How we measure progress

Progress at Prior’s Court School is measured using our I Can statements system. Simply put, an I Can statement is what a young person is able to do in any given task, activity or learning scenario across our seven areas of learning.

I Can statements build on each other but are broken down into achievable steps towards a much bigger goal.

We recognise that young people all have different starting points and require different levels of support. We use ten levels ranging from 'Encounter' to 'Application' and feel that this supports the journey and challenge of each young person.

All young people at Prior’s Court are functioning below National Curriculum levels. The I Can statements represent the journey of learning towards a level being achieved.

Measuring learning progress in all environments

Our I Can statements system allows us to measure progress not only in traditional teaching environments such as the classroom, but also recognising the importance of generalising that skill to different times and places. The Areas of Learning focus on all areas that are important to enable young people to live as independently as possible. We recognise that Daily Living skills such as cleaning teeth and dressing are essential life skills.

The breadth of this system is huge with the seven Areas of Learning breaking down into more than 30 Learning Programmes, hundreds of Focus Areas, and thousands of I Can statements, to provide a holistic view of progress across a wide range of scenarios.

There are also five prompt levels:

  1. Experience recorded
  2. Physical prompt
  3. Gestural prompt
  4. Communicated prompt
  5. Mastered

The expectation is that if a young person achieves the I Can statements within a grouping at a mastered prompt level, meaning that through structure and visual support the young person can work without prompts or help, then they are functioning at an ‘outstanding’ level. Other areas of progress are rated on the continuum of good to below expected.

The ultimate aim is for skills that are worked on to be achieved at a mastered level but we recognise due to the complexities of some young people this may be through more support.

2019-20 progress data

English language and literacy

Reading
96% of our young people mastered 6+ statements
92% of our young people mastered 9+ statements

Writing
76% of our young people mastered 6+ statements
24% of our young people mastered 9+ statements

Problem solving, reasoning and numeracy

Each area within maths is focused on at different points throughout the year, therefore the criteria are changed to reflect this:

Number
76% of young people mastered 6+ statements
36% of young people mastered 9+ statements

Money
52% of young people mastered 6+ statements
28% of young people mastered 9+ statements

Measurement
56% of young people mastered 6+ statements
28% of young people mastered 9+ statements

Time
52% of young people mastered 6+ statements
32% of young people mastered 9+ statements

Communication

Communication
60% of our young people mastered 6+ statements
53% of our young people mastered 9+ statements

Computing

Computing
92% of our young people mastered 6+ statements
12% of our young people mastered 9+ statements

Where progress is not yet at the level we would hope for a young person, this is often because they still require some level of staff support or prompting in order to complete a task and therefore while they haven’t yet achieved the skill to a ‘mastered level’ they are still working to achieve this.

How learning is accredited