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Dacorum Education Support Centre

Dacorum Education Support Centre

Baselining

Given the chequered educational history of our learners, it is vital that we obtain as much accurate baselining information as possible to make guided and informed decisions about their educational provision.  Baseline assessments are designed to capture a holistic picture of need, including learning needs and soft skills, using standardised testing.  These scores are then transferable when making referrals to outside agencies and can be used to identify learners who may be in need of Exam Access Arrangements.

Baseline assessment data is also used to inform and monitor intervention progress.  

Upon entry to centre learners will receive baseline testing in the following areas:

Academic Potential 

WRAT 4/5:  A nationally norm-referenced test that measures skills in:

  • Word reading
  • Spelling
  • Sentence comprehension
  • Math computation

Wellbeing

  • Boxall Profile:  A framework for the precise assessment of our learner’s social and emotional aptitudes. It provides staff with insights and allows teachers/deliverers to understand student behaviour, and how to plan accordingly.
  • Strengths and Difficulties Questionnaire (SDQ): Data is used in different ways across Key Stages to ensure an accurate picture of need is shared with all staff.  Key documentation is updated termly or when circumstances for a learner change significantly.

Key Stage 1 & 2

  • Information provided by attached Primary School or last school attended. 
  • On entry a Boxall Profile is completed for each learner which is then repeated every 6 weeks
  • Information provided by attached outreach caseworker when applicable is provided.
  • Pupil Profile completion
  • WRAT 4 Assessment completion
  • Roots and Fruits completed for each learner (STEPS)
  • Pupil Profile to be completed. All staff recognise the learners’ individual needs ensuring that learning is catered to the needs of each and every learner.  The Pupil Profile is updated and reviewed half termly
  • Targets are set based on all assessments undertaken

Key Stage 3

  • Information provided by attached Secondary School or last school attended. 
  • On entry a Boxall Profile is completed for each learner which is then repeated every 6 weeks
  • Information provided by attached outreach caseworker when applicable is provided.
  • Pupil Profile completion
  • WRAT 4 Assessment completion
  • Roots and Fruits completed for each learner (STEPS)
  • Pupil Profile to be completed. All staff recognise the learners’ individual needs ensuring that learning is catered to the needs of each and every learner.  The Pupil Profile is updated and reviewed half termly
  • Targets are set based on all assessments undertaken

Key Stage 4

  • Information provided by attached Secondary School or last school attended. 
  • Information provided by attached outreach caseworker when applicable.
  • Pupil Profile to be completed
  • Roots and fruits completed for each student (STEPS)  
  • WRAT 4/5 Assessments completed
  • Neales Analysis completed (Literacy)
  • Core subject baseline tests to take place during induction weeks
  • SDQ Strengths and Difficulties Questionnaire administered
     

Analysis, then either at:

  • British Picture Vocabulary Scale (BPVS – (Looking for issues with Speech, Language and Communication)
  • Detailed Assessment of Speed of Handwriting (DASH – Looking for processing, working memory issues and possible dyspraxia profile)
  • Lucid LASS (Looking to identify dyslexic/dyscalculic traits)

All staff across all Key Stages recognise the learners’ individual needs (Pupil Profile).  Learning is catered to the needs of each and every learner.  The Pupil Profile is updated and reviewed half termly.