Claremont School




Pupils at Claremont are working below national averages. The following information is based upon pupils meeting/exceeding targets based upon their own individual learning plan


2014-2015 Assessment Report

2015-2016 Assessment Report



Personalised Learning: The Individual Learner

At Claremont we have designed an assessment system that fits our personalised curriculum and matches with the learning profiles of our individual pupils. The pupil is at the centre of our process and are the starting point for all our assessments.

 Figure 1: Learning and Assessment Cycle


Personalised Learning: Individual Learning Plans


Pupils at Claremont have very personalised Individual Learning Plans (ILP). These plans have been designed in conjunction with Families, Teachers and Therapists to reflect individual learning outcomes as identified within the Education Health and Care Plan/Statement of Educational Need. Plans may be drawn from different pathways as appropriate to pupil.  Annual Medium Term Objectives (MTO) are taken from the plan and broken down into termly targets, these are evaluated/reviewed 3 times per year.


  Figure 2:  From EHCP to learning objectives (MTO)

 The process of both writing an ILP, and deciding on the contents of the wider curriculum, is a collaborative process. Families are seen as the , experts of their child, and play a central role in agreeing  the plan. The Education and Health Care Plan/ Statement provides the focus for the 3/4 year learning outcomes that identify pupil and family aspirations. Along with class teams, who have a thorough understanding of each pupil- their interests, strengths and barriers, medical needs, developmental stage and learning level, an individual learning plan is developed.

The ILPs  are used across the day by a range of professionals giving continuity, contextualisation, therefore giving breadth of approach and supporting pupils to achieve deep learning.(Burnham & Coates 2005).

The ILP Targets may reference  a variety of pathways depending on outcomes, starting points, learning styles, engagement.

Pupil Pathways may include:

Early Years Phase (3-7)

Middle  Phase (8-13)

14-19 Phase

Specific Pathways developed by Claremont

Early Years Foundation Stage Profile

Routes for Learning

P levels/N/C

Specific Pathways developed by Claremont

Routes for Learning

P Levels/NC

AAC City & Guilds

Specific Pathways developed by Claremont

ASDAN Personal Progress

AQA unit Award/Equals

Entry Level

AAC City & Guilds

Routes for Learning

Apt Ed


Figure 2: Pupil Pathways

Pupil plans identify a route that a pupil may follow but it is recognised that the steps taken may be lateral, or via a bespoke pathway to achieve the longer term outcome. Pupils at Claremont have very individual needs, and aspirations, and may not follow linear progression routes, they may follow more of a map where the end outcome can be achieved through different routes as opposed to having to achieve each rung of a ladder.We also recognise that our pupils do not learn in isolated steps (surface learning) but that progress needs to be supported through a range of opportunities, contexts and activities to embed skills (deep learning).  

Annual medium term objectives are taken from 3/4 year outcomes, these outline direction of travel and are SCRUFFY (Penny Lacey) in nature. This approach is adopted, because  we know our pupils will make progress along different routes and at a different pace, also we acknowledge that overriding health/medical/engagement needs may detract from rates of progress and opportunities to meet targets

Across the year we set 3 termly targets (evenly spread across the year) which are measurable and working towards the annual objective. These are set with Phase leaders and moderated for challenge, there is a robust cycle of moderation within the target setting process, with teachers identifying strategies and interventions where appropriate.    

Figure 3: Example of Individual Learning Plan 

 Assessment Policy