The overall goal for our curriculum is that our learners will have the skills to become effective, confident learners who are inspired to challenge themselves. They will have a sense of identity and self belief which will transpire into goals and aspirations for a successful life. They will be resilient, will understand their strengths and will be as independent as possible in the wider world.
To ensure our curriculum is having the desired effect, there are several ways we measure its impact to ensure it is exactly the right offer for our students. The impact of our curriculum is monitored regularly through learning walks, team meetings, data scrutiny, moderation of learning evidence and communication between home and school.

We use B-Squared connecting steps assessment system to assess all students across the school. All students are on a personalised assessment journey to suit individual needs. We utilise the different assessment tools within B-squared to do this. Our assessment offer is flexible so it can be accessed by all students and allows each individual to make progress.

Our Early Years Foundation Stage (EYFS) students are assessed using B-Squared EYFS assessment tool. This splits the early learning goals into small achievable steps for our students. They will then access a ‘Sensory’ or ‘Academic’ pathway. The Academic Pathway is suitable for our more able students who are working on equivalent to a P level 6 to National Curriculum Level 5+. They will be assessed using the B-Squared Connecting steps national curriculum and P-levels tool in English, Mathematics, Science, Computing, E-Safety, PSHE and Citizenship. Whilst following this pathway, if they are able, students will access statutory assessments. They will also be assessed against the key stage one and two Key stage standards.
The Sensory Pathway is suitable for our sensory students who are working below the equivalent to a P Level 6. They will be assessed using the B-Squared Engagement steps tool. This tool helps teachers to set small achievable goals within the four areas of need; cognition and learning, communication and interaction, sensory and physical and social, emotional and mental health.

Pupils are assessed on the Adult Curriculum at Key Stage 5. Running alongside our Sensory and academic pathways is the B-Squared assessment tool Autism Progress. This tool is used for students who are on the Autistic spectrum and allows us to show progress in areas which may not usually be assessed and monitored. Often due to barriers and needs, students with autism can struggle to access lessons and show progress within the curriculum. They can also be showing excellent progress in other skills and it is useful to monitor this progress and allows us to celebrate every success. Autism Progress allows us to monitor progress through small achievable steps within communication, social interaction, emotional regulation and flexibility of thought.

We have 3 data captures per year. This data is then collated and used to show how much progress students have made within each subject area. This allows us to highlight areas of strength and areas in need of improvement. This is reflecting in a termly Learning and Outcomes report.

Seesaw is an app we use to record evidence of students learning and meeting their personal targets. As many of our students are unable to complete pieces of work as evidence of their learning, this tool is used to take photographs and videos of the progress they make. Teachers directly link the evidence collected to the targets met on B-Squared whichever pathway the individual is on.

Evidence collected is moderated by out teaching team at regular intervals throughout the year. During moderation meetings teachers check evidence to see if they agree that it shows a student has met their target. This ensures we have quality evidence and consistent expectations across the school.
We are part of the North West Schools Assessment and Curriculum Group which consists of several special schools in the North West who gather together throughout the year to share their evidence and evaluate if we all agree that judgements made within assessment are correct. This allows us to share good practice and ensure we are consistent and in line with expectations and judgements made by other schools.

External accreditation and moderation
Teachers deliver accreditation which is then moderated externally. This gives us opportunity to access whether students have met their targets and by completing their accreditation successfully.
External moderators give consistently good feedback, sharing that our judgements when assessing students are good.

Education and Health Care Plan outcomes
EHCP outcomes are set by class teachers in collaboration with support staff, families and other professionals. They are moderated regularly and evaluated once per year. New targets are set to reflect progress made. These targets are shared with parents/ carers and professionals at annual review meetings. This allows for quality conversations about progress in and out of school.