In September 2016, Stubbin Wood School and Nursery moved from using B-squared to assess to a platform called SOLAR, with most of the students (excluding Nursery) being assessed against the Wilson Stuart P Steps which are in line with P-scale expectation (1-4) – but have been extended to allow students’ progress to be monitored to a much higher level of cognition equivalent of GCSE grades. However the benefit we see of SOLAR as a school is that it allows us to assess pupils against other assessment systems e.g. MSI Victoria for our pupils with multiple sensory impairments, Functional skills (within KS4 and 5) and Milestone (within KS5 for students who are not functioning at the level of the Functional Skills assessments).
Within School we use a range of other national bought in or self-designated assessment systems to track the progress of our students beyond the academic. Please see our main site and post 16 assessment overview grids below, along with our holistic tracking tool. All new pupils are baselined within 4 weeks of joining Stubbin Wood School and Nursery. All students within the school have now been baselined for all subjects they are taught – including the Foundation subjects to allow us to track progress across all areas of the curriculum. To view the direct link for school results performance tables please see the link below:
Please note: Students undertake final accreditation in Year 14 (age 19) rather than Year 13 (age 18)
Children in Nursery have their baseline assessments completed within the first two to three weeks of education (depending upon attendance and circumstance). Assessments in Nursery are ongoing and are undertaken in a range of ways, including both formal and informal observations. We assess and record the majority of observations using the online TAPESTRY system. All key workers also ensure one long observation is undertaken every term (6 a year) on every child and assessed to include next steps in learning. Children are assessed using the standard EYFS grids and the DCC small steps assessments where appropriate.
Progress towards targets is monitored throughout the year with support being provided for any pupil who is under achieving. Monitoring of progress also allows us to identify our higher attaining students and look to see if we can set up some enhanced provision to ensure their skills are acknowledged and honed as much as is possible.
We use the assessment information we gather to plan appropriate next steps and support our students to reach their potential. Please find our latest and past results below.
All students who left us at the end of the academic year 2018-19, continued into education, employment or training. As a school we continue to check in with our past students and their families to see how they are doing.