We also use GL Assessments for our cat4 tests that are aptitudinal tests to gain an understanding of their cognitive abilities. The results from both of these will be analysed and used throughout the year to further student progress and wellbeing.
PASS is an all-age attitudinal survey that helps schools gain an insight into the mindset of pupils and remove any obstacles that are impacting negatively on attainment.
Already used by thousands of schools and over 100 local authorities in the UK, the digital survey comprises a series of short psychometric statements linked to key educational goals. It can be used to tackle a range of specific issues, for example, it can help to:
• raise attainment
• keep track of pupils’ wellbeing
• understand how pupils’ attitudes affect their learning
• inform teaching strategies and intervention programmes
• tackle challenging behaviour
• address attendance issues.
The report collates results to reveal individual, whole class and whole school attitudinal profiles, and can be broken down further to show how each group compares nationally by gender, ethnicity and year group.
Why use PASS?
• PASS helps inform teaching strategies and intervention programmes to raise standards of attainment and pupil wellbeing.
• Helps schools tackle challenging behaviour, by identifying early those most at risk of developing behavioural problems in the future.
• It is an ideal resource for addressing attendance issues.
• Helps identify and support emotionally vulnerable young people and those with possible mental health issues.
• It provides an objective means to aid communication with parents, carers, external agencies and other professionals supporting young people.
• PASS can provide evidence of pupils’ perceptions of the school and their learning experience for your inspection.
The Nine Standardised Measures
PASS provides standardised measures for:
1) Feelings about school
Explores whether a pupil feels they belong to or are alienated from their learning community. A low score in this measure can indicate feelings of social exclusion and potential bullying.
2) Perceived Learning Capability
Offers a snapshot of a pupil’s unfolding impressions of self-efficacy and can reveal early warning signs of demoralisation and disaffection
3) Self regard
Equivalent to self-worth, this measure is focused quite specifically on learning and shows a strong correlation with achievement.
4) Preparedness for learning
Highly correlated with pupils at risk of behavioural difficulties, this measure explores whether a pupil feels they have the tools in place to learn. It covers areas such as study skills, attentiveness and concentration.
5) Attitudes to teachers
Provides an invaluable insight into a pupil’s perception of the relationship they have with school staff.
6) General work ethic
Highlighting pupils’ aspirations and motivation to succeed in life, this is the first of two motivational measures. It focuses on purpose and direction, not just at school but beyond.
7) Confidence in learning
Identifies a pupil’s ability to persevere when faced with a challenge.
8) Attitudes to attendance
Correlating very highly with actual attendance 12 months later, this measure enables teachers to intercede much earlier with strategies to reduce the likelihood of truancy in the future.
9) Response to curriculum demands
This second motivational measure focuses more narrowly on school–based motivation to undertake and complete curriculum based tasks.
Assistant Head Pastoral / KS3&4 Humanities
Assistant Head, Safeguarding and Child Protection