To ensure that we are providing challenge, rapid and sustained progress for our children we have followed the latest Ofsted and Government guidance when writing our Achievement and Curriculum policies.
“Ofsted are looking to see that a school’s assessment system supports the pupils’ journeys through the curriculum…You know what’s right for your pupils and we trust you to design systems that reflect their achievement – the achievement that’s come about through the teaching within your curriculum” (Sean Harford, National Director, Education, 23 April 2018)
“Pupils are making good progress towards meeting or exceeding the expected attainment for their age, as set out in the school’s own curriculum and assessment policies…pupils are set challenging goals, given their starting points, and are making good progress towards meeting or exceeding these.” (School Inspection Handbook, updated August 2016 para. 179)
We have consulted with our locality ‘like’ schools and used the Ofsted progression Guidance (2009-2010) to determine trends and set ambitious goals for our children in all areas of their learning.
At Manor Green this looks like 50% in all core subjects and 20% in foundation subjects annually. For our Complex learning Difficulty and Disability (CLDD) learners progress expected is 30% in core subjects annually, this progress is further personalised through consultation between Lead Learners and class teachers and then triangulated with the Assessment and Inclusion Lead. We believe that these expectations set challenge from starting points that are established through teacher judgement and achievement within our curriculum. These judgements are held accountable in internal and external moderation and teacher observation.
We use this to measure 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.
- 54% Outstanding progress was made this year across core subjects strands established at Manor Green; English, Maths, Science, Computing and PE.
- 36% Good progress was made this year in core subjects strands established at Manor Green; English, Maths, Science, Computing and PE.
- 10% Support needed progress was made this year in core subjects strands established at Manor Green; English, Maths, Science, Computing and PE.
- 93% of pupils were making outstanding progress in all core subjects in 2017-2018, 10% above their end of year target.
- 7% of all pupils required support towards their end of year progress in 1 or more core subject in 2017-2018, 5% or more below their end of year target.
This is in line with the upper quartile progression from the adapted progression guidance outlined above. Pupils who were not making rapid and sustained progress (good or more) in a strand of a core subject were identified and positive interventions were put in place in progress review meetings, held termly. The impact of these interventions is reviewed the following term and further personalisation is implemented where necessary.
All pupils 2017-2018:
Only 10 pupils have made less than outstanding progress in one or more core subjects this year according to Ofsted criteria.
These pupils had been ‘red alerted’ following data trend analysis and in progress review meetings. Class teachers put personalised interventions in place to closely monitor, track and further progress where necessary. Only 1 of these pupils did not make outstanding progress in any core subjects. The pupil concerned has significant behavioural and hearing difficulties that present considerable barriers to learning. Through progress review meetings it was clear that they had made outstanding progress in their independence skills and ability to manage their own behaviour and was consistently attending school for whole days.
Of the other nine pupils requiring support, outstanding progress was made in at least 1 core subject. Of these children two pupils required a personalised learning plans as a response to their degenerative medical conditions and a therapeutic response was put in place. One pupil concerned has significant behaviour needs and a highly therapeutic timetables was put in place, including the use of a safe space to ensure his needs were met effectively. Three pupils had attendance less than our expected attendance due to necessary medical appointments and family difficulties. Of the other two children interventions were put in place to support progress, data shows steady progress being made term by term, one pupil has been moved to our Profound and Multiple Learning Class and the other pupil has been moved to a new class with positive role models and is showing steady progress. One pupil was identified during the year as a data anomaly carried over from the previous year and targets were adjusted. This has since been in discussion with our assessment provider to ensure this does not happen again.
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 and is monitored termly in progress reviews.
It is during these reviews that teachers are held accountable for their children’s progress. We have recognised the need to ensure that barriers to learning and relevant interventions are put in place early on in children learning journey. In response to the data above we have adapted our progress review meetings for the 2018-2019 cycle to include the identification of the barriers of learning in the autumn term. Relevant strategies will be put in place to support children and teacher training needs can be identified to continue to promote outstanding progress.
88% of our year 6 leavers made outstanding progress in all core subjects during their time in key Stage 2.
Only 1 pupil did not make outstanding progress in all core subjects as a result of their needs presenting through the year. Therapeutic strategies were put in place to enable the team to support the pupil’s wellbeing as well as in supporting the child to engage in learning and self-regulation. Behaviour incident and therapy data is available to support these holistic achievements.
71% of pupils receiving pupil premium funding made outstanding progress in line with their peers.
13% of pupils receiving pupil premium funding made good progress in line with their peers
3% are working towards their target within 5%
13% of pupils receiving pupil premium funding pupils needed support towards their targets within 10%.
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.
Of the 4 pupils needing support 1 has a degenerative medical condition and so therapeutic interventions are in place to support holistic achievement. The remaining 3 have significant attendance issues not attributed to their pupil premium category, these were due to their significant SEN diagnosis. As part of the pupil premium targeted support was around building their resilience to enable attendance to improve. The families are working with the school and attendance is improving.
Pupils in all recognised vulnerable groups made outstanding progress in line with their peers.
Through data analysis in subject self-reviews 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.
None of our Year 6 pupils were able to access the SATS tests this academic year
Only pupils believed to be working at age expected levels and above are able to access the SATS tests. We had no children able to access SAT exams.
All of our year one and two pupils had access to the phonics screening test if appropriate.
We continue to have 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 has continued to raise effective and developmental feedback. We regularly moderate with colleagues in other ‘like’ special schools and attend local mainstream moderation for English and Maths.
We have worked with our ‘like’ special schools to develop key moderation milestones to share and use in moderation events from 2018 onwards, these will then be shared with mainstream schools.
Efficient and effective termly tracking of individual pupil levels has allowed teachers to set next steps 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 frequent and has involved class teachers, Heads of Department and Subject Leaders and Achievement and Curriculum lead. All staff are empowered to use their data to plan strategically for the next years SIP and to inform them of any gaps in achievement.
Following subject reviews and progress review meetings it is clear that our generic ASC learners are our priority across all subjects, consequently we have planned to develop interventions such as, structured teaching to support these learners to make outstanding progress in line with their peers.
During termly 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. All of our pupils make progress in areas beyond our current curriculum focus and these are discussed, detailed and celebrated during our progress review meetings.
We continue to concentrate on the personalisation of learning and timetables for pupils with complex needs and CLDD
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.
This is our second year of using our new Assessment System. All data is now held on a central assessment system, allowing SLT to track, monitor and analyse the progress of individual pupils and vulnerable sub groups.
The new Onwards and Upwards system came online in September 2016 and this has allowed us to have a more comprehensive overview of the progress of each child and allows us to analyse data more comprehensively and strategically. This system, along with our continued regular moderation, will ensure that we assess accurately, leading to informed, personalised, differentiated planning.
This year we have focussed on training our teachers to understand how to use the data, analyses it and use it to inform future planning. The success of this can be seen in the subject reviews from each subject and department lead.
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. We have correlated this tool against our new Onwards and Upwards system and have been able to convert scores to our new staged assessment system, ensuring a smooth transition into Year 1 for all pupils. These scores are now to be used to project end of key stage 2 scores.
Our ‘Most Able’
Our most able pupils are participating in a new school-wide project as part of our Enrichment program which aims to raise self-esteem and aspirations as well as extending their learning in their gifted subject. This is in the form of special projects; the activities and STEM based learning aims to progress their learning in a functional way beyond classroom learning. Data scores and teacher judgement is used to determine our ‘most able’ learners and teachers are aware of which children in their class are classed as ‘most able’ and effective challenges are put in place for them.
The coming Year
By the end of this academic year, we aim to have:
- ‘Onwards and Upwards’ will be utilised in greater depth across the school to further analyse data gaps.
- Semi and pre-formal curriculums will be fully included in our ‘Onwards and Upwards’ system to allow teachers to further analyse data gaps.
- We will be able to track the progress made by our children in PSHE both in their curriculum and key skills learning.
“Class and subject teachers, supported by the senior leadership team, should make regular assessments of progress for all pupils. These should seek to identify pupils making less than expected progress given their age and individual circumstances…. It can include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.”
The SEND Code of Practice: 0 to 25 years