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Small steps to success: a structured assessment model for learners with SEND at The Sea View Trust
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Authors
Editors
Date
2026
Educational Level
ISCED Level 2 Lower Secondary Education
ISCED Level 3 Upper Secondary Education
ISCED Level 3 Upper Secondary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Context: This project focuses on the development of a structured assessment model known as Small Steps to Success (SS2S), implemented in a specialist all-age school in the North West of England. The initiative is aimed at supporting learners with Generic Learning Difficulties (GLD) by providing a detailed framework for tracking educational progress in a manner that aligns with national standards, while also being adaptable for the diverse needs of students with Special Educational Needs and Disabilities (SEND).
Aims: The primary aim of implementing the SS2S model is to enhance the assessment process for students with GLD by providing a more nuanced and structured approach than existing traditional assessment frameworks. This model seeks to offer accurate tracking of students' progress across various subjects and developmental stages, with a particular emphasis on readiness for adulthood.
Methods: The SS2S model incorporates a 24-step developmental framework across all subjects, split into pre-subject specific and subject-specific expectations. Each developmental step includes five sub-steps, with progress recorded using descriptors ranging from 'Introduced' to 'Generalised'. The implementation involved whole-school training, termly assessment reviews, and moderated evaluations that facilitated engagement among teaching assistants and parents.
Findings: The implementation of SS2S has resulted in substantial improvements in teaching and learning. It fostered consistency in progress tracking and encouraged significant academic gains for students. Teachers reported heightened confidence in their assessment practices and improved communication with parents, which has enhanced families' understanding of their children's progress. Recent feedback from Ofsted highlighted the model's efficacy in addressing pupils' additional needs.
Implications: Other educators may observe that the SS2S model provides a robust framework for assessing learners with SEND by enabling precise tracking of individual progress. The emphasis on developmental milestones, combined with a collaborative approach involving staff and families, suggests that a structured yet flexible model can effectively enhance learning outcomes in similar educational contexts. Furthermore, the model's focus on sustainability and adaptability implies its relevance in various educational environments.
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Keywords (free text)
inclusion, special educational needs and disabilities (SEND), developmental assessment framework