Learners’ starting points are established through a comprehensive assessment process that utilises EHCP outcomes, information from the local authority and internal diagnostic assessments. Staff engage with learners during the induction process to capture their voices. Interests, preferences, strengths, and learning styles, provision is personalised from the very beginning.

Each learner’s ILP comprises a combination of EHCP targets and academic goals. Learners have weekly meetings with staff.

We use a gentle and child‑centred approach to assessment. Rather than formal tests, we focus on really getting to know each learner as an individual.

We assess children through ongoing observations, watching how they play, explore, communicate, and take part in activities. Staff also gather photos of children’s work and learning moments, which help us build a picture of their strengths, interests, and next steps.

During the first six weeks, we complete baseline assessments. These are relaxed, informal checks that help us understand what each child already knows and can do. This allows us to plan the right support and opportunities for their learning.

We do not carry out any formal assessments such as SATs. Our aim is to make learning enjoyable and pressure‑free, ensuring every child feels confident and valued as they grow and progress at their own pace