage of, all areas of the curriculum.
To monitor pupil progress and attainment.
To enable teachers to modify their programmes in order to ensure that the particular learning needs of individual pupils / groups are being addressed.
To compile records of individual pupils’ progress and attainment.
To facilitate communication between parents, teachers, special needs assistants and other professionals about pupils’ development, progress and learning needs.
To enable teachers to monitor their own approaches and methodologies
b). Assessment for Learning:
In St. Brid’s School we adapt from a variety of the following methods, depending on the ability of pupils and at the discretion of the class teacher.
The participation and interaction of pupils in individual and group activities.
Responses that pupils make to teachers.
Responses of pupils to content and teaching strategies.
Teacher designed tasks and tests.
Work samples, portfolios and projects.
Homework where appropriate.
Feedback to the pupil.
Teachers end of year report.
Participation in Competitions, e.g. Special Olympics, Green Flag, Texaco, Credit Union, Discover Science.
c). Standardised Tests:
Generally speaking existing standardised tests are not applicable to the pupils of our school. If appropriate, higher functioning pupils may be assessed using such tests.
d). Diagnostic Assessment:
Diagnostic Assessments are carried out by a range of associated professionals.
Psychology, Behaviour Support, Speech and Language Therapy, Occupational Therapy and Physiotherapy are provided by PDS (Progressive Disability Service). Dietetics, and other medical support is provided by the Health Service Executive.
Appendix 2 details:
the service that each of these professionals provide to the school.
the assessment tests that are used by them, where appropriate.
In addition, where a specific need arises, the school requests reviews to be carried out. Results of diagnostic assessments are used to guide teaching and learning.
During the final school year of a pupil, multidisciplinary team meetings are held to plan for referral to an appropriate adult service.
At any time, when an alternative placement is deemed to be in the pupil’s best
interest, planned meetings and referrals are arranged.
e). Recording the results of assessment:
The school holds folders for each pupil that include a range of formal and informal assessment
The first folder is called the Curriculum Assessment Folder, from which we can analyse pupils’ work/results and subsequently discern learning needs.
(See Appendix 1).
This folder includes the following:
The second folder is called the Professional Assessment File. This consists of sections for correspondence, teachers’ reports, speech and language reports, physiotherapist reports, occupational therapy reports, circle of support conference reports, any other relevant reports. Access to this folder is as per confidentiality policy. These reports are available to parents on request.
There is a shared understanding of comments and remarks, which include a
positive approach and use of terms such as strengths, needs, abilities and
Sensitive data is managed as per confidentiality policy.
Information on assessments are available in the pupils’ folder. The folders
are passed on when pupils are transferring to the next teacher.
(See Appendix 2)
Psychological reports stored in locked filing cabinet in the principal’s office:
Medical reports stored in locked filing cabinet in the nurses station.
f) Record Keeping and Communication:
Information is shared through informal discussion among staff and formally through parent-teacher meetings, reviews, circle of support meetings and Board of Management meetings.
The school is aware of the Freedom of Information Act and the Data Protection Act in relation to pupils’ records.
g). Pupils with significant additional needs:
The school acknowledges that pupils with significant additional needs may require more frequent review meetings between parents and the multi-disciplinary team. In some cases an alternative placement may be required.
We will know that this policy is working well when:
It is apparent that assessment is guiding teaching and learning.
Procedures run smoothly and efficiently because there is clarity about what is expected and who is responsible for different aspects.
Transfer of information from class teacher to class teacher happens efficiently at the end of school year.
Roles and Responsibility:
Each class teacher has responsibility for maintaining data on pupils.
The Principal has overall responsibility for co-ordinating this policy.
This policy will be reviewed periodically. The next review date will be 2024/2025.
For Appendix see download.