Assessment lies at the heart of promoting pupils’ learning. It provides a clear framework for setting meaningful educational objectives and monitoring progress over time. Effective assessment helps us identify strengths, diagnose barriers and ensure every pupil receives the right support to move forward.

Assessment is embedded within daily teaching and learning. It enables staff to understand each pupil’s developmental stage, adapt provision and strengthen learning across the curriculum. Our procedures are designed to be fair, consistent and free from bias or stereotyping.

As a new school, we have established a clear and robust assessment system that aligns with the Curriculum for Wales and meets the diverse needs of our pupils. Liam Hale, Assistant Headteacher, leads on whole‑school assessment. Assessment information is analysed and reported to the Governing Body on a termly basis.

Whole‑School Assessment Approach

All classes use BSquared to record and track pupils’ progress. This is completed termly using Routes to Progression and Curriculum for Wales frameworks for Literacy and Numeracy.

We also use our comprehensive Progression Steps Booklets, which run from Pre‑Progression through to Progression Step 3, to support planning, assessment and next steps across all Areas of Learning and Experience.

Foundation Phase

Assessment takes place termly using Routes to Progression and Curriculum for Wales. Progress is recorded and tracked using BSquared for pupils accessing Curriculum for Wales, and Routes for Learning for pupils working within Routes to Progression.

Key Stage 2

Assessment takes place termly using Routes to Progression and Curriculum for Wales. Progress is recorded and tracked using BSquared for pupils accessing Curriculum for Wales, and Routes for Learning for pupils working within Routes to Progression.

Key Stage 3

Assessment takes place termly using Routes to Progression and Curriculum for Wales. Progress is recorded and tracked using BSquared for pupils accessing Curriculum for Wales, and Routes for Learning for pupils working within Routes to Progression.

14–19 Department

Pupils in the 14–19 department follow a personalised, accredited curriculum that meets their sensory, academic and independence needs. Pupils have opportunities to complete a range of accreditation pathways, including ASDAN and WJEC programmes, alongside additional qualifications and life‑skills based awards appropriate to their needs.

Personal Learning Plans (PLPs)

All pupils have termly Personal Learning Plans (PLPs) set by their class teacher and shared with parents and carers. PLPs focus on five key developmental areas:

• Communication
• Literacy
• Numeracy
• Digital Competency Framework (DCF)
• Personal Progress (life‑skills based)

Targets are ambitious, meaningful and developmentally appropriate. They are developed using:

• BSquared assessment information
• Speech and Language Therapy (SALT)
• Digital Competency Framework (DCF)
• Independent Living Skills framework

Staff also update the DCF Tracker and Life Skills Tracker termly to ensure progress is monitored consistently.

PLP data is analysed by Liam Hale and shared with governors and staff. Pupils are encouraged to understand their learning goals and reflect on their progress at a level appropriate to their developmental stage. Evidence of progress is recorded in each pupil’s E‑Portfolio, which follows them throughout their time at Ysgol Cambrian.

Ongoing and Formative Assessment

Alongside formal tracking systems, teachers carry out continuous formative assessment within the classroom. This includes observation, engagement profiles, work samples, communication assessments and responsive teaching strategies. These approaches help staff adapt learning in real time and ensure teaching remains meaningful, accessible and developmentally appropriate.

Further Information

For more detailed information, please request a copy of our Assessment Policy.