Achievement Year 2018-2019

“The key reason for all assessment is to ensure that teaching and learning are working well and that children are benefiting from a deep and rich education”. Sean Harford

At Manor Green we use a combination of measurable target setting and progress review documents to fully understand how well pupils are performing against our curriculum and at what point they are within their learning.

By using measurable targets, we can gain an initial insight in to pupil attainment that steer meaningful conversations between teachers, senior leadership, parents and pupils.  Critically this process allows use to use data effectively to improve and drive pupil progress.

We have consulted with our locality ‘like’ schools to determine progression trends and set ambitious goals for our children in all areas of their learning.  Our assessment targets sit alongside our progress review documents that enable teachers to assess quality of learning  judgements based on curriculum outcomes.

At Manor Green measurable targets are set at 50% achievement in all core subjects and 20% in foundation subjects annually.  For our Complex learning Difficulty and Disability (CLDD) learners minimum 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.  This has been reviewed and considered still best practice however we now use pupil progress meetings to further review progress at a personalised level.  Targets are increased or decreased to support appropriate yet ambitious challenge.   These alterations are reviewed in triangulation with assessment lead, inclusion lead and relevant lead learner 2019

We use this method to then 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.

To ensure that we are providing challenge, rapid and sustained progress for our children we continue to follow the latest Ofsted and Government guidance when writing and updating 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)

Overall Annual Progress

Detailed below are the progress each child has made overall in all the core subjects at Manor Green, (At Manor Green, core subjects are English Reading and Writing, Maths Number and Shape, Science, Computing, PE and Communication).

Our assessment system ‘Onwards and Upwards’ takes a modal snapshot of how each child is performing in each subject and gives an overall achievement ranking.

  • 151 children made above expected progress in all core areas.
  • 2 children are working towards expected progress in all core areas (children are 5% away from expected target)
  • 2 children are making less than expected progress in all core areas (children are 10% or more from expected target)

Of the 2 children making less than expected progress, 1 has had significant medical and behavioural difficulties this year which has resulted in medication being withdrawn.  This has meant that his engagement in learning in very low and has consequently presented as a significant barrier to learning.  Following progress review meetings and careful observations a personalised therapeutic learning approach has been delivered.  The intervention approaches have aimed to support self-regulation of behaviour and attention and maintain independence to enable a successful transition to year 7.  The ongoing progress review meetings and follow up lead learner observations show outstanding progress has been made in his resilience, self-regulation and interaction with his peers, all of this will ensure that positive engagement in learning will be possible as he moves to year 7 which has been his learning priority.

The second child making less than expected progress is in a generic class, he has severe learning disability,  complex autism, sensory processing difficulties and significant communication difficulties.  We identified him as CLDD as he finds it extremely hard to focus and engage and is able to do so only with 1:1 support and for no more than 3 minutes max.  He requires a highly structured, sensory based approach to learning which is now in place and sustained progress will be expected in year two.

Overall Annual Progress in Core Subjects

  • 86% Pupils have made good or outstanding progress was made this year across core subjects strands established at Manor Green; English, Maths, Science, Computing and PE.
  • 7% Working towards progress was made this year in core subjects strands established at Manor Green; English, Maths, Science, Computing and PE- Through progress reviews Lead Learners and Class teachers monitor progress carefully and interventions are put in place to support achievement.
  • 7% Support needed progress was made this year in core subjects strands established at Manor Green; English, Maths, Science, Computing and PE, interventions and actions are monitored closely.

  • Individual subject specific progress shows that science was consistently ‘red alert’. Progress review meeting and subject review highlighted the curriculum content as a significant barrier to meaningful learning, as a result the subject leader held training and subject meetings to discuss how to better spread the curriculum content.  The Long-Term Planner was adjusted accordingly to enable progression in skills and subject knowledge that is appropriate for the children at Manor Green.
  • Our Maths lead has recently joined the Locality Maths Hub and is organising an audit of our maths curriculum to continue to drive achievement. The Long-Term Planner has also been reviewed to ensure progression in skills and subject knowledge that is appropriate for the children at Manor Green.
  • Our reading and writing results show that our ASC learners are our target group for interventions, the semi-formal curriculum has recently started streaming writing with positive impacts recorded in progress reviews.

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 2018-2019:

7% of 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.  These interventions are reviewed termly to ensure positive progress is being made.

Of the other 7% of pupils requiring support, outstanding progress was made in at least 1 core subject.

-29% of the pupils requiring support are within specialist classes

Of these children two pupils required a highly personalised therapeutic learning plan in a response to their significant behaviour needs and attendance to school.  One of these pupils has significant medical needs and was absent from school for a period of time due to a necessary trip to Pakistan.

The remaining two pupils who remained red alert in one core subject within the specialist classes require a high level of staff support to engage due to their complex multi-sensory needs and have required a high level of desensitization work to enable them to engage with the learning going on around them.  Progress reviews detail the success of these programmes and so rapid and sustained progress is expected during the 2019/2020 academic year.

-23% of the pupils requiring support are within generic classes

Of these children specialist referrals have been made to support further progress and lead learners will be carrying out engagement profiles to promote rapid and sustained progress.

Three of the pupils within this category have significant behaviour needs that have meant that a highly personalised positive behaviour learning plan is in place.  The plans provide for a focus around social and emotional learning with progress reviews show  that all children are making steady progress in this area.

-21% of the pupils requiring support are within a class where the teacher was identified as needing support, that teacher has since left.

Of the four pupils requiring support in one core area, one is a dual placement and the progress for that strand falls under the dual placement school.  The remaining three children have made significant progress in all areas under the new teacher over the summer term.  Outstanding progress has been made in their engagement and in particular their speaking and learning.  Now this is embedded pupils are in a position to make rapid and sustained progress.

-18% of the pupils requiring support are moving in to a new curriculum class

Progress reviews have indicated that the children in this category are making steady progress term by term in all aspects of their learning however are not receiving the sufficient challenge of learning method in their current class, the data along with progress review discussions have facilitated discussions around pupil placement.  The pupils will now be following the appropriate curriculum to enable them to succeed.

-5% of the pupils requiring support have significantly low attendance

Of the children in this category our family support HLTAs are working closely with the family to support positive engagement with pupil attendance.  The family are under an Early Help plan.  The pupil continues to show steady progress term by term in resilience and independence and has made significant achievement progress in all but one core subject.

-5% of the pupils requiring a reduced target in this core area.

Within this category Lead Learner monitoring, assessment and progress review discussions have shown that interventions have made positive improvements.   The child has had significant challenges at home and has had a series of TAFS to support the family.  A triangulated decision has been made to reduce to a semi-formal target in the particular core area to enable success, the target will be reviewed during the next progress review to ensure appropriate challenge.

Whilst it is the duty of Manor Green Primary to ensure that all children 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 the external criterion.  The health and wellbeing of all our pupils is paramount and monitored termly in progress reviews.

It is during these reviews that teachers are held accountable for their children’s progress.  This academic year we have added barriers to learning to progress reviews.  There has been a positive impact to personalised teaching and learning,  evident in Lead Learner and Head Teacher observations.  Relevant strategies have been put in place to support children and teacher training needs have been identified to continue to promote outstanding progress.

To further improve the quality of our Curriculum and Assessment model, teachers and support staff will be recording both curriculum and holistic achievement on our new app-based programme, ‘Evidence for learning’. This will better include parents and pupil voice in assessment and class teachers and senior leaders can better focus meaningful learning of skills and knowledge that prepares pupils for the next stage in their life.

Year 6 Achievement

92% of our year 6 leavers made expected to outstanding progress in all core subjects during their time in key Stage 2.

Only 2 pupils did not make outstanding progress in all core subjects as a result of their specific needs presenting through the year. Therapeutic strategies were put in place to enable the team to support the pupil’s safety and wellbeing as well as in supporting the child to engage in learning and self-regulation.   Behaviour incident, progress reviews and therapy data is available to support these holistic achievements.

Pupil Premium Achievement

79% of pupils receiving pupil premium funding made outstanding progress in line with their peers.

15% of pupils receiving pupil premium funding made good progress in line with their peers

3% are working towards their target within 5%

3% 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 2 pupils needing support 1 has a degenerative medical condition and so therapeutic interventions are in place to support holistic achievement.  The remaining pupil has made outstanding progress in their independence and communication learning, progress reviews and SALT targets support this.  As part of the pupil premium targeted support was around communication support within a specialist class, due to the significant progress made this pupil is now returning to a formal curriculum classroom.

Focus Children Achievement

Of Pupils in all recognised vulnerable groups 92% made expected to 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 under social care.

Of the 2 pupils not making outstanding progress the school is working closely with the families to support behaviour, engagement and attendance, progress reviews and TAF chronology detail specific support.

CLDD Achievement

We continue to concentrate on the personalisation of learning 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.

Specific information regarding the interventions in place for CLDD children are recorded in progress reviews due to the fluid nature of the category of need.  How CLDD is defined at Manor Green is recorded within the Curriculum and Achievement policies.

Lead Learners regularly review the progress made for CLDD children and ensure specific interventions are in place.

Gender Achievement

EAL Achievement

Girls and boys continue to achieve in line with each other at Manor Green

We continue to monitor EAL achievement, as all children at Manor Green have a communication difficulty specific EAL support is evident in all classes.  As a school we have signed up to a universal SALT approach which requires visual, signing and key word processing support.

SATS & Moderation

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 and focussed training sessions (taken from progress review actions) for their subject to ensures that our learning judgements are  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 continue to use moderation events and planning meetings to review our curriculum intent and ensure it is fit for purpose, changes are made based on teacher reflections made during the teaching of the topic and the cohort of children learning.

We have worked with our ‘like’ special schools to develop key moderation milestones and are using these to moderate against.

We have had 2 moderation events focusing on the Pre-key stage standards, our judgements were validated at special school moderation for both English and Maths.

This year we have had external EYFS moderation, we received outstanding feedback towards both our assessment and EYFS curriculum model.

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 embedding our new curriculum structures and breadth are a priority, consequently we have planned to develop long term plans to support the development skills and subject knowledge appropriate for each pupil.

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.

This is our third 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.

Onwards and Upwards continues to enable a 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.

We are now focussing on using our app-based evidence system to enable pupil and parent voice to be evident in our curriculum and assessment model.  The app will enable a more streamlined approach for teachers to effectively evaluating learning and assess its impact towards progress.

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. To ensure a smooth transition to year 1 key workers have baselined pupils in English and Maths on ‘Onwards and upwards’. This enables us to project progress and monitor progress.  Going forward we will be using Onwards and Upward to assess and set targets for each child in English and Maths.  We have incorporated developmental mile stones from ‘Development Matters’ within the stages of learning meaning targets will continue to be meaningful.  This will also enable us to track progress of our EYFS pupils without jeopardising their early learning curriculum.

Our ‘Most Able’

Our most able pupils are participating in various 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 as well as streamed maths and phonics.  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:

  • ‘Evidence for Learning will be embedded in  school life to record learning.
  • Semi and pre-formal curriculums pathways are being used effectively.
  • 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