Market Field School

Market Field School

Learning For Life

From September 2014 the National Curriculum changes and the Department for Education no longer require schools to use National Curriculum level descriptors in the assessment of pupils. Each school is now able to review its assessment systems and create a unique system that will measure the progress and achievement of their pupils.

Given the increasing complexity of need of our young people, we have revised our assessment systems. We are committed to observing, recording and evaluating our pupil achievement in order to be clear about:

  • where each young person is;
  • where we expect them to be;
  • how we intend to support them to get there.

We have produced a set of key outcomes necessary for our students to succeed in the wider community and into adulthood. We are going to use a range of measures to systematically track key academic, social and physical development for each individual.

Key outcomes

How will we measure and record progress?

When will we do that?

Communication and Literacy

PIVATs (English)


curriculum (Interaction/engagement)

EYFS Profile

AFLLs and ABLLs (Autism Bases)

3 times a year

IEP profile completed beginning of spring term

Reviewed pre Annual Review (AR)

Mathematics & Problem Solving

PIVATs (Maths)

EYFS Profile

AFLLs and ABLLs (Autism Bases)

3 times a year

Personal, Social & emotional Development

PIVATs (Personal & Social Development)


EYFS Profile

AFLLs and ABLLs (Autism Bases)

3 times a year

Recorded in folder pre AR

Access to learning:


Annual Reviews

Interaction in lessons

AFLLs and ABLLs (Autism Bases)

Ongoing analysis informing teaching but reviewed Pre AR


What is 'expected progress’?

End of year expectations in English and Maths will be initially calculated using The Progression Guidance Tool, which considers age and prior attainment. However, these targets are validated by subject teachers and the leadership team to ensure they represent suitable challenge and take into account exceptional need. All teaching staff have a performance development target related to achievement of the pupils' negotiated end of year PIVATS targets.

What about a learner's wider development?

Most of our young people have additional communication needs and require specific interventions and scaffolding, for example some use PECs communication systems and Makaton / BSL signing. Young people have a communication plan that is written in partnership with speech therapists, teachers and parents. It describes their current function, and gives learning requirements and suggested strategies to move them forward.

How do we evidence learning?

Progress is evidenced through annotation, photographs and occasionally video. Annotated work is stored in pupils progress files which follow them through the school. Sound clips are kept on the school secure system.

How do we accredit learning in Key Stage 4?

In KS4 students build on prior learning and work towards GCSE’s, Functional Skills, Entry Levels and Gateway/Asdan accredited courses.

How do we share what we have learned?

PIVATS progress in English, Maths and Personal & Social Development is shared and discussed with students and parents in annual review meetings. We also have pupil progress meetings with parents to discuss their child’s individual progress.

We write and share an evaluation of our data once a year. This includes a comparison of groups within the school and progress over time. It is shared with staff and governors and informs our school and curriculum development.