1

Baginton Fields School Sedgemoor Road Coventry CV3 4EA

Self-Evaluation Form

DfE Number: 331 / 7019

2

BFS School Context The school admits secondary aged students with a “broad” spectrum of Special Educational Need and Disabilities from across Coventry and, occasionally,

neighbouring LA’s. The school offers 100 places. Learning is influenced by communication difficulties, autism, challenging behaviours, physical disabilities, and sensory impairment. Students are arranged in Key Stages 3, 4 and 5 determined largely by chronological age. Each Key Stage comprises 4 classes and students are grouped according to a number of factors - learning style, attainment level and SEND. For the first time the school admitted students from primary mainstream in September 2015 as a result of a movement in the LA towards broad spectrum special schools. Classroom environments respond specifically to meet the needs of students whose learning is significantly influenced by ASD, PMLD, SLD, MLD. 30% of students from minority ethnic groups / 30% of students with English as additional language / 35% free school meal eligibility. The school building environment creates challenges of both suitability and space. In the current economic climate it is unlikely the school will receive significant capital build expenditure to improve resources. The school has secured Achievement for All Quality Lead School (April 2015), National Healthy School Award, Sports Mark, Eco Schools Silver Award and Lets Get Cooking Award. The school is a strategic partner of the Castle Phoenix Teaching Alliance and Coventry Special Schools Network, supporting the professional development of mainstream and special school colleagues. The leadership team demonstrate enthusiasm for involving students in the wider curriculum and participation in community events such as Shakespeare Schools Festival, Special Schools Sporting Events and “Engage” – Coventry Rugby Project led by Coventry Rugby and Community Partner School with WASPS rugby. Local Authority implementation of a new funding formulae for special schools has increased pressure to maintain high standards with less resource – a reduction in staffing from the beginning of this academic year has impacted in some classrooms despite our staff continuing to demonstrate commitment to provide high quality education and care. All student places are taken and we continue to receive requests for admission from parents with mainstream children.

Current judgements / comments

. The school was judged to be “good” by OfSTED in Nov 2013.

. The school is judged by the LA as a Category A school - “Providing a good or better level of education”.

. Our Achievement for All coach commented “I have really enjoyed working with you and your super school, it is always a bonus when the people in that school are as motivated and passionate about their work as you are”. . Our outreach CPD provided for our Teaching School partners is judged to be consistently high quality. . Community Learning Disability Team comment re: ASD Group: “I was amazed at how well they were being managed, together, and in a calm and competent way. I was impressed by the way the class team worked together, how well they were led, and how they had a positive attitude about the children in the class” . A parent commented in the 2016 Parent/Carer Questionnaire: “I feel the care and education provided is of an exceptionally high standard and this year really helped my son flourish in Upper School. Thank you”.

OfSTED November 2013 POINTS for ACTION PROGRESS

The Points for Action were: . Integrated in our School Improvement Plan 2014-17. . Identified as Teacher Appraisal objectives for all teachers. . Implemented as professional development objective for Teaching Assistants e.g. “Open Space” training day; Development of TA role; Outstanding TA’s.

1. Improve the proportion of outstanding teaching by making sure that:

all teachers match work accurately to the needs of all learners.

all adults who support learning are fully aware of the needs of all

Lesson observations confirm impact of TA improvement programme has been significant on the overall quality of teaching received by students as confirmed by documented improvement in teaching.

Increase in percentage of lessons judged to be outstanding and the

3

the students. number of teachers who are judged to be providing very high quality provision. Evidence – teacher lesson observations / triangulation reports and teacher appraisal.

2. Improve assessment by making sure that all staff note how well students are doing in order to provide a more accurate picture of students’ progress.

Highly effective assessment for learning recorded in lesson observations.

Well established assessment strategies in all classrooms applicable to specific student needs and characteristics.

Quality professional development for all staff has resulted in proactive collation and reporting of student progress.

Outcomes for Children and

Learners

Judged to be “Good” at September

2016

2016/17 Context: In response to school self-evaluation and amendments to the National Curriculum the school reviewed the curriculum offer for all students. Consequently, there are 4 curricula threads running through school. New curricula were introduced for Group 1 (ASD) and Group 2 (PMLD) students in September 2016 supported by our “Progress Walls”. Our more independent learners - Group 3 and Group 4 students follow a NC curriculum supported by our Progress Walls whilst Key Stage 5 students all undertake ASDAN accredited diplomas and, for some, OCR Functional Skills. Outcomes for all students to July 2015 was supported by B Squared and CASPA with Progression Materials shaping end of Key Stage aspirations. From September 2015 progress and achievement has been increasingly personalised / student specific with July 2016 outcomes being presented as follows: Group 1 (ASD) students: Progress Wall objectives assessed by MAPP – Mapping and Assessing Personal Progress. Group 2 (PMLD) students: B Squared and CASPA. Group 3 and 4 (KS 3 and 4) students: B Squared and CASPA. Key Stage 5 students: ASDAN and Functional Skills accreditation. From September 2016: .Our 2016 Assessment and Achievement Framework at the end of this SEF provides a clear insight into our increasingly personalised approach to student progress and achievement. . SOLAR (Special On-Line Assessment Records) which contains our Progress Walls, replaces B Squared and CASPA as the means to track, record and report personalised progress and achievement. . Progress descriptors will be supported by our Pupil Progress Profile that rates the potential impact of factors influencing learning. . Teachers will identify aspirational targets for progression based on historical data, their detailed knowledge of the student and identification of priority areas for improvement. . An increase of staff time allocated to Student Progress is a feature of our twilight professional development sessions for all staff.

Our Achievements Development priorities End of Key Stage cohorts performed strongly consistent with previous years and our Progression Outcomes are as follows: KS 2 to end of KS3 Progression Materials outcomes July 2016, 10 students:

Upper quartile attainment - English 70% / maths 60%

By July 2017 an effective, robust and accurate strategy for projecting student progress and achievement will be established.

4

Median attainment – Science 100%

KS 3 to end of KS 4 Progression Materials outcome, 10 students:

Upper quartile attainment - English 60% / maths 100% / science 70%

We continue to apply CASPA outcomes and our End of Key Stage cohorts demonstrate high percentage of English and maths “Above Expected”. Comparative progress has been judged (CASPA) as follows:

Key Stage 3 / 10 students.

Above expected – English 60% / maths 60% / science 10%

Key Stage 4 / 10 students.

Above expected – English 80% / maths 70% / science 60%

This year we have noted an increase in the amount of CASPA “expected” rather than “above

expected” as in previous years. We conclude this to be a result of transition to more personalised

strategies to track progress that have been phased in this academic year. For example the progress of

Key Stage 3 Group 4 students has been assessed and tracked against our NC Progress Walls rather

than B Squared. It is this group that has, in the past, recorded Core Subjects “above expected”.

Progress for our Group 1 (ASD) students has been managed by MAPP and outcomes have been characterised mainly by “Expected” against individual learning objectives. Key Stage 5: Achievement has featured accreditation achievement for all our school leavers and all non-school leavers continuing their progress towards securing diploma qualifications. This year, the range of qualifications has broadened with students attaining Functional Skills for the first time. ASDAN Entry Level 1 in Personal Progress attained by 9 Year 14 students.

OCR Functional Skills attained by 2 students at Entry Level 1 and 2.

OCR Entry Level Certificate in Science attained by 2 students at Entry Level 1

ASDAN Entry Level 2 Diploma in Life Skills attained by 2 students.

City and Guilds Entry Level 2 Certificate in Food Studies attained by 2 students.

Arts Award Explore Entry Level Award in the Arts attained by 2 students.

Provision Mapping: At Baginton Fields we combine provision mapping with tracking pupil progress. The provision map

(PM) provides us with an overview of support offered to students in addition to the school

To introduce a robust and credible means to predict, and describe aspirational student personalised progress expectations / attainment targets.

To apply PW’s and SOLAR to track student progress effectively and accurately.

To develop role / use of Provision Mapping (to integrate with SOLAR / PW’s / target setting / describing progress)

To ensure appropriate Year 14 students are challenged to achieve Entry 1 and 2 qualifications.

Enable students to become more independent learners through embedding Building Learning Power across the curriculum.

5

curriculum. It also focuses staff attention on high quality teaching and learning for all, it enables us to

track how pupils are achieving over time and to identify where individual progress may be a cause for

concern. All staff during pupil progress meetings participate in the process of evaluating and setting

new targets along with identifying appropriate interventions.

Our Building Learning Power outcomes: BLP at Baginton Fields is used to support young people in becoming more effective, confident and independent learners and to develop their ability to transfer skills across a range of disciplines. The underlying principle is that regardless of our ability we all have the potential to develop and improve the way we learn. Our second year of BLP started September 2016 with a focus on Imagination and Planning and already students are demonstrating increased independence, problem solving and resilience. Progress over time. Data evidence confirms: • Gender is not an influencing factor on core subject progress. Outcomes for boys and girls are very similar. • Looked After students consistently achieve at a higher level than their peers at Baginton Fields. • Our Group 1 students (ASD) make less Core Subject progress than their peers. (CASPA). Our Student Council is drawn from across the school and proactive in the local community raising funds for local and national charities. Their achievements include organising Red Nose Day; Macmillan Coffee Morning; representing student views and collaborating with local special and mainstream schools. Work Related Learning has raised the involvement of our students alongside special school and mainstream peers. The last 2 academic years has seen students completing courses at Henley College, Belgrade Theatre, Herbert Art Gallery and The Wedge Workshop. All courses have resulted in the award of accredited qualifications. In house catering and horticulture WRL courses introduced from this September. Work Experience: Year 14 students completed very successful placements at Whitley Early Years Nursery and Wesleys Café in Coventry. Very positive acknowledgments received from work colleagues and customers. Pupil Premium funding has, for the last 3 years, been aimed at the introduction and progression of Achievement for All for KS 3 and 4 cohorts. 100% of parents engaged in Structured Conversations. AFA students recorded greater % of above expected progress in both English and maths than non-AfA students 2014-15. (AfA designated Lead School, April 2015) Duke of Edinburgh 2015 resulted in 5 students successfully completing their overnight expeditions to

6

receive The Bronze Award at Coventry Cathedral in January 2017. The school has committed to developing the programme to include more adventurous activity and staff are currently qualifying to the required standard to manage 2 groups of students from September 2017. National Citizenship Challenge saw 2 Key Stage 5 students participating successfully in summer 2016 residentials and local community activities facilitated by school staff. Additional students are considering enrolment for 2017. Shakespeare Schools Festival. Students have performed an adapted play (Macbeth and Merchant of Venice) for the past 2 years at the Belgrade Theatre alongside mainstream primary and secondary schools. The school is a community partner with WASPS rugby, participating in coaching and competitive activities. Complimentary tickets enable families, friends and students to watch top class rugby at the Ricoh Arena. 2 staff fulfil the role of advisers to the club developing provision for Coventry’s SEND pupils and run weekend training sessions for SEND players. Eco club student members continue to lead the school’s eco awareness and application to Eco schools Green Flag will be submitted 2016/17. CIP report December 2016: Good, because of the decrease in pupils making better than expected progress. This is not however uncommon as schools move to new models of assessment and curriculum and are within the transition years.

Quality of Teaching,

Learning and Assessment.

Judged to be

“Good” at September

2016.

Our Achievements Development priorities Teaching: . Most recent lesson observation outcomes – Summer Term 2015: 50% good and 50% outstanding – meets SIP July 2016 target. Autumn Term 2015: 38% good and 46% outstanding. 1 teacher recorded 2 lessons judged to be RI and InAd and left the school July 2016. Summer Term 2016: 36% good, 18% good/outstanding and 45% outstanding. The increase in high quality teaching is a result of: . Significant success improving the contribution of TA’s to impact on the effectiveness of collaborative class teams. . Rigorous paired observation of teaching with Baginton Teachers Appraisal objectives directly linked to teaching standards has contributed to improving the quality of teaching. . External moderation of quality of teaching by our Achievement for All coach. . Active coaching programme facilitating colleague to colleague support. . Staff completion of “Outstanding Teacher” and “Outstanding TA” course in conjunction with Castle

To embed 2016 curriculum, securing high quality assessment that ensures continuing high standards of Teaching and Learning resulting in all teaching judged to be at least “Good” of which at least 50% will be “Outstanding”.

To improve TA’s expertise in applying Progress Walls and SOLAR as means to support learning.

To ensure that all parents understand how to

support their child’s literacy and numeracy development at home.

7

Phoenix Teaching school. . Triangulation (planning, assessment and student progress) of teacher evidence confirms overall increase in teacher expertise with 50%+ teachers performing at a “very highly effective” level. Coventry Improvement Partner report December 2016. “The quality of teaching is clearly very high and once the evidence above is in place the school should be confident the school is moving towards an outstanding judgment at their next Ofsted inspection” Learning: . Implementation of Building Learning Power 2015/16, and continued this academic year, is resulting in greater student learning independence. . Outstanding student learning behaviour reported in lesson observations. . Students responding to Language of Learning and enjoying achievement. . Newly implemented curriculum for ASD and PMLD students has re-focused learning on very relevant objectives that are student led and personalised. Validated by external professionals and parental feedback. Our ASD curriculum has recently been purchased by a Coventry special school. Assessment: . Lesson observations confirm OfSTED 2013 assessment objective met following focus of teacher appraisal evidence, teacher INSET, TA observations, Student progress meetings and success of Achievement for All 2013-15. . Class teams comprising teachers and teaching assistants demonstrate consistently effective formative assessment with improvements in the quality and accuracy of assessment content and feedback. . The school has an active role in high quality moderation of Yr 6 achievements in preparation for Yr 7 admission; in-house subject and ASDAN moderation; regional moderation with Coventry, Solihull and Warwickshire schools. All staff are involved in class moderation on a termly basis. . Assessment for Learning strategies are refined and personalised to student groups. TA’s undertake a comprehensive role in this process - recording and reporting task progress to both teachers and students. . Progress Walls address the removal of NC levels and provide a school specific strategy to assess the progress of our students that includes our re-designed ASD, PMLD and ASDAN curricula to promote personalised assessment and progress. Our Achievement for All coach observed The newly themed ASD curriculum is clearly working very well , and teachers indications are they felt extremely positive , and the newly devised curriculum motivated students to engage with their learning in a much more exciting and potentially ‘skills for life’ way. It is clear the teachers and TA’s are completely committed to this ASD curriculum and in building learning power just how much more prepared students will be for life.

. Introduction of SOLAR software populated with the schools own Progress Walls from this academic

To ensure staff intervene to apply imaginative and timely support for student learning. (2016 lesson observation outcome)

To improve the quality and accuracy of assessment annotation.

(2016 lesson observation outcome)

8

year to provide assessment structure that can be recorded, tracked and analysed for progression.

. Newly revised Assessment Policy and Assessment and Achievement Framework supports re-designed curriculum.

Personal Development, behaviour and welfare. Judged to be “Good” at September 2016.

Our Achievements Development priorities 2015/16 Parent Questionnaire responses overwhelmingly positive with 100% of returns confirming that school is a safe place and children enjoy school. Students are punctual, manage their own behaviour particularly well, including those with Autism, and contribute to a productive school environment. We contract the services of a LA Health and Safety Advisor to support the Health and Safety Committee. Her expertise ensures the school meets standards expected of the LA in respect of all members of the school community. Our latest H &S audit outcome – good. Local authority attendance data confirm the school to have consistently high attendance compared with both local and national figures. Whole school attendance for the last 3 years – 2013/14: 93.3% 2014/15: 94.5% 2015/16: 93.2% Evidence from lesson observations and lesson “pop ins” 2015 /16 describe students behaving exceptionally well in classes; co-operating and supporting peers. The school’s arrangements for safeguarding students meet statutory requirements and are attributed high priority. Evidence is available to substantiate procedures for Safer Recruitment, Child Protection, Site Safety, staff training and interagency collaboration. The school has completed the LA’s Safeguarding Audit 2015 and LA Compliance Officer visit (July 16) recommendations have been implemented. A named governor reviews and monitors child protection procedures on a termly basis. There are 3 senior staff with child protection accreditation (Level 2+) and a further member of staff will receive training this autumn term. ESafety features significantly in our awareness. All classroom staff have engaged in 2 recent ESafety professional development sessions; students have presented an ESafety whole school assembly and continue to work towards securing 360 Degree Safe. Designated Safeguarding Officers have recently presented PREVENT, Child Sex Exploitation (CSE) and Female Genital Mutilation (FGM) workshops to the staff body and governors. The Safeguarding and Child Protection Policy was updated September 2016. January 2017 appointed staff undertake online Prevent training. Looked After Children: The school has received praise from LAC Service for the high quality of Termly PEP reports. Both our KS 4 LAC students received 1:1 after school tutoring last term financed by LAC services and have recorded excellent progress against their PEP targets.

By July 2017 students will consistently display an enthusiasm and love of learning when working independently.

To develop use of school environment and increase opportunities for outdoor learning.

To re-accredit Arts Mark and extend range of expressive arts in collaboration with Coventry special schools.

To identify and introduce an effective means to assess, record and report personal skills of: . self esteem. . self confidence. . social development . . attitudes to learning.

To raise profile / importance of students attitudes and behaviour.

To increase opportunities for student 2 student support and mentoring.

9

Our very effective multiagency approach adopted by the school to support student behaviour is characterised by multi agency collaboration, including MDT meetings organised by school, and ongoing staff professional development resulting in updated Behaviour Support Plans (2015/16) Anti-Bullying. Students participated enthusiastically in a wide range of relevant activities in this years “Anti-Bullying Week” proudly displaying their achievements in whole school assembly. Our School Nurse has taken a very proactive role in the classroom leading personal hygiene, relationships and sex education, healthy eating sessions for all age and ability groups. Following retirement she is contracted to continue 1:1 intervention financed from Pupil Premium Grant. Key Stage 5 students mentored and supported Year 7 students to provide positive role models, in class support eg reading and re-assurance. We have NIL racism returns to the LA for the past 10 years A student currently receives translator services in class weekly support from Minority Groups Support Services.

Effectiveness of Leadership and Management Judged to be “Good” at September 2016.

Our Achievements Development priorities Leaders introduced an innovative, school specific response to Life after Levels applicable to Key Stage 3 and 4 students from across the ability range. Progress Walls provide a means to assess, track, record and report student progress that is determined by individual needs. Collaborating with professional colleagues – therapists / EP / advisors / network schools confirms the quality to be high. It is embedded in school practice that class teachers will on a termly basis, with their support staff, analyse individual student data during Pupil Progress meetings to identify the gaps in learning that inhibit progress. A highly individualised SMART intervention target is then set on which students work either on a 1:1 basis, within a small targeted group or independently using a range of stimulating and exciting activities to engage them in their learning and enhance motivation. Interventions are personalised to pupil need and are discussed with parents during structured conversations to gain their input and insight with the intention that wherever possible the target is consistently worked on at home to secure progress. Targets are evaluated at the end of each term and moderated according to individual priorities. Governors encourage leadership succession planning. They offered, and secured, a temporary TLR 3 position for a classroom teacher to further More Able, Gifted and Talented provision. A further TLR 3

Senior Leaders will implement, monitor and assess a revised process for the setting of high quality SMART Individual Education Plans compatible with SEND Statements and EHCP’s.

Introduce a TA Performance Management booklet that describes expectations, accountability and records personal and professional development.

May 2016: Governors ratify proposal to offer TLR 3 to a

10

opportunity commencing September 2016 has furthered our Building Learning Power initiative introduced last year. Governors monitoring has included scheduled classroom visits, specific monitoring eg Safeguarding, Achievement for All, finance, attendance and informal visits and participation in school events. Governors have participated in Safeguarding training – Child Protection, FGM, PREVENT, Safer Recruitment. Our governors are represented on Coventry Special Schools Governors Network and at LA SEND briefings for governors. Governors are currently managing a challenging 2016/17 school budget. Support, communication, collaboration and engagement with parents is outstanding facilitated by a Parent Support Adviser, who has a significant impact on supporting parents in complex circumstances. The school has committed 3 year funding to secure direct access for staff and parents to the Citizens Advice Bureau facilitated by our Parents Support Advisor. During 2015/16 she organised a school leavers transition event with other special school colleagues for the families and students of Coventry’s special schools; secured charity funding to maintain our Summer School and continue After School Clubs. Our 2015-16 Parent / Carer returns are overwhelmingly positive about staffing and provision. 100% of returns confirmed parents/carers would recommend the school to other parents. Senior Leaders are ambitious for the school and committed to developing their Leadership and Management expertise. Successful courses since our last inspection include: NPQH / Aspiring Deputy / Outstanding Teacher Course / Special Schools Network Subject Leads / Castle Phoenix Teaching Alliance SEN course presentations. School leaders demonstrate proactive membership of Teaching Alliances offering SEN courses to Coventry schools and leading special school network curriculum and subject working groups. Our “Baginton Values” respond to provide school specific (British) values agreed by staff and students to strengthen the school community and progress our ethos and value statements. Our British Values have been reviewed this academic year, meaning clarified and published in classrooms. 2015/16 Curriculum Improvement: . Improved KS 5 curriculum that emphasises accredited learning and progress that prepares students for post school placements. . Redefined and improved curriculum for our ASD and PMLD students supported by MAPP assessment and recording of personalised achievement and progress. . Further refining of the holistic curriculum for PMLD students building on specialist creative arts. . Improved content of themed curriculum for KS 3 and 4 students that broadens the range of inclusive

teacher to maintain Building Learning Power progression and experience management of whole school initiative.

Raise the profile / improve the impact of: . a schedule of classroom monitoring visits. . a schedule of school improvement visits.

To further succession planning to improve Leadership and Management expertise.

To recognise and celebrate staff contributions and achievements.

Achieve Eco Schools Green Flag.

11

experiences available to all students. . “Progress Walls” introduced for NC subjects, ASD and PMLD students in response to Life after Levels supported by SOLAR summative software to be introduced September 2016. . ASDAN Progress Walls introduced to track post 16 student progress in ASDAN modules. In December 2016 Our Coventry Improvement Partner reports: The Head Teacher and the leadership team continue to build on the excellent work and are providing pupils with some very appropriate individualised pathways which include highly tailored curriculum and assessments.

12

BFS Assessment and Achievement Framework 2016.

Curriculum Assessment Process Evidence Summative assessment Describing progress

Groups 1: ASD ASD 6 areas of learning delivered through termly themes, ASD carousel, horticulture, animal care, bamboozle, sensory diet, arts, community experiences, New Horizons and ASDAN

Progress walls for Communication, Flexibility, Citizenship, Independence, Discovery, Emotional Wellbeing. Progress is monitored using MAPP and determined as Emerging, Developing or Secured

Learning Journal file containing 6 Progress walls with photos and annotation to show progress in personalised learning intentions from each wall. Key milestone are ‘book marked’

Half termly deadline for updates on SOLAR and MAPP in 6 areas of learning. Key pieces of evidence (annotation, photo, work) uploaded to show Emerging, Developing or Secured

MAPP / ASD Progress Walls. Expected/ below expected/ above expected progress towards meeting aspirational and personalised targets

Groups 2: PMLD

PMLD 6 areas of learning delivered through termly themes, personalised curriculum, write dance, swimming, rebound, arts, drama, story, New Horizons and ASDAN

Progress walls for Communication, Citizenship, Curiosity, Social and Emotional Wellbeing, Physical Wellbeing, Creative. Progress is dated and determined as Emerging, Developing or Secured

Learning Journal file containing 6 Progress walls with photos and annotation to show progress in personalised learning intentions from each wall. Key milestone are ‘book marked’

Half termly deadline for updates on SOLAR in 6 areas of learning. Key pieces of evidence (annotation, photo, work) uploaded to show Emerging, Developing or Secured

PMLD Progress Walls. Expected/ below expected/ above expected progress towards meeting aspirational and personalised targets

Key Stages 3 and 4: Groups 3 and 4

New National Curriculum Core subjects and Foundation subjects taught through a themed curriculum with discrete subject teaching for on-going development of English and Maths skills. New Horizons and ASDAN

Progress walls for Maths, English, Science, PSHE and foundation subjects. Progress is dated and determined as Emerging, Developing or Secured

Work books/ folders of work with ‘book marked’ key milestones. Assessment files containing all Progress walls with recording sheets to show progress towards meeting learning intentions. 1 piece of work per foundation subject per term selected and transferred to assessment file

Half termly deadline for updates on SOLAR for Maths, English, Science. Termly deadlines for updates on Progress Walls for PSHE and foundation subjects on SOLAR.

NC Progress Walls. Expected/ below expected/ above expected progress towards meeting aspirational and personalised targets .

Key Stage 5:

ASDAN Diploma in Personal Progress or Life Skills

ASDAN Progress Walls. Progress is determined as Emerging, Developing or Secured. Progress is also shown on Mapp through targets set for ASDAN modules Tracker document for units covered

Evidence to meet the requirements of ASDAN units

Half termly deadline for updates on MAPP and SOLAR ASDAN Progress Walls

MAPP / ASDAN profile / ASDAN Progress Walls

IEP recording Regular notes on IEP recording sheets/ post its. Half termly assessment summary and RAG rated on One Drive