Assessment

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Peterhouse School is committed to providing the best possible outcomes for all of our pupils.  Our priority is to enable our young people to leave us as successful adults with autism, who make a positive contribution to their local community and have the skills to be lifelong learners.

Assessment at Peterhouse School is an ongoing process dependent upon observation and knowledge of individual pupils and covers more than just academic progress and attainment.  In keeping with our mission statement, assessment considers the long-term wider outcomes such as higher education, employment, independent living, participation in society and staying healthy and safe.  At Peterhouse School, pupils are assessed against their Pathway and EHCP progress, as well as therapies and interventions that they may access as part of their blended offer.  Staff assess against the principle of our encounter (E) basic (B) advancing (A) or deep (D) criteria.  (visual link needed here for our document)

The School makes use of the on-line platform ‘Earwig’ to record both formative and summative assessments:

  • Formative; on-going evidence is recorded with a personalised commentary and assessed level, and photographic evidence where relevant.
  • Summative; teachers assess progress at the end of Spring 1 / Summer 1. 
  • Annual review and end of year reports are generated through the evidence and assessments obtained in Earwig. 
Peterhouse Assessment Criteria
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Assessment Recording and Reporting Policy
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Peterhouse School Progress Tracker

Our bespoke progress tracker monitors attendance, engagement, behaviour, progress against EHCP targets and pathways, including our Preparing for Adulthood and accredited learning.  The aim is to highlight any successes and concerns with individual pupils or cohorts on a half termly bases with actions then put in place where relevant.

Moderation

The school participates in internal and external moderation to ensure consistency within the school and across schools with similar cohorts of pupils.  The school leads an external moderation group that participates in external processes at two points each year.