Assessment lies at the core of an effective curriculum and is an essential element of high-quality teaching and learning. It empowers learners to recognise their achievements and progress, while enabling teachers to tailor and adapt their practice to meet the unique needs and aspirations of each pupil (Assessing Pupils’ Progress, QCA, 2010).
At Delamere School, we recognise that every child is an individual with their own developmental pathway. As such, we understand that relying solely on data is not always the most effective method of evaluating progress. Our approach to assessment is holistic, designed to capture and celebrate each pupil’s personal milestones alongside academic achievements.
We utilise the BSquared assessment system to monitor progress. Data is reviewed rigorously on a half-termly basis, allowing us to identify trends and implement targeted interventions where necessary. This process ensures that all pupils—including those in receipt of Pupil Premium funding—are on track to meet expectations. Furthermore, it enables us to identify specific cohorts that may benefit from additional support. To support our professional judgements, we have developed the Delamere Progression Guidance, which provides a robust framework for evaluating individual progress.
Pupils in the Early Years follow the EYFS curriculum, and we complete an EYFS Profile for each child during the final term of the academic year in which they turn five—typically the end of the Reception year. These assessments are submitted to the Local Authority in line with statutory requirements.
To track progress effectively within the EYFS, we use Early Steps within BSquared. Early Steps enables us to monitor development from birth through to the Early Learning Goals (ELGs), providing a detailed picture of each child's journey.
The EYFS framework identifies three core characteristics of effective learning:
These characteristics are fundamental to how children engage with their learning and environment, and they underpin motivation, independence, and a lifelong love of learning.
The Prime Areas form the foundation of a child’s development and are the focus of most pupils’ Personalised Learning Targets (PLTs) at Delamere. These include:
Within these areas, pupils work on vital life skills such as toileting, feeding, dressing, gross and fine motor development, and both verbal and non-verbal communication. These core competencies provide the essential groundwork for more advanced learning.
Building upon the Prime Areas, the Specific Areas support the development of subject-specific skills and knowledge. These are:
These areas prepare children for the next stage of their educational journey, enriching their experience and ensuring a well-rounded foundation for future learning.
At Delamere, all pupils in Key Stages 1 and 2 are assessed using the BSquared framework. We offer two distinct learning pathways to ensure that each child receives a curriculum tailored to their individual needs: Progression Steps and Engagement Steps.
Progression Steps
The Progression Steps pathway is aligned with the 2014 National Curriculum and is designed for pupils who are engaged in subject-specific learning. It breaks down the programmes of study for Key Stages 1 and 2 into smaller, manageable steps to support meaningful progress.
Subjects taught within the Progression Steps curriculum include:
Engagement Steps
The Engagement Steps pathway is designed for pupils who are not yet accessing subject-specific learning. This curriculum focuses on the development of early learning skills that are meaningful, functional, and support a high quality of life, as well as readiness for future learning.
Areas of focus within the Engagement Steps curriculum include:
Both pathways are tailored to meet the diverse needs of our learners, ensuring that every child is supported to reach their full potential. help show, in a percentage form, the steps of progress each pupil makes
To ensure the accuracy and reliability of our PLT assessments, we conduct both internal and external moderation. As active members of the Greater Manchester Moderation Group, we collaborate with other schools to validate and align our judgements. Externally moderated exemplars are available in school to support consistency and best practice.
At Delamere School, assessment data in core subjects is systematically used to set ambitious yet achievable targets that maximise each pupil’s potential for progress.
High expectations are fundamental to securing strong outcomes, and we believe that every learner is entitled to this standard of support and challenge.
Teachers establish aspirational targets informed by each pupil’s prior attainment and their own in-depth understanding of the child’s individual learning needs.
A structured process of termly pupil progress meetings has been implemented to review individual learner outcomes. During these meetings, progress is evaluated, and where necessary, targeted interventions are identified and actioned. These meetings occur at key points throughout the academic year to ensure that support remains responsive and effective
All pupils participate in an Annual Review of Progress, which is led by a member of the Senior Leadership Team. This meeting includes the pupil’s parents, Class Teacher, and any other relevant professionals, as appropriate.
ach pupil has agreed-upon Personalised Learning Targets aligned with their Education, Health and Care (EHC) Plan outcomes. These targets are reviewed, evaluated, and updated three times per academic year.
We communicate pupil progress to parents through a combination of informal and formal methods. Informal updates are provided via emails, phone calls, and face-to-face conversations. Formal reporting takes place through Parents’ Evenings, termly evaluations of Personalised Learning Targets, end-of-year reports, and Annual Reviews.
Within the school, the multi-professional team shares information on pupil progress through both formal and informal channels. These collaborative discussions enable staff and parents to work together to ensure that future targets are meaningful, ambitious, informed by previous performance, and appropriately challenging. In accordance with statutory requirements, we also report Early Years Foundation Stage (EYFS) and end of Key Stage data to the local authority.
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