Our Approach to Assessment

At Market Field School, our approach to assessment is rooted in our core values of Respect, Excellence, and Friendship. Assessment is a vital part of teaching and learning; it helps us understand each pupil’s starting point, plan meaningful next steps, and ensure that every learner is supported to achieve their best.

We believe assessment should respect each pupil as an individual, promote excellence through high expectations and ambition, and strengthen positive relationships between pupils, staff, parents, and professionals.

What Do We Mean by Assessment?

Assessment, Recording, Reporting and Target Setting (ARRT) is how we:

• Respect pupils’ individuality by recognising what they know, can do, and are ready to learn next
• Promote Excellence by carefully tracking progress and setting aspirational but achievable targets
• Build friendship and trust by sharing clear, honest information with parents, carers, and professionals

Assessment is a shared responsibility, and everyone in the school community plays an important role.

Our Types of Assessment

We use a balanced and thoughtful range of assessment approaches to support learning and progress:

• Diagnostic Assessment

Used on entry (where appropriate) to respect pupils’ starting points and inform effective planning.

• Formative Assessment

Ongoing, day-to-day assessment that supports excellence by allowing teaching to be adapted to meet pupils’ needs in the moment.

• Summative Assessment

End‑of‑unit, half‑termly, or termly assessments that celebrate achievement and help us review progress over time.

Assessment in Practice

Assessment at Market Field School looks different depending on age, stage, and individual need. Our approaches are chosen to be meaningful, supportive, and manageable, ensuring pupils feel valued and understood.

The tools we use include:

• Tapestry – supporting respectful observation of learning and development, mainly for younger pupils and those in Lower Base
• Evidence for Learning (EFL) – capturing evidence across KS1–KS3 to build a clear picture of progress
• Student Journey Manager – tracking qualifications and outcomes to support successful transitions in late KS3 and KS4
• ASDAN – promoting excellence in life skills and independence through practical assessment
• Bespoke Base Curriculum – personalised trackers that respect individual pathways across eight key development areas

Evidence for Learning (EFL)

Evidence for Learning is a summative assessment system that supports consistency, fairness, and high expectations. It tracks progress against Entry Level and Functional Skills frameworks and helps us recognise effort, independence, and understanding.

Progress is assessed across three important areas:

Depth of Understanding (DOU)

• Emerging – beginning to explore a new concept
• Developing – practising skills, with growing confidence
• Consolidating – demonstrating increasing accuracy and understanding
• Secure – applying learning consistently and confidently

Depth of Independence (DOI)

• Fully Supported – completing tasks with full adult support

• Modelled – learning through shared examples and guidance
• Prompted – succeeding with reminders or prompts
• Independent – showing confidence and self-reliance

Depth of Effort (DOE)

• Unsatisfactory – limited engagement with the task
• Requires Improvement – some effort shown
• Good – positive effort and perseverance
• Outstanding – sustained effort and pride in learning

Target Setting

Target setting at Market Field School reflects our commitment to ambition, respect, and success for every pupil.

• Targets are matched carefully to each pupil’s needs and curriculum.
• They are aspirational while remaining achievable.
• EHCP targets are SMART and agreed collaboratively during Annual Reviews.

Reporting to Parents and Carers

We value open, respectful communication and work in partnership with families. Progress is shared through:

• Annual Review paperwork
• A full written report once a year
• Parent consultation evenings (twice yearly)
• Publication of accredited results (where appropriate)
• Reporting to external bodies when required

What This Means for Your Child

Our assessment approach is designed to have a positive and meaningful impact on your child’s daily experience at school.

• Your child is known as an individual – assessment starts from their personal starting point and recognises strengths, needs, interests, and progress over time.
• Learning is pitched appropriately – teachers use assessment to plan work that is challenging but achievable, helping your child experience success.
• Progress is continuous, not based on one test – day-to-day assessment and evidence of learning build a full picture of achievement.
• Support is responsive – assessment helps staff identify when additional help, adaptation, or intervention is needed.
• Effort and independence are valued – not just outcomes, but your child’s effort, engagement, and growing independence are recognised and celebrated.
• You are kept informed – regular communication and clear reporting ensure you understand how your child is doing and how they are being supported.

This approach helps children feel respected, supported, and confident in their learning.

How Our Assessment Aligns with Ofsted Expectations

Our assessment practice supports the key principles within the Ofsted Education Inspection Framework, particularly the Quality of Education judgement:

• Intent – Assessment reflects a curriculum that is well planned, ambitious, and appropriate for pupils with SEND, ensuring learning goals are meaningful and aspirational.
• Implementation – Teachers use assessment skilfully to check understanding, adapt teaching, and provide appropriate support or challenge.
• Impact – Assessment evidence demonstrates that pupils make progress from their starting points, develop independence, and are prepared for the next stage of education, training, or adulthood.

In line with Ofsted guidance:

• Assessment is used to support learning, not to label or limit pupils.
• Staff focus on how well pupils retain knowledge, develop skills, and apply learning over time.
• Progress is evaluated holistically, including communication, independence, behaviour, and preparation for life beyond school.

This ensures assessment is purposeful, inclusive, and firmly focused on improving outcomes for every child.

How Assessment Links to Our Curriculum and Teaching & Learning

Assessment at Market Field School is closely aligned with our Curriculum and Teaching & Learning approaches. These three areas work together to ensure coherence, consistency, and high expectations across the school.

Curriculum Alignment (Intent)

Assessment helps us ensure that:

• The curriculum is ambitious, sequenced, and appropriate for pupils with autism and additional needs.
• Learning goals are derived directly from curriculum intent, including academic learning, communication, independence, and life skills.
• Curriculum coverage is meaningful and tailored to individual pathways, including bespoke and vocational routes.

Assessment evidence is used to review and refine the curriculum so that it continues to meet pupils’ needs effectively.

Teaching & Learning Alignment (Implementation)

Assessment informs high-quality teaching by:

• Helping teachers check pupils’ understanding during lessons
• Enabling learning to be adapted, scaffolded, or extended as needed
• Supporting consistent approaches to modelling, prompting, and independence
• Ensuring feedback is meaningful and focused on next steps

This reflects our commitment to respectful, inclusive classrooms where learning is responsive and carefully structured.

Impact on Outcomes (Impact)

By aligning assessment with curriculum and teaching:

• Pupils make clear progress from their starting points.
• Knowledge and skills are built over time and retained
• Independence, confidence, and readiness for next steps are strengthened.
• Outcomes reflect preparation for further education, employment, and adult life.

This joined‑up approach enables staff, families, and inspectors to see how curriculum intent is translated into classroom practice and meaningful outcomes for pupils.

Inclusion

Our assessment approach applies to all pupils, regardless of pathway within the school. Assessment is used respectfully to identify needs early, celebrate strengths, and ensure appropriate support and intervention.

This page reflects Market Field School’s approach to assessment as set out within the Ofsted Education Inspection Framework. Assessment is used purposefully to support pupils to know more and remember more, to make progress from their individual starting points, and to develop the knowledge, skills and behaviours they need for future learning, training and adulthood.

Assessment information is used intelligently to shape teaching and the curriculum, ensuring high expectations, ambition and positive outcomes for all pupils.