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Montacute School

Montacute School

‘Where every moment is a learning opportunity’

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Pupil Performance and Progress

Pupil Progress

The following is general information to help you understand how we make our decisions about the progress our young people make.




How we monitor what is happening throughout the school



To ensure we have a clear picture of how the students are progressing across the school, termly Learning Walks are completed. These consist of experienced staff ranging from teachers through to the Leadership team who will visit each class with a clear focus such as the use of ICT to support learning, communication strategies or a specific curriculum area such as Literacy or Numeracy.  What is looked at will depend upon the focus of the Learning Walk for example in a  Literacy Learning walk teachers would expect to see evidence of text, symbols, photographs and  object cues around the class. 


The Leadership team meet termly with class teachers for Pupil Progress Reviews. Teachers discuss each student and make comments on progress, attendance, behaviour, safeguarding and wellbeing. If necessary interventions to support students in these areas are identified and put into action, and then reviewed regularly. This information is collated to provide an overview for the Leadership Team. 


At Montacute we use the assessment platform 'Evidence for Learning.' This tool allows teachers to record pupil progress and link it to whole school assessment frameworks and Personal Learning Goals. When teachers make changes to or create a new set of Personal Learning Goals, these are reviewed before being approved my a member of the Leadership team. 

How we make sure our judgements are sound



Moderation occurs regularly throughout the school year;

  • Department moderation - teachers meet termly to moderate a selection of pupil evidence and assessments
  • Dorset SEND Moderation group -  we meet termly with several other local special schools to moderate pupil work
  • External moderation - Early Years Foundation Stage and ASDAN accreditations 

What we use to monitor progress 



Every pupil has Personal Learning Goals, consisting of Annual Individual Education Plan (IEP) targets, and Key Stage Education Health Care Plan (EHCP) Targets. 


IEP targets are planned stages of how a pupil will be supported in meeting the end of Key Stage targets discussed and decided upon and written in their Education and Health Care Plan (EHCP) meeting. These are reviewed annually and the next steps planned accordingly.


We assess students against Montacute Levels in key curriculum areas including Communication and Literacy, Personal Social and Emotional Development, Physical Development and Cognition and Learning. Students who are not engaged in subject specific study will also be assessed using the Engagament Model. 


Other skills achieved are celebrated through Star of the Week certificates.

How we judge progress



A range of evidence is gathered including the following:-

  • Evidence and assessment of IEP and EHCP Targets
  • Evidence and assessment of Montacute Levels
  • Annual Learning Journey and End of Report
  • Comments from parents and other professionals