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Assess / Small Steps Assessment
The pupils you choose, the steps you watch, the evidence as it lands.
Choose the pupils, set the pathway, and record evidence step by step, with attention and staleness flagged when a pathway has not moved.
Assessment evidence supports teacher judgement. Staff remain responsible for interpreting learning and deciding the next step.
From evidence to teaching response
A pathway that stays honest
Small-steps work is deliberate: chosen pupils, a focused pathway, and evidence gathered as it happens.
01
Choose the pathway
Pick the pupil and the pathway that fits what is being worked on.
02
Add evidence as it happens
Small steps get their evidence recorded against the pathway, step by step.
03
Review where attention flags
Attention and staleness show on the pathway, so review goes where the flags are, and what a step means stays the teacher's call.
Evidence in context
Flags, not verdicts
The pathway shows what has been recorded and what has gone quiet; it does not decide what either means.
- Pathways per chosen pupil
- Evidence recorded against steps
- Attention and staleness flags on the pathway
What changes when Small Steps Assessment is connected
The value of Small Steps Assessment is the route from current evidence to an accountable next step, with the people and context around the work kept visible.
Evidence recorded against steps, not in a drawer
Attention and staleness visible, judgement human
The value of a connected school
Learning makes more sense with the context beside it.
Bring assessment evidence into the conversations already happening around a pupil, a class or a school priority.
AttendanceAttendance & learning access
SENDTargets & provision evidence
LeadershipSchool priorities & review actions
Assess
Context for the next step
Student RadarFollow a connection to see what it makes possible
Relevant context, with access set by each staff member’s role and responsibilities. Staff decide the response.
Attendance + Assess
Ask what learning the pupil could access
Review attendance alongside recorded attainment before planning the next teaching response. Staff can investigate gaps without treating absence as an explanation on its own.
Explore attendanceSEND + Assess
Look at progress against the pupil’s targets
Keep small steps, support targets and provision evidence in reach, so the review reflects the pupil’s learning and the support staff have recorded.
Explore SENDLeadership + Assess
Carry the evidence into school improvement
Use assessment and outcomes alongside attendance and behaviour reporting to test school priorities, assign actions and come back to the evidence at review.
Explore leadership
Ask to see a small-steps pathway in the Demo School
A pathway with its evidence and flags.