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Elms School

Elms School


At Elms School we ensure that every pupil is supported to develop their confidence, increase resilience and grow to be as independent a young adult as possible. We strive to support them to achieve to the best of their ability.

In order to achieve this, we set realistic but challenging targets. End of Key Stage targets, with annual targets to ensure pupils and students remain on track, are set for every pupil. Progress towards these targets is monitored throughout the year through close analysis of progress data and discussions with teachers. Continuous monitoring ensures that early intervention is possible to address barriers to learning.

Comparison of progress of pupils in a range of vulnerable groups is closely tracked to ensure no group achieves less well than others.


In 2012 the Government began a review of the National Curriculum. The new National Curriculum came into being in September 2014. The most radical change was the removal of the familiar National Curriculum levels giving schools the freedom to assess as they wished. At present, P Levels for those working below the old Level 1 remain.

Kent Special Schools developed an assessment tool which could be used across all Kent Special Schools. A specification was developed and sent to a wide range of companies; following presentations by three companies, Pupil Asset was chosen as the preferred company due to their willingness to work with us to develop an assessment tool. 

From September 2016, Elms School’s main assessment tool is Pupil Asset. Teachers monitor individual pupil’s achievements and progress against P’ level descriptors and end of year expectations through a series of progression pathway steps developed by the curriculum leaders in Kent Special schools. Formative assessments are made continuously by teachers and summative data is produced and analysed three times per year.

The KASS Algorithm in Pupil Asset

The KASS algorithm was developed from historic pupil progress data over a three year period across all year groups from Kent schools and with reference to Progression Guidance. The schools involved were representative of all Kent special schools meeting the needs of all pupils with; Profound Severe and Complex, Behaviour and Learning and Communication and Interaction Needs

The algorithm takes account of both progress from differing start points and the changing rates of progress across Key Stages as pupils move through their school lives as is evident in our collective data.

Expected progress is generally more challenging than Progression Guidance Median Progress which was seen as Expected Progress (EP).

The analysis of assessment information the system generates enables teachers and school leaders to demonstrate the impact of the school’s activity over time.


There is a significant difference in the expectations of the new National Curriculum; the new Year 1 end of year expectations are much higher than the old Level 1. In order to bridge the gap between P8 and the new curriculum, Kent Special Schools have created P9.  

Pupil Asset targets and progress tracking are based on Pupil Asset Points (PAPs). To show progress within a level there are 6 steps, each one having a Pupil Asset Point (PAP) value of 1 point. These are:

Beginning +
Developing +
Embedded +

On progress reports, they shown as, for example, P5 Beg +. Beyond P9 Pupil Asset records as a Stage instead of Year. For example Stage 2 Emb.


The prior attainment of learners at the beginning of each Key Stage is the starting point for developing expectations and setting challenging targets. Targets for the end of Key Stage 2 (Year 6) are based on the assessment of learners at the end of Key Stage 1. End of Key Stage 4 targets (Year 11) are based on the end of Key Stage 2 assessment.

Further information regarding the school’s performance can be found at the          DfE website: