| Our Assessment Process |
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| Initial Assessment |
| All prospective students who apply to College are offered initial visits and an assessment. We also offer visits to see prospective students at their local schools. Whilst at college on assessment we offer all students a chance to meet our team of teaching staff and therapists. This enables us to identify suitable provision and tailor a programme of study for that young person which may include integrated therapy, respite and/or residential provision, specialist teaching i.e. Autism and a broad and balanced curriculum for adulthood. We will then arrange for your son/daughter to attend a college taster visit this will be from 10.00 a.m. -2.30 pm but can be flexible depending on transport etc. During taster visits, students are usually supported by school staff but it can be a parent who facilitates this depending on needs. |
| Baseline Assessment |
| When a student starts at Hedleys college, students are assessed to determine at which level they are working in each curriculum area. This will then support the construction of an individual learning programme, the allocation of individual learning targets, and the placement of the student in an appropriate teaching group. Baseline assessment identifies the student’s abilities, understanding, knowledge and skills across a range of contexts including communication, literacy, numeracy, ICT, independence and employability. |
| RARPA and the Learner Journey |
| In a personalised learning model, where all students have individual learning plans, it is important to recognise individual achievements whenever and wherever they occur. For all students, there are opportunities to have learning recognised by the college. Students are able to work towards external awards and accreditation, where their achievements will be recognised by a national awarding body such as Edexcel, NCFE and ASDAN. The recognition and recording of progress and achievement (RARPA) at Hedleys is in line with the RARPA of “Recognising and Recording progress and achievement in non-accredited learning”. Students skills of social interaction, getting along with others, confidence and self advocacy may not be accredited by an exam board but Hedleys College recognise that they are equally important. |
Achievement is monitored and celebrated in a number of ways: