Achievement and Progress


Assessment is the process by which students, parents/carers and teachers gain an insight into the learning of each individual. It is integral to teaching and learning.  


Assessment provides the basis for:


Foreland Fields School began to introduce new curriculum pathways in September 2019. These pathways have been designed to meet the very different needs of our students and as such will require different approaches to assessment.

Previous approaches to assessment have presumed that our students will make linear progress – that they will move on from one skill or concept to a more challenging or advanced skill or concept in a linear fashion. We recognise that assessment approaches that capture lateral progress, improvements in pupils’ depth of understanding or in the range of contexts to which they can apply new skills and concepts will paint a fuller picture of the progress that our students make.

In order to measure progress across the whole curriculum for each student, we will use a “basket of indicators”. Each Curriculum Pathway has its own set of indicators.




Explorers’ Pathway


Discoverer’s Pathway


Pioneer’s Pathway


We recognise that our students all have very different needs and that they learn in different ways and at different rates. We will therefore implement a personalised approach to target setting and end of year expectations and as such there will be no standard measure of expected progress, nor will we have any comparative data. Students following the Explorers’ and Discoverers’ Pathways will have 4-6 Personal Learning Intentions per term. These will be agreed between staff, families and outside agencies, such as Speech and Language. Progress made towards these will be measured using the MAPP assessment tool. This measures progress on a scale of 1-10 using 4 aspects:

We will continue to have high expectations of each individual student and progress will be monitored in-year at student progress meetings.


The analysis of assessment information from the above “basket of indicators” will enable teachers and school leaders to demonstrate the impact of the school’s activity over time.


Evidence for Learning

Under the 2019 OFSTED framework, we are no longer required to produce quantitative progress data. Instead, we are required to provide real evidence of the progress that our students have made.

Evidence for learning is an app, which enables us to capture photographic, video and observational evidence and link it to a range of frameworks – such as the student’s Personal Learning Intentions – or therapy goals. It allows teachers to capture and make judgments about lateral progress, as well as linear progress. Evidence stored on the app can be used to create Learning Journals, which “tell the story” of progress of an individual student.


July 2019 Outcomes

Pupil Asset

In 2012 the Government began a review of the National Curriculum. The new National Curriculum came into being in September 2014. The most radical change was the removal of the familiar National Curriculum levels giving schools the freedom to assess as they wished. At present, P Levels for those working below the old Level 1 remain.


Kent Special Schools developed an assessment tool which could be used across all Kent Special Schools. A specification was developed and sent to a wide range of companies; following presentations by three companies, Pupil Asset was chosen as the preferred company due to their willingness to work with us to develop an assessment tool. 


From September 2016, Foreland Fields School’s main assessment tool is Pupil Asset. Teachers monitor individual pupil’s achievements and progress against P’ level descriptors and end of year expectations through a series of progression pathway steps developed by the curriculum leaders in Kent Special schools. Formative assessments are made continuously by teachers and summative data is produced and analysed three times per year.



The KASS Algorithm in Pupil Asset

The KASS algorithm was developed from historic pupil progress data over a three year period across all year groups from Kent schools and with reference to Progression Guidance. The schools involved were representative of all Kent special schools meeting the needs of all pupils with; Profound Severe and Complex, Behaviour and Learning and Communication and Interaction Needs


The algorithm takes account of both progress from differing start points and the changing rates of progress across Key Stages as pupils move through their school lives as is evident in our collective data.


Expected progress is generally more challenging than Progression Guidance Median Progress which was seen as Expected Progress (EP).


The analysis of assessment information the system generates enables teachers and school leaders to demonstrate the impact of the school’s activity over time.



There is a significant difference in the expectations of the new National Curriculum; the new Year 1 end of year expectations are much higher than the old Level 1. In order to bridge the gap between P8 and the new curriculum, Kent Special Schools have created P9.  


Pupil Asset targets and progress tracking are based on Pupil Asset Points (PAPs). To show progress within a level there are 6 steps, each one having a Pupil Asset Point (PAP) value of 1 point. These are:



Beginning +


Developing +


Embedded +


On progress reports, they is shown as, for example, P5 Beg +.


Beyond P9 Pupil Asset records as a Stage instead of Year. For example Stage 2 Emb.



End of Key Stage 2 and 4 Progress 

The prior attainment of learners at the beginning of each Key Stage is the starting point for developing expectations and setting challenging targets. Targets for the end of Key Stage 2 (Year 6) are based on the assessment of learners at the end of Key Stage 1. End of Key Stage 4 targets (Year 11) are based on the end of Key Stage 2 assessment.  



Outcomes for Learners at the end of Key Stages 2 and 4 can be found below.




6th Form 

During the 2016/17 academic year, students in our Sixth Form followed personal pathways. A number of students were entered for external accreditation including Asdan Personal Progress and OCR Entry Level qualifications. 


Outcomes for students at the end of 6th Form can be found below.




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