b"Tracking ProgressThe school's tracking and assessment of Foundation subjects in each phaseAssessment in these areas is to support subjectFor students who are particularly gifted in a subject specialists and management staff to ascertain wherewho complete Phase 2 objectives before they are students have strengths as well as identify any areasdue to move on to Phase 3, they will be able to for development. This will help with supportingaccess the next set of objectives early. This gives students in making appropriate qualification and lifeflexibility within the assessment system and ensures skill choices as they become older. We also wantedthat students are working towards objectives which to devise a system that would help parents tomeet their learning needs. understand what their students have completed and what is left to do.Termly tracking can be used to see how a student is performing within each subject.A visual profile can Specialists in each subject area have devised twobe created identifying the areas of strength and sets of objectives which students will work towards in areas for development across the phase objectives.phases 2 and 3, before moving on to qualification- The profiles will also show whether a student is on based objectives in Phase 4.These objectives weretrack to achieve the phase objectives before they set in line with the National Curriculum objectives,move on to the next part of their learning journey. whilst also looking at our curriculum intent, subject content and schemes of work for each subject, withPhase 1 the overall aim being that our students are happy,Students in Phase 1 will follow the Phase 1 confident, independent learners who are preparedcurriculum, students will move onto Phase 2 when for adulthood.they have met 85% of all Phase 1 objectives.Students are expected to work on the objectives setThe principles of the Phase 1 curriculum are to for their particular phase, however at Epinay we aredevelop the unique student, providing care and aware that our learners do not always progress at thesupport in a safe environment so that every students same rate in every subject. Therefore, if studentsfull potential is reached. All students develop at haven't completed Phase 2 objectives in a subjectdifferent rates and learn in different ways. Therefore, when they leave Phase 2, they can continue to workwell planned experiences in all areas of learning and towards them when they move on to Phase 3.development are essential, with purposeful play underpinning the delivery of the Phase 1 curriculum. Page 20"