In line with Ofsted criteria, we have measured progress using the progression guidance 2009-2010. This measures progress from the end of Key stage 1 to the end of Key Stage 2. The guidance defines the levels of progress we should be expecting pupils to make regardless of their level of need if their progress is to be outstanding.
Progression Guidance tables:
|English KS1-2||Maths KS1-2||Science KS1-2|
94% of pupils made outstanding value-added progress this year in English, Maths and Science.
This means that almost all pupils are making rapid and sustained progress, in at least one strand of each core subject. This is in line with the upper quartile progression from the progression guidance 2009-2010. Pupils who were not making rapid and sustained progress in a strand of a core subject were identified and positive interventions were put in place. These interventions are reviewed and further personalised where necessary. Where necessary, interventions are continued and reviewed termly to ensure the continued progress of pupils.
All pupils 2015-2016:
Only 10 pupils have made less than outstanding progress in all core subjects this year according to Ofsted criteria.
These pupils had been ‘red alerted’ with personalised interventions put in place to closely monitor, track and further progress where necessary. Whilst 4 of these pupils did not make outstanding progress in core subjects, their independence skills and ability to manage their own behaviour demonstrated outstanding progress. One of these pupils required a personalised timetable as a response to his deteriorating medical condition which focussed on his therapy needs.
Whilst it is the duty of Manor Green Primary to ensure that all pupils make outstanding progress, measured by Ofsted criteria, we also need to ensure that pupils make outstanding progress in the context of their own personal circumstances, which may or may not fit that external criterion. The health and wellbeing of all of our pupils is paramount.
73% of our year 6 leavers made outstanding progress in all core subjects during their time in key Stage 2. Of these 6 pupils who did not make outstanding progress in all core subjects, 2 were pupils with ASC within one of our specialist classes. Strategies were put in place to enable these pupils with spiky profiles to succeed and achieve their full potential. As detailed above, they made excellent progress in independence skills and working towards managing their own behaviour. One of these 2 pupils was eligible for pupil premium funding. One of these pupils required a highly intensive personalised timetable which, first and foremost, concentrated on enabling her to manage her highly challenging behaviour. As a result, she was able to remain in school, making progress at a level suitable to her individual needs, which was, in itself, a big achievement.
Behaviour incident and therapy data is available to support these holistic achievements.
Another pupil has a high level of medical needs and has been absent from school for sustained periods of time as a result.
100% of pupils receiving pupil premium funding made outstanding progress in line with their peers.
Pupil premium money is used in a targeted and strategic way to ensure that all of our pupils have the same opportunities, regardless of their social situation.
Pupils in all recognised sub-groups made outstanding progress in line with their peers.
Through data analysis it is evident that we are able to ensure outstanding progress for all pupils regardless of gender, minority ethnic group, primary need or pupils from low income backgrounds.
1 of our Year 6 pupils was able to access the reading SATS test achieving 97 which (although a great result for us,) is just below the nationally recognised secure Level 3. Another of our Year 6 pupils was able to access the Maths SATS test achieving 104 which is a secure Level 3.
Only pupils believed to be working at National curriculum level 3 and above are able to access the SATS tests.
Our year one and two pupils all had access to the phonics screening test if appropriate. 2 pupils were able to achieve a score which met the threshold.
For the third year, we have had regular moderation meetings (3 per term) throughout the year.
Core subject leaders lead moderation sessions for their subject which ensures that levelling is consistent across the school; they collect evidence which demonstrates this and are available for advice on levelling. Our new marking and feedback policy (now embedded in its second year) has raised the profile to ensure that all staff consistently provide effective and developmental feedback.
We regularly moderate with colleagues in other ‘like’ special schools.
Efficient and effective termly tracking of individual pupil levels has allowed teachers to set targets that are challenging and rigorous.
Our now embedded system for evidencing pupil progress and our improved pupil tracking system has allowed teachers more time to plan exciting, outstanding lessons. School evaluation of attainment and progress for all groups, including intervention groups has been regular and has involved class teachers, Heads of Department and our Achievement coordinator.
During progress review meetings, we have discussed health, wellbeing and behaviour as well as academic progress, putting positive strategies in place where necessary to allow pupils to maximise their potential.
We continue to concentrate on the personalisation of learning and timetables for pupils with complex needs.
This enables our staff team to ensure that every child fulfils their potential or maximises their opportunity of increased happiness, ability to learn and improved behaviour. Analysis of decreased behaviour incidents within school as well as outstanding progress data illustrates how successful this has been.
All data is now electronic, allowing SLT to track, monitor and analyse the progress of individual pupils and sub groups.
We are currently using SIMS Progress Catcher (the West Sussex system used to analyse data) for Special Schools. However, this system has not allowed us to insert or analyse data as easily or effectively as we would like. For this reason, we are moving over to the online system ‘Onwards and Upwards’ from September 2016.
Early Years Foundation Stage:
At the end of reception year, pupils are assessed against the EYFS profile Early Learning Goals, stating whether they are ‘emerging’, ‘expecting’ or ‘exceeding’ levels of development. Our system, which we use to convert these scores into P levels, ensures a smooth transition into Year 1 for all pupils.
Our ‘Most Able’
Our most able pupils are participating in a new school-wide project which aims to raise self-esteem and aspirations as well as extending their learning in their gifted subject. This is in the form of a digital magazine, which they chose to do and are fully engaged in.
This is now our third year of using our new assessment tools:
The Engagement Curriculum assessment tool which assesses core subjects up to and including P8 and the MGP NC Assessment tool for assessing subjects at NC Level 1 and above. Our assessment tools have been rigorously adjusted to ensure links to the new National Curriculum coverage. We continue to make adjustments and further improvements where necessary. The assessment tool for lower P levels is currently being researched and developed by our Lead learner for Additional needs and will be in use from September 2016.
These assessment tools, along with our continued regular moderation, will ensure that we assess accurately, leading to informed, personalised, differentiated planning.
The coming Year
By the end of this academic year, we aim to have:
- ‘Onwards and Upwards’ being used successfully across the school.
- Data analysed by Core Leaders and Lead Learners and targeted interventions in place for specific groups of pupils
- Used and reviewed our new assessment systems for foundation subjects