Assessment

Assessment at Fox Hollies

At Fox Hollies, assessment is continuous, personalised and focused on each student’s progress over time. We recognise that progress looks different for every learner and is best understood as the accumulation of learning, rather than through single test outcomes.

Students’ progress is captured through a range of meaningful and relevant evidence, including:

  • Individual learning journeys recorded on Evidence for Learning (EfL)

  • Observations, photographs, videos and annotated evidence

  • Work recorded in books where appropriate, particularly for semi‑formal learners

  • Progress towards individual EHCP outcomes

  • Movement through personalised progression frameworks

For semi‑formal learners, and a small number of informal learners accessing early subject‑based learning, we use Birmingham’s A2E Language & Literacy and Maths Toolkits, these support a graduated approach for students working within pre‑key stage standards.

Assessment information is used to:

  • Inform teaching, planning and next steps

  • Monitor individual progress over time

  • Identify additional support needs

  • Provide evidence for Annual Reviews

  • Support clear and meaningful reporting to parents and carers

EHCP-Led Assessment

Across all pathways, assessment is closely aligned to each student’s Education, Health and Care Plan (EHCP). Long‑term aims are broken down into termly SMART targets, which are then linked directly to curriculum areas.

Teachers use EHCP targets alongside progression frameworks to plan, structure and sequence learning each half‑term. Evidence of progress is captured through student work, photographs and videos uploaded to Evidence for Learning, creating a personalised learning journey for every student.

We assess progress against EHCP targets in the following areas:

  • Communication and Interaction

  • Social and Emotional Wellbeing

  • Cognition and Learning

  • Physical and Sensory Needs

From Year 9 onwards, assessment focuses on the Preparing for Adulthood outcomes:

  • Employment

  • Independent Living

  • Community Inclusion

  • Health

Qualifications and Accreditation

Fox Hollies school prioritises strong foundation skills rather than accreditation. Where formal qualifications are appropriate, these are carefully chosen to complement each student’s personalised pathway and readiness for accreditation. The only formal qualification offered currently in school is Arts Award (Explore, Discover and Bronze).

For semi‑formal learners, we use our own post‑16 progression framework, benchmarked against Entry Level standards. This provides a more meaningful reflection of progress and ensures students are well prepared for future qualifications and post‑19 pathways.

Post‑16 students on the informal pathway continue to follow the Areas of Learning framework, as this remains developmentally appropriate.

Sharing Progress with Families

We work in close partnership with parents and carers to ensure a shared understanding of curriculum and progress. This includes:

  • Curriculum and theme overviews published on the school website

  • Termly pathway curriculum overviews

  • Subject overviews for Literacy and Communication, Maths and My Body, My Rights

  • Access to Evidence for Learning, including the family app where appropriate

  • Autumn parent meetings

  • Spring Annual Reviews

  • End‑of‑year reports

Ongoing communication between home and school is actively encouraged.