The assessment within the MSI unit is focused on how students learn and especially on the development of effective learning and interaction skills. We promote a process-based, branching, learner-centred curriculum, with an emphasis on cross-curricular working. Our assessment system "The MSI pathway" has been written specifically for deafblind learners to ensure that progression is sequential through Phase one to four.

We know our students incredibly well, communicating this to visitors through their "All about me" files which includes: A personalised timetable, sensory profile, positive behaviour plan, manual handling plan and any functional assessments

Student progress is recorded through the eight areas of the Victoria MSI curriculum. These eight areas be have been mapped onto both the national curriculum and Education Heath Care Plans (EHCP).

Progression monitored daily using the “Achievement files” (Formative) and within SOLAR (our electronic assessment system) at the end of each term (Summative). In addition we report on end of key stage attainment, Early Years Development Matters Statements 2020, and the Engagement Model.

Key Stage 4 and 5 learners complete individualised RARPA certificates (Recognising and Recording Progress and achievement) and work towards the EHCP targets. To ensure that the quality of students achievement and progress data, we use teacher assessment on progress including triangulation of planning, teaching & learning and assessment. This is enhanced by an ongoing functional skills assessment. 

Our "ready to learn" monitoring system allows us to map both behaviour and sensory arousal levels against antecedents, successful strategies, events and motivators for learning. Comprehensive behaviour profiles and, where appropriate, risk restrain reduction plans along with positive handling plans are in place.