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Curriculum and pupil outcomes

The accuracy of our data is given priority at the school. Pupils are bench marked on entry to the school following a settling in period of one month. Assessment evidence for the benchmark judgment is moderated and accompanies the initial benchmark data.

 

Internal moderation meetings take place termly and include Teachers and Higher Level Teaching assistants.

 

Assessment of attainment at the end of each Key Stage is moderated by Class Teachers and Phase Leaders and is accompanied with evidence for English and Mathematics.

 

Case studies of pupil work are moderated termly in school and samples are taken to Regional Moderation.

 

Evidence of the quality of assessments and the agreement of school judgments by other regional SEND settings is available in central files. Interventions are put in place whenever required and tracked by SLT, Core Subject Leaders and Governors. The effectiveness of the interventions are moderated during termly work trawls, lesson observations and learning walks.

 

Pupil progress is tracked via diversity groups and teachers adapt their planning to accommodate the changing needs of the pupils.

 

Intervention groups are run for two cohorts: ‘catch up pupils who need to make accelerated progress and ‘more able’ students who need targeted extension work.

 

Work trawls (October 2017 and February 2018 and a light touch work trawl in May 2018) undertaken by the SMT and link governors confirm the broad and balanced curriculum and high quality of assessments. The quality of teaching is also good and mostly outstanding as verified by learning walks and lesson observations.

Pupil Progress 2017-18 across the school

 

Termly tracking of progress in EYFS (14 Reception aged pupils)

The school has devised ‘I can’ statements which link with Development Matters and EYFS age- bands.

These statements track progress in the 3 Prime Areas of the EYFS curriculum: PSED, PD, and CL. Each pupil has an individual tracking sheet which is updated termly and a copy kept in their Learning Journeys. The data is inputted into ‘Escendency’ and gives staff a picture of each individual child ‘flight path’ and if they require interventions.

 

Progress made in EYFS during the academic year 2017-18

 

18 pupils

Less than good progress

 

Good progress

Outstanding progress

Outstanding + progress

Overall judgment

Communication and Language (CL)

0%

4%

1 pupil

12%

3 pupils

84%

22

Exceptional

 

 

Personal, Social and Emotional Development

(PSED)

4%

1 pupil

 

8%

2 pupils

4%

1 pupil

84%

22 pupils

Exceptional

 

 

Physical Development

(PD)

 

8%

2 pupils

19%%

5 pupils

15%

4 pupils

58%

15 pupils

Outstanding Exceptional

 

 

 

Overall judgement: Exceptional

 

 

 

 

 

 

Pupil progress outcomes for 2017-2018- Key Stage1

 

Within Key Stage 1 we had 3 groups of learners. Of the 23 pupils 8 received an EYFS curriculum and have made exceptional progress. 14 (the largest group) were at the pre- subject specific stage of development. These pupils received the National Curriculum but the focus within the learning environment is on their very early skills and EHCP targets.

 

2 pupils were working at subject specific (P4+) and is 1 made outstanding progress, the other required interventions. This pupil has recently moved from the generic curriculum to a subject specific curriculum.

 

We continue to track pupil progress termly against Upper Quartile Progression Guidance targets.

Progress in Key Stage 1- Year 2- 8 pupils- Good-See Annual data analysis for mid- year progress and full analysis.

 

Maths

 

Less than 1 sub level or P level

1 sub-level or P level (good) progress

2 sub levels or P levels (outstanding progress)

3 sub levels or P levels (outstanding + progress)

Overall judgment

12%

63%

25%

0%

Good

 

English

 

Less than 1 sub level or P level

1 sub-level or P level (good) progress

2 sub levels or P levels (outstanding progress)

3 sub levels or P levels (outstanding + progress)

Overall judgment

12%

63%

25%

0%

Good

 

Reading

 

Less than 1 sub level or P level

1 sub-level or P level (good) progress

2 sub levels or P levels (outstanding progress)

3 sub levels or P levels (outstanding + progress)

Overall judgment

12%

63%

25%

0%

Good

 

Writing

 

Less than 1 sub level or P level

1 sub-level or P level (good) progress

2 sub levels or P levels (outstanding progress)

3 sub levels or P levels (outstanding + progress)

Overall judgment

12%

63%

25%

0%

Good

 

Science

 

Less than 1 sub level or P level

1 sub-level or P level (good) progress

2 sub levels or P levels (outstanding progress)

3 sub levels or P levels (outstanding + progress)

Overall judgment

12%

63%

25%

0%

Good

Pupil progress outcomes for 2017-2018- Key Stage2

 

This was a large group of 43 pupils who received a personalised curriculum dependent on their level of development. 4 pupils received an EYFS curriculum and a largely made good progress or better. 16 children, working at P 1-3 received a pre subject specific curriculum. Half of this group according to what we have predicted and tracking their ‘flight path’ may require interventions to help them achieve the small steps towards their EHCP progress. Pupils below P4 are part of our Rochford Pilot The largest group of children, 23 in total, are now working at the subject specific level of P4 and above. They are largely on track for exceptional outcomes at the end of this Key Stage: 71% in reading, 50% in writing, 75% in Science and 63% in number. Staff are aware of those pupils who are behind on their ‘flight path’ and may require additional support and strategies and also those who are more able and may require extension work and a review of their targets.

 

Progress in Key Stage 2 – Good See Annual data analysis 2017-18 for full analysis

 

July 18

Cohort size:

11 pupils

Schools challenging targets in which Upper Quartile informs ‘expected’

Below expected

less than good

Expected standard

good

Above expected

outstanding

 

English Year 6

36%

 

18%

46%

Judgment- Good

 

 

July 18

Cohort size:

11 pupils

Reading Year 6

 

36%

36%

28%

Judgment- Good

 

 

July 18

Cohort size:

11 pupils

 

Writing Year 6

 

36%

18%

46%

Judgment- Good

 

 

July 18

Cohort size:

11 pupils

 

Maths Year 6

27%

36%

37%

Judgment- Good

 

 

July 18

Cohort size:

11 pupils

 

Science Year 6

 

27%

27%

46%

Judgment- Good

 

 

 

 

 

Pupil progress outcomes for 2017-2018- Key Stage 3

 

This is a group of 20 pupils. 4 PMLD pupils were working at pre- subject specific P1-3 skills. 2 pupils have made exceptional progress this year and 2 may require interventions. The class that these 4 pupils are in is currently running a pre- subject specific trial in light of the Rochford review. Progress is being demonstrated through increased levels of engagement in skills which are linked to their EHCP targets.

 

16 pupils are working at subject specific P4 and above. These children are doing well and high percentages are on track for exceptional outcomes: 81% in reading and writing, 63% in number and 75% in science.

 

Progress in Key Stage 3 - Good Outstanding See Annual data analysis 2017-18 for full analysis

 

July 18

Cohort size:

7 pupils

Schools challenging targets in which Upper Quartile informs ‘expected’

Below expected

less than good

Expected standard

good

Above expected

outstanding

 

English Year 9

29%

 

14%

57%

Judgment- GoodOutstanding

 

 

July 18

Cohort size:

7 pupils

Reading Year 9

 

29%

0%

71%

Judgment Outstanding

 

 

July 18

Cohort size:

7 pupils

 

Writing Year 9

 

42%

29%

29%

Judgment- Good

 

 

July 18

Cohort size:

7 pupils

 

Maths Year 9

57%

0%

43%

Judgment-Less than Good

 

 

July 18

Cohort size:

7 pupils

 

Science Year 9

 

14%

29%

57%

Judgment- Outstanding

 

 

 

 

 

 

 

Pupil Progress for Key Stages 4 cohort

 

Skills outcomes at the end of Key Stage 4 (Year 11) 6 pupils

 

Pre subject specific

3 pupils

 

Less than good progress

Expected

Good progress

Above expected

Outstanding progress

Exceptional

Generic grades 1-3

 

33%

(1 pupil)

 

66%

(2 pupil)

 

 

 

Overall judgment: Good

 

 

Subject specific

3 pupils

 

Less than good progress

Good progress

Outstanding progress

Exceptional

Reading

33%

(1 pupil)

 

0%

 

 

33%

33%

Writing

33%

0%

 

33%

33%

Maths

33%

0%

 

33%

33%

science

0%

0%

 

66%

33%

Overall judgment: outstanding

 

 

100% of this cohort of 6 students are on track for achieving their accreditation outcomes for the end of KS4.

Student work has been internally and externally moderated and is available in their files. Awarding bodies dispatch the documents during the summer break and these are presented to students during the Awards ceremony in the Autumn Term.

 

Post 16 Progress

 

Progress within Post 16 has been judged both through accredited outcomes and by those skills which pupils learn to apply as they prepare to leave school. Post 16 pupils make good or outstanding progress in line with their highly personalised and challenging targets.Targets follow students based on individual primary needs. Where students are not on track interventions are identified and carried out. As a cohort students follow an accreditation route and we ensure that higher abilities are challenged and achieving more through the use of the Achievement Continuum. This is tracked by the SLT Termly.

The school has devised ‘I can’ statements for skills progression within a grade system. Grades are grouped into Generic Grades 1-3 and Subject Specific Grades 4-14. The curriculum is delivered through areas: entitlement skills, employment skills, life skills and community links. Pathway 1 covers generic Grades 1-3 and includes age appropriate sensory elements. Pathway 2 & 3 cover Grades 4-8 and 9-14 respectively

Skills outcomes at the end of Key Stage 5 (Year 14) 6 pupils

 

Pre subject specific

3 pupils

 

Less than good progress

Expected

Good progress

Above expected

Outstanding progress

Exceptional

Generic grades 1-3

 

33%

(1 pupil)

 

66%

(2 pupil)

 

 

 

Overall judgment: Good

 

5 pupils

 

Less than good progress

Good progress

Outstanding progress

Exceptional

Reading

0%

 

 

0%

 

 

0%

100%

Writing

0%

 

0%

 

40%

60%

Maths

0%

 

0%

 

20%

80%

Overall judgment: Exceptional

 

All of our 5 leavers achieved a certificate at Entry 1.


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