[CFS PLAYBOOK] ASSESSMENT

[CFS POLICY] ASSESSMENT

1.0 POLICY STATEMENT

Compass Forest School systematically collects evidence assessing a child’s progress over time to inform personalised support and readiness for reintegration. To achieve this, Crew:

• Observe and collate evidence of learning, behaviour and wellbeing in free play contexts.

• Analyse collected evidence to adapt provision, address skill gaps and identify goals.

• Record analyses of evidence to inform planning, reflection and successful reintegration.

1.1 DEFINITION OF TERMS

The below table sets out a number of terms and definitions used within this document and connected documents:

Assessment; A review of actions and results. 

Child/ren; A person under the age of 18.

Tribe ; The Compass Forest School community which includes all those directly connected - staff members, schools, parents, families and children

Parents ; Adults in a parenting role; e.g birth parents, step-parents, foster carers, adoptive parents, LA corporate parents

Crew ;  All those working for or on behalf of the school, full or part time, temporary or permanent, in either a paid or voluntary capacity

1.2 LEGAL FRAMEWORK AND STATUTORY GUIDANCE

Compass Forest School Playbooks are informed by statutory guidance, legislation and government standards that ensure the safe and effective delivery of Alternative Provision. Each Playbook interprets and applies these documents in ways specific to its area of practice.

Alternative Provision And National Standards

• Non‑School Alternative Provision Voluntary National Standards (2025/26) – The benchmark for quality, safety and outcomes in non-school settings.

• Arranging Alternative Provision (DfE) – Statutory guidance for LAs and schools on commissioning and reintegration.

• Education Acts 1996 & 2002 (Parts 3, 6, 7) – Legal duties for suitable education and pupil registration.

• School Attendance (Pupil Registration) (England) Regulations 2024 – Mandatory requirements for daily attendance reporting and digital registers.

Safeguarding And Child Welfare

• Keeping Children Safe in Education (KCSIE 2026) – Primary statutory guidance for safeguarding, including Operation Encompass and Filtering/Monitoring duties.

• Working Together to Safeguard Children (2026) – Multi-agency guidance for identifying, responding to and preventing harm.

• Children Act 1989, 2004, 2006 – Core legal frameworks for care and protection of children.

• SEND Code of Practice (2015) – Guidance for supporting children with Education, Health and Care Plans (EHCPs) and SEMH needs.

• Prevent Duty (Counter-Terrorism and Security Act 2015) – Duty to protect children from radicalisation and extremism.

• Female Genital Mutilation (FGM) Act 2003, Section 5B – Duty to report FGM in girls under 18.

Behaviour, Restraint And Seclusion

• The Schools (Recording and Reporting of Seclusion and Restraint) Regulations 2025 – Statutory Duty (Effective April 2026): Mandatory same-day written reporting to parents for any restrictive intervention.

• Education and Inspections Act 2006 (Section 93A) – The legal power to use reasonable force, strictly governed by the 2026 statutory duty.

• Education and Inspections Act 2006, Sections 88–94 – Legal requirements for behaviour, engagement, prevention of bullying and discipline policies.

Health, Safety And Medical Management

• Health and Safety at Work etc. Act 1974 – General duty of care for staff, pupils and visitors.

• Management of Health and Safety at Work Regulations 1999 – Requirement for robust risk assessments, preventive measures, appropriate information, instruction and training.

• Supporting Pupils with Medical Conditions (DfE Statutory Guidance) – Requirements for Individual Healthcare Plans (IHPs) and the safe administration/storage of medication.

• Health and Safety (First-Aid) Regulations 1981 – Provision of first-aid equipment, trained personnel and procedures.

• Work at Height Regulations 2005 – Safe practice for climbing, ropes and platform work.

• RIDDOR 2013 – Mandatory incident reporting and record-keeping of serious injuries and dangerous occurrences.

• Control of Substances Hazardous to Health (COSHH) Regulations 2002 – Safe handling, storage and use of hazardous substances (fuels, cleansers, etc.)

Environmental Stewardship

• Environmental Protection Act 1990 (Section 34) – Duty of Care: Legal responsibility for safe waste management and fire safety (ash/embers/waste).

• Wildlife and Countryside Act 1981 – Legal duty to protect habitats, nesting birds, and protected species during sessions.

• Regulatory Reform (Fire Safety) Order 2005 – Fire risk management and outdoor campfire precautions.

• DfE Health and Safety Guidance (2022) – Managing fire risks, emergency procedures and staff responsibilities.

Compliance And Governance

• School Staffing (England) Regulations 2009 – Safer recruitment and Single Central Record (SCR) duties.

• Childcare Act 2006 – Legal framework for Ofsted registration and compliance with the Compulsory and Voluntary Childcare Register including written procedures for handling complaints and maintaining records of complaints.

• Rehabilitation of Offenders Act 1974 – Governs employment eligibility and the filtering of people with convictions.

Compass Forest School works in line with the safeguarding arrangements agreed and published by the local safeguarding partners. Statutory guidance identifies three safeguarding partners with responsibility for making arrangements to safeguard and promote the welfare of children within a local area.

These partners work together to identify and respond to the needs of children at risk of harm:

• The local authority (LA)

• An integrated care board for an area within the LA

• The chief officer of police for a police area in the LA area

Keeping Children Safe in Education makes clear that schools placing children into Alternative Provision retain responsibility for safeguarding those children.

Client schools must ensure that the provision is suitable, meets the child’s needs and provides appropriate safeguarding arrangements, with regular oversight, communication and review.

Compass Forest School supports this responsibility through transparent communication and timely sharing of safeguarding information with Client schools.

1.3 DATA PROTECTION

Compass Forest School processes personal data in compliance with the UK General Data Protection Regulation (UK GDPR), the Data Protection Act 2018 and related legislation. Personal information is collected, stored, used and shared lawfully, securely and proportionately, in accordance with statutory guidance and Data Protection Playbook.

Crew are responsible for ensuring that personal data is handled accurately, confidentially and on a need-to-know basis. Safeguarding and public interest considerations may override confidentiality where this is lawful, necessary and proportionate.

1.4 DISCLOSURE OF INFORMATION

Any use or disclosure of information held by Compass Forest School must have a clear and lawful basis. Unauthorised or unlawful disclosure of personal data may constitute a criminal offence under the Data Protection Act 2018.

All Crew must understand their responsibilities in relation to confidentiality, lawful information sharing and subject access rights under UK GDPR. Information will be shared without consent where there is a lawful basis to do so.

The Data Protection Act 2018 and UK GDPR are not barriers to sharing information where there is a concern that a child may be at risk of significant harm. Where there is uncertainty about whether information should be shared, advice must be sought from a senior leader or Designated Safeguarding Lead before disclosure.

1.5 STATEMENT OF EQUALITY

Compass Forest School is committed to equality, diversity and inclusion in accordance with the Equality Act 2010. Discrimination, harassment and victimisation are not tolerated. Many children attending Compass Forest School experience additional vulnerabilities or barriers to participation, safety or wellbeing.

These may include special educational needs or disabilities, experiences of discrimination, family or environmental adversity, risk of exploitation or abuse, being looked after or previously looked after, or instability in education or care arrangements.

Crew proactively identify and reduce inequality by making reasonable adjustments, adapting practice and ensuring that decisions are fair, proportionate and responsive to individual need. All children and Crew are treated with dignity and respect and are supported to feel safe, valued and heard.

[CFS PROCESSES] ASSESSMENT

2.0 PROCESSES STATEMENT

Compass Forest School carries out effective assessment practices to understand children’s progress, inform personalised support and secure successful outcomes for the Tribe. Assessment is not treated as a one-off event or narrow academic measure. It is a review of actions and results through which Crew gather, interpret and use information to understand how a child is progressing over time.

Within a Forest School environment, children engage in free play, practical challenge, relationships and real-world experiences. Crew therefore use observation-led assessment approaches that capture progress in naturalistic contexts rather than relying solely on formal testing or narrow academic measures.

It seeks to identify progress, understand barriers, guide in the moment planning and ensure timely support. Assessment information is used to adapt provision, strengthen engagement, inform intervention delivery and support readiness for reintegration.

Compass Forest School identifies nine core Processes that support Crew in meeting policy aims and statutory responsibilities surrounding Assessment. These are: Defined Roles And Responsibilities, Assessment Training for Crew, Initial Baseline Assessment, Weekly Observation and Evidence Gathering, Assessment of Engagement and Behaviour, Analysis and Professional Judgement, Recording and Reporting, Review Meetings and Partnership Working and Reintegration Assessment

Each process is underpinned by clear procedures that provide practical guidance and ensure a consistent, proportionate and effective approach to Assessment.

2.1 DEFINED ROLES AND RESPONSIBILITIES

Clear roles and responsibilities help Crew act quickly, confidently and consistently when everyone understands what they must do and who to pass concerns to. Issues are then identified earlier, decisions are made properly, actions are recorded accurately and effective oversight is maintained at every level of the company.

Defined responsibilities sit with the owner, relevant senior leaders, the Designated Safeguarding Lead (DSL) and all Crew. While some roles carry additional authority and accountability, responsibility is shared. No concern is ever “someone else’s job”. No child or adult should be left at risk because someone assumed another person would act.

Everyone has a duty to speak up, pass on concerns and challenge unsafe practice, poor judgement or wrongdoing in a professional and respectful way. This shared responsibility is critical to identifying risks early and preventing harm wherever reasonably practicable. Within an Alternative Provision context, Compass Forest School places strong emphasis on prevention.

Crew support children to develop the skills, confidence and understanding needed to stay safe and thrive. This is reinforced through clear Playbooks, training, consistent day-to-day practice and oversight by the Designated Safeguard Lead and Deputy. Arrangements are reviewed regularly and updated in line with statutory guidance to ensure practice remains current, effective and proportionate.

2.2 ASSESSMENT TRAINING FOR CREW

Compass Forest School allocates all Crew training appropriate to their role so that assessment is carried out consistently, accurately and in the best interests of the child. Training begins at onboarding and supports Crew to understand the purpose of assessment. 

Crew are trained in effective observation, professional curiosity, objective recording, use of photographic evidence, and the accurate use of assessment systems, including LearnTrek. Training also covers the assessment of engagement, behaviour, wellbeing and progress within free play Forest School contexts. 

Crew develop understanding of how progress may present in small, non-linear steps and how to interpret evidence within the wider context of trauma, SEND, attendance history, emotional wellbeing and individual need.

Assessment training is reinforced through coaching, moderation, reflective supervision and regular quality assurance activity. Updates are provided in response to emerging practice, system developments, feedback, and lessons learned from assessment activity over time.

2.3 INITIAL BASELINE ASSESSMENT

All children complete an initial six-week baseline assessment on entry to Compass Forest School. This provides an informed starting point from which progress can be understood, measured and reviewed over time. The baseline period considers presentation across learning, behaviour, engagement, wellbeing, relationships, communication, emotional regulation and wider developmental needs.

Information provided by families, client schools and relevant professionals is considered alongside direct observation to ensure a rounded and accurate understanding of the child’s strengths, barriers and support needs. Where applicable, baseline findings also inform threshold measures linked to reintegration readiness and agreed intervention objectives.

2.4 WEEKLY OBSERVATION AND EVIDENCE GATHERING

Crew complete weekly observational assessments using professional observation and photographic evidence gathered during sessions. Assessment focuses on authentic behaviours, learning and development demonstrated through free play, challenge, social interaction, independence, communication, resilience and routine experiences.

Evidence is gathered proportionately and sensitively so that assessment does not disrupt the child’s experience, create unnecessary pressure or undermine the relational nature of provision. Weekly evidence contributes to a cumulative picture of progress over time rather than relying on isolated incidents or single-session performance.

2.5 ASSESSMENT OF ENGAGEMENT AND BEHAVIOUR

Engagement and behaviour are monitored as important indicators of progress, wellbeing and readiness to learn. Engagement is assessed using the Engagement Model. Behaviour is assessed using the STORM framework. These measures help Crew identify patterns, strengths, barriers and areas requiring additional support.

Behaviour is understood within context and as information, not simply compliance. Assessment therefore considers triggers, protective factors, successful strategies and progress over time. Where concerns arise, information is used to strengthen support and inform safeguarding, pastoral or behavioural responses where required.

2.6 ANALYSIS AND PROFESSIONAL JUDGEMENT

Collected evidence is reviewed regularly using professional judgement and Crew systems to identify progress, emerging needs, barriers and priorities for action. Assessment recognises that progress may be gradual and non-linear. Small-step gains, consolidation periods and occasional regression are interpreted within the wider context of the child’s experiences, needs and circumstances.

Crew analyse both short-term developments and longer-term trends to ensure decisions are proportionate, evidence-informed and focused on improving outcomes. Findings are used to adapt support, refine strategies and guide future planning.

2.7 RECORDING AND REPORTING

Assessment information is recorded clearly, accurately and in a timely manner through the LearnTrek system. Weekly evidence contributes to formal half-termly Update of Progress reports. Reports summarise progress, engagement, behaviour, emerging priorities and recommended next steps.

Records are professional, objective and accessible to authorised parties. Information is managed and shared in line with data protection, confidentiality and safeguarding requirements.

2.8 REVIEW MEETINGS AND PARTNERSHIP WORKING

Each half-termly Update of Progress report is followed by a review meeting with the client school and, where appropriate, families or relevant professionals. Review meetings provide structured opportunities to discuss progress, barriers, intervention effectiveness, support strategies and next steps.

Crew value collaborative working and recognise that shared understanding across settings strengthens consistency, planning and outcomes for children. Where children are able to contribute their views, wishes or preferences, these are considered in a manner appropriate to their competence.

2.9 REINTEGRATION ASSESSMENT

Assessment supports readiness for reintegration or transition from the point of entry onwards. Crew consider factors such as emotional regulation, confidence, relationships, resilience, communication, response to boundaries, attendance habits, ability to manage routines and readiness to engage positively in learning environments.

Assessment evidence is used to help identify when children may be ready for phased transition, increased challenge or movement towards their agreed onward pathway. Where appropriate, findings inform collaborative reintegration planning with schools, families and relevant professionals.

2.10 RECORD KEEPING

High-quality record keeping underpins safeguarding, accountability and continuous improvement across Compass Forest School. Crew maintain accurate, timely and secure records of concerns, incidents, accidents, decisions and actions to ensure risks are identified, managed and reviewed effectively.

Records are factual, clearly dated, and attributable, written in professional, objective language. They distinguish facts, professional judgement, and actions taken, avoiding assumptions, emotive language, or unsubstantiated conclusions. All relevant matters are recorded without delay on Compass Forest School’s secure 'LearnTrek' system.

Records may support the identification of patterns, trends or emerging risks to inform learning, oversight and proactive planning. Crew are expected to seek guidance from the relevant Designated Lead if unsure whether to record an issue. Records are stored and managed in line with UK GDPR, the Data Protection Act 2018, and other applicable legislation.

Access is restricted to those with a legitimate professional role and information is shared strictly on a need-to-know basis. Records are retained in accordance to statutory requirements and recognised best practice. They are reviewed regularly to support transparency, learning, accountability and the continuous improvement. Crew are accountable for maintaining records that reflect the highest professional standards.

2.11 WHISTLEBLOWING

Compass Forest School creates a culture where concerns can be raised openly, honestly and in good faith, without fear of reprisal or victimisation. Crew have a professional duty to report concerns about the conduct, behaviour or practice of colleagues or the organisation where children, Crew or others may be at risk.

Safeguarding concerns must be reported immediately to the Designated Safeguarding Lead (DSL) or Deputy DSL. If the concern relates to the DSL, it must be raised via the independent whistleblowing service, SafeCall (0800 915 1571). Crew must never investigate concerns themselves or delay reporting. Failing to report, regardless of personal relationships or perceived seriousness, may be regarded as condoning unsafe practice.

Where appropriate, concerns should be documented factually before or during reporting. All reports are treated seriously, confidentially and investigated promptly. Whistleblowing is a vital safeguarding mechanism and forms part of Compass Forest School’s commitment to transparency, accountability, and child-centred practice.

2.12 MONITORING ARRANGEMENTS

This Playbook is reviewed at least annually by the Owner and Designated Safeguarding Lead to ensure it remains effective, compliant and aligned with best practice and statutory guidance. Reviews also consider feedback from Crew, families and Client schools. Playbooks are updated immediately in response to changes in legislation or guidance. Monitoring ensures the Playbook continues to support safe, personalised, and effective provision for all learners.

2.13 LINKS TO OTHER PLAYBOOKS OF RELEVANCE

Compass Forest Schools Assessment Playbook links to the following Playbooks :

Safeguarding and Child Protection

Managing Allegations

Safer Recruitment

Health And Safety