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Impact Sefton Secondary Pupil Referral Unit

Initial Assessment Process

On joining the Assessment Centre, pupils commence with a period of Initial Assessment and Induction which will last for a maximum of 2 weeks, depending upon the needs of the individual.
Throughout the assessment period, pupils will be required to complete a range of assessments processes including diagnostic and observational practice. Pupils will also meet with the school nurse and school counsellor.
Literacy Assessments:  focus on, reading, spelling, vocabulary/language and memory providing a range of information including Reading Accuracy Age(DRA), Spelling Age, National Curriculum Writing Levels, Receptive/Expressive Language Age and Memory Scores.
In addition the assessment also includes Access Reading Tests.
Numeracy Assessments: use two main assessment toolkits, the Access Mathematics Test and Maths Whizz, which provide the basis for an extensive range of mathematic resources.
The information obtained from the assessment process is used to produce Individual Education Plans (IEP’s) and resources including intervention packs and supporting lessons for pupils as they progress into the Assessment Centre groups.
Emotional, Behavioural and Social Development: observations of pupils emotional and social behaviour take place continuously throughout the assessment period, and this information forms the basis of the behaviour monitoring records which continue for the duration of a pupils placement at the Assessment Centre.
Once the assessment period is complete a Pupil Assessment Record is produced accompanied by an IEP, these documents then support the pupil in the transition into the Assessment Centre year groups.
Planning, monitoring and review form an integral part of the work undertaken at the centre, key to this process are the Progress Meetings, which are attended by centre staff, parents/carers, pupil, school representatives  and any other professionals engaged with the pupil and family.

It is after the initial Progress Meeting that an agreement is sought on the most suitable learning pathway for each pupil.

Further progress meetings are scheduled at 6 weekly intervals for the duration of a pupils stay at the Assessment Centre.