j. Participation in Assessment and Progress

At Aston Rowant, disabled pupils and pupils with SEND follow the same assessment pathways as their peers wherever possible. Assessment is used to build an accurate picture of what pupils know, understand and can do, and to inform next steps in teaching and support. 

Where adaptations or access arrangements are required — such as additional time, rest breaks, modified resources or adapted equipment — these reflect pupils’ normal way of working and are agreed through discussion with pupils and families. Adaptations are reviewed regularly to ensure they continue to support independence and meaningful participation in learning. 

Teachers assess pupils’ progress through a combination of ongoing classroom assessment, observation, work scrutiny and responsive feedback. This information is used to: 

Adjust teaching and classroom adaptations 

Inform targeted or personalised provision where required 

Review the impact of Wave 2 and Wave 3 support 

Progress for pupils with SEND is reviewed regularly as part of the Assess–Plan–Do–Review cycle, involving teachers, the SENDCo and parents. Progress is considered in its broadest sense and may include academic learning, confidence, independence, engagement and emotional development. 

Through this approach, assessment supports learning rather than labels it, and enables pupils with SEND to make progress, develop self‑belief and work towards ambitious outcomes alongside their peers.