Quest For Learning
Quest for Learning is an innovative way of assessing pupils with PMLD. It is non-statuory and has been adopt by Stanley School due to its guiding principles and key ideas. Within School we use video evidence and regular meeting to ensure that teaching and learning is at the forefront of everything we do within Quest. For a detailed description of how Quest is used in school please see our policy.
Quest for learning key principles:
*provide a whole picture of the learner and the learning process; focus on the learner’s abilities, not disabilities;
*provide a process-based assessment and look at the relationship between the learner and the learner’s environment;
*enable the learner to participate in the assessment process with the involvement of the family and allied services;
*ensure that staff undertaking the assessment have a high regard for relationships and support interactive approaches;
*ensure that the main purpose of assessing a learner is to enable them to make the best possible progress in developing skills, knowledge and understanding;
empower staff and parents/carers, value all sources of knowledge about the learner, and share and feed back information in a clear and helpful format (this allows accurate judgements and promotes consistency between staff and others assessing the learner);
*support teachers and others to seek evidence of understanding and help them to focus on priorities for future learning; and identify and support emerging skills, knowledge and understanding.
Quest for learning is intended to support teachers/classroom assistants of learners with PMLD, providing ideas for and pathways to learning. They are supported by research regarding developmental processes in infants and children and other key theories regarding the current approaches in the assessment and teaching of learners with PMLD.
Quest for Learning provides:
• offers an overview of the main theories and background information underpinning effective teaching and assessment;
• considers the complex interaction between the sensory impairments, motor disabilities, medical problems and cognitive processing difficulties experienced;
• takes a more holistic view of learners by focusing on how they learn and by acknowledging their different abilities and achievements;
• takes account of preferred sensory and learning channels and ways of processing information;
• focuses on those early communication, cognitive and sensory skills that are the foundation to all future learning and crucial to an improved quality of life;
• supports the development of learner-centred approaches and the focus on emotional well-being through all the Key Stages from the Foundation Stage through to Key Stage 4;
• celebrates the different abilities of learners with the most complex needs, rather than trying to fit them into an existing framework not developed with these needs in mind;
• recognises interactions in new settings and situations as valid progress in the same way as the learner’s development of new skills;
• is aware of atypical patterns of PMLD development which impact on:
• the processing of new information and stimuli
• the ways in which new experiences are accommodated into existing schemes
• the learners’ approaches to problem solving situations
• the ability to form attachments and interact socially
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