Assessment, Planning, Recording, Interventions & Reporting
1. Assessment and Planning
2. Literacy
3. Numeracy
4. Safeguarding
5. Social, Emotional, Behavioural
6. Reports and reviews
1. Assessment
Teacher assessment
In brief, our teachers carry out two main forms of assessment:
‘Formative’ assessment. At Raise, formative assessment is at the heart of teaching and learning. Teachers continuously check understanding through observation, questioning and small tasks, allowing them to adapt lessons in real time to meet students’ needs. This ongoing assessment ensures gaps are addressed promptly, strengths are extended, and learning is personalised helping every student make steady, meaningful progress, enabling next steps to be planned.
‘Summative’ assessment is carried out towards the end of each term. Our school uses a combination of tests, projects and formal reviews to measure learning in literacy, numeracy and wider subjects as well as social, emotional and personal development. The results inform future planning, celebrate achievements, and ensure each student stays on track to reach their full potential.
Software Assessment
Raise Education & Wellbeing School invests in an array of leading software applications to assess and monitor students’ academic progress, social emotional well-being, behaviour patterns and readiness to learn. This rich insight and identification of emerging needs, enables teachers, SENCo’s, intervention practitioners and therapist to plan targeted interventions, adjust support and celebrate growth over time. Regular reviews with families ensure that progress is transparent and every student remains supported, stretched and valued.
2. Literacy Assessments and Interventions
Lexia
Lexia can be used at Wave 123, supports 5 key areas of literacy – Phonological Awareness, Phonics, Fluency, Comprehension, Vocabulary – and features printable and online activities.
Lexia’s ‘Assessment Without Testing’, assessment technology is embedded across our curriculum. It gives us actionable, real-time student progress data without interrupting the flow of the lesson or creating anxiety around testing Assessment. The data enables our teachers to understand students’ current skill levels and create data-driven action plans.
Rapid Reading Plus
Rapid Reading Plus is a complete reading course for rapidly improving students’ comprehension and fluency. It uses specifically designed, dyslexia-friendly font and age-appropriate content with real-life topics, to support students working at below Age-Related Expectations.
Learn more about Rapid Reading Plus
Lucid Exact
Provides baseline scores for:
- Speeded word recognition and accuracy
- Reading comprehension
- Reading speed
- Spelling
- Handwriting speed
- Typing speed
Simple and efficient screening to identify students entitled to exam access arrangements.
This data enables our SENCo’s and teaching teams to create Individual Learning Plans (ILP’s) and targets.
Secondary Language/Speechlink
Secondary Language Link is the only comprehensive SLCN support package of its kind. Includes assessment, targeted interventions and teacher training which we use to identify and support the language and communication needs of Key Stage 3 students.
IDL-Literacy Software
Can be used at Wave 123
The IDL Literacy intervention software is a speaking-computer based multi-sensory reading and spelling intervention. It has proven success in dramatically increasing reading and spelling ages for students with dyslexia and/or low-level literacy ability.
DASH
DASH (The Detailed Assessment of Speed of Handwriting) is ideal for providing evidence for Access Arrangements for General Qualifications. It can also play a role in identifying students with handwriting difficulties and provides relevant information for planning interventions.
3. Numeracy Assessments and Interventions
MyMaths
MyMaths is an online platform, written by teachers for teachers and their students. It offers everything needed to teach mathematics, enthuse students and provide a strong foundation for other maths-related subjects.
The interactive lessons cover all areas of the curriculum, using a range of teaching tools that break down and illustrate key numerical concepts. Lessons help to consolidate mathematical skills and build a strong foundation for maths-related subjects. The application enables our SENCo’s and teachers to monitor progress and implement the Waves of intervention approach.
IDL Numeracy
IDL Numeracy is a maths software resource that helps to improve the ability of low-attaining learners in mathematics. Lessons in IDL Numeracy ensure inclusivity by reducing the stress students with dyscalculia would ordinarily feel when faced with mathematical problems. After a few hours using IDL Numeracy, students will find a familiarity with the lessons, and because the lesson mechanics remain the same, they gain the confidence they need to tackle problems, even those they have never encountered before.
4. Safeguarding
Our school takes the safety and wellbeing of students extremely seriously. We are vigilant and perpetually curious, to ensure that our school community is a place of safety and support. We have a fulltime Designated Safeguarding and Attendance Lead, support by our School Social Worker and Deputy Designated Safeguarding Leads. The DSL is support by the Principal and Deputy Principals, both who have extensive experience in safeguarding.
MyConcern
Safeguarding concerns are recorded in MyConcern, a secure and trusted safeguarding software tool widely used in schools, colleges and other organisations in the UK and worldwide. MyConcern was created by former Senior Police Officers with over 60 years of experience in safeguarding and child protection to enable staff to easily record, report and manage all safeguarding, well-being and pastoral concerns to enable early intervention.
Behaviour Watch
Behaviour watch provides a consistent, schoolwide system for recording and analysing behaviour and attendance. It helps staff identify patterns early, respond quickly and maintain a safe structured environment for all students.
Above: Behaviour Watch
Above: PASS
PASS – Pupils Attitudes to Self and School.
PASS gives insight into how students feel about themselves as learners and their attitudes towards school. Results guide staff in addressing barriers to engagement, improving confidence and strengthening motivation.
6. Reports and Reviews
Meeting with Parents/Carers to discuss their child’s progress
1. Annual Review Meeting
The Annual Review meetings are an important way for students, parents/carers, school and professionals to assess the continued effectiveness and relevance of provision set out in the student’s EHCP (Education, Health and Care Plan). The meeting discusses the student’s progress, celebrates achievements and addresses any barriers to learning. The EHCP is reviewed, including identifying strengths and needs. Learning priorities, strategies and support needs are agreed between students, parents/carers and staff, wherever possible.
2. Parental Progress reports
[Find out the current process]
5. Social emotional behaviour needs and interventions
SNAP-B
SNAP-B identify specific areas of social and emotional development where students may need extra support. The outcomes in form thrive planning, targeted interventions and emotional literacy programmes.
Visit Snap-B website
Outcome star
Outcome Stars track personal social and emotional growth over time, helping students visualise their progress and take ownership of their development. Staff uses tool collaboratively with students and families to celebrate achievement and plan next steps.
Thrive
This whole-school approach to student wellbeing and mental health results in calmer classrooms, improved student attendance and achievement, happier staff, improved staff retention and reduced pupil exclusions.
Grounded in established neuroscience, attachment theory and child development, the Thrive Approach® has been developed over the past 25 years and draws on a wealth of experience in social work, psychotherapy and education, including the study of Adverse Childhood Experiences (ACEs).
Our Thrive Centre is run by Thrive practitioners trained by Trauma Informed Schools UK. They promote and deliver learning and support to prepare and equip young people to be able to regulate, just ‘be’ and settle down to learn and make progress in the classroom and life.
After a developmental needs assessment, we decide whether the support is best delivered in a group or 1:1 setting. Grouped sessions are based on individual cognitive and social abilities enabling young people to feel comfortable in their surroundings and company.
Linking assessment to learning
Insights from these tools feed directly into lesson planning, thrive sessions, therapeutic input and individual learning plans. This ensures teaching remains adaptive, inclusive and focused on real world progress across the curriculum.