Starting with the individual

Students join Beacon Hill with a wide range of starting points. We measure progress against each student’s own learning journey rather than comparing them with others. This is called ipsative assessment. We consider their strengths, aspirations, needs and the support that enables them to access learning.

Recognising meaningful progress

High-quality observation is central to how we assess progress. Staff observe learning across lessons, play, interaction and everyday routines. Progress may include new understanding, stronger communication, greater independence, improved regulation or physical access. It can also mean using a skill more consistently, with less support, with different people or in a new setting.

Reviewing learning together

We bring together evidence from Personalised Learning Goals, wider curriculum learning and relevant assessment frameworks. Each student has a termly Individual Progress Review, which includes a judgement of little, good or significant progress alongside an explanation of what they have learned. Class teams and senior leaders review evidence together through progress meetings and moderation, with therapy colleagues contributing where appropriate.

Responding and planning ahead

Assessment helps us decide what to teach next and whether goals remain appropriately ambitious. Where progress is limited, we use collaborative case studies to explore barriers, including health, attendance, regulation, communication, physical access and the suitability of goals. We adapt teaching and support while continuing to build towards longer-term outcomes.