Grange Steps use ‘I can’ statements, which build up as points over the course of the year, identifying small increments as well as leaps in progress. We use the Grange Steps to inform pupils’ pathways and ‘I can’ statements are clearly linked to KS4 qualifications (where applicable). As such, these steps capture pupils’ diverse learning profiles and varying abilities. All of which are monitored through challenging targets based on their comparative abilities.

Different ‘starting points’ (using baselining data) are important to know in order to chart expected termly progress and to intervene where necessary to support the pupils’ learning.

Grange Steps are used for each child from KS1 through to external examination accreditations, enabling children’s strengths to be mapped at whatever point they meet. It is a flexible system, easy for teachers to understand and work with, whilst also reflecting the requirements of the national curriculum and external examinations. 

Pupils are assessed using both formative and summative methods. A termly summative sheet is produced for all subjects as well as an overall judgement on pupils’ social, emotional and behaviour achievements. 

Through this process teachers are able to identify any underachievement or barriers to learning and any additional bespoke interventions are administered accordingly. This tracking ensures that all pupils are on target.