What is the provision for assessments for learners with additional needs?
Learners with additional needs are given informal access arrangements in key stage 3 with the support of their subject teacher and in communication with the SEN department. This helps to paint a picture of need for the student. Common adjustments may include typing, a reader, a prompter, rest breaks or extra time. If a student needs to type, the school provides a keyboard and enrols the student in typing club. Sometimes the content of an assessment is adapted, for example scaffolding or broken into smaller chunks to help a student feel successful and motivate them to further success.
Each case is individual to the learner’s needs. Teachers, parents/carers and students may make referrals for exams access arrangements.
Access arrangements are formalised in key stage 4 which requires prior JCQ awarding body approval and the school must evidence need and a normal way of working. Schools must now exhaust the option of rest breaks before applying for extra time.
- What does the term assessment mean at Chesterton?
- How often do assessments take place?
- Why do you do such regular assessments?
- Does Chesterton do more tests than other schools?
- Do teachers end up constantly teaching to the test? How do you mitigate against this and ensure there is still a real joy to learning outside of tests?
- How do I know what tests my child has upcoming? How do I understand which of these tests are significant in terms of feeding into end of year grades or summative assessments?
- Do you expect my child to prepare for a test e.g. by doing extra revision? Do teachers provide revision sessions and questions?
- What support does Chesterton offer to help learners manage test-related stress and anxiety? How can I support as a parent?
- What is the provision for assessments for learners with additional needs?
- Are there instances when parents can request their child doesn’t take a test?
- Are students moved down a set as a result of not doing well in an assessment? Conversely are they moved up if they do well?
- How do parents receive information about the outcome of individual assessments? How are results of assessments stored, for how long and who has access to the results?
- Can you clarify what Chesterton’s approach has been to teacher-assessed grades for GCSEs and whether you see this as a permanent change moving forwards? If so, what impact does this have on mock tests etc. in Years 10 & 11?