b"AssessmentThe rate at which students are expected to make progress within the stage is dependent on theirWithin Phase 4, students are working towards a learning difficulties. They are therefore split into threequalification and are therefore assessed against bandings, where the rate of expected progress canexam board objectives. be adjusted accordingly; these are listed below, along with the target number of increments through aWithin Phase 5, students are working towards a stage which students will be expected to make.qualification and are therefore assessed against exam board objectives.H - Higher than expected progress (students who areworking close to their ARE) four increments peryear.E - Expected progress (students who arediagnosed as having a Moderate LearningDifficulty) three increments per year.L - Lower than expected progress (students who arediagnosed as having a Severe Learning Difficulty)two increments per year. Stage documents in phases 2 and 3 are in the back of students books and on the school's central electronic system.Staff highlight the objectives which students have met, so that the progress within the stage can be measured.Analysis is carried out termly to monitor progress of individuals and groups, as well as identify any students who are not making progress against their targets.From these data intervention can be introduced to give students extra support in given areas. Page 19"