Whole School Attainment 2016-17 (Summary)

In 2016-17 pupil progress was tracked and measured on an individual basis using ‘PIVATS’ and ‘Routes for Learning’. Foundation subjects were assessed using  P- Scales.


In 2016-17 yearly targets were set at regular intervals for the pupils to achieve an Upper Quartile rate of progress by the end of the Key Stage based on the DfE’s Progression 2010-11 Quartile tables for P-Scale progression in English, Maths and Science.  Where tracking or case study revealed that Upper Quartile derived targets were too achievable for certain pupils their personal targets were extended to be more challenging through dialogue with class teachers. Where tracking or case study revealed that Upper Quartile targets are too challenging for certain pupils (for specific reasons) their personal targets were set at the Median Quartile through dialogue with class teachers.  This system ensured that all children have suitably aspirational targets set for them.
 

Teacher’s tracked and fed-back to the Deputy Head Teacher termly on how well pupils were progressing towards meeting their individual yearly and key stage targets. Specialist interventions were utilised when a need was identified to ensure children remained on track.
 

Progress 2016-17
 

Whole school analysis of progress in Key Stage 1 and 2 included 83 pupils. 100% of pupils made progress in 2016-17.

Case studies were undertaken for those that did not make progress or missed their targets derived from PIVATS P-scale assessment with reference to the DfE’s Progression 2010-11 document. The Welsh Assembly Government’s ‘Routes for Learning’ and EQUALS’ ‘M.A.P.P’ document were used to track any lateral progress of pupils with Profound and Multiple Learning Difficulties (PMLD).

30% of all pupils made accelerated progress (1) in at least one area of the curriculum.
 

Progression Guidance: Based on the DfE’s Progression 2010-11 Quartile tables for P-Scale progression in English, Maths and Science and National end of Key Stage data:

Working with Prisum Ltd bespoke data analysis the DfE’s Progression 2010-11 Quartile tables for P-Scale progression have been amalgamated with National end of key stage data statistics to create progression guidance based on a larger population. Although these bespoke quartiles have been weighted towards the the DfE’s Progression 2010-11 Quartile tables for P-Scale progression as 94% of the data this was based on came from Special Schools the addition of the broader national data has made the progress rates more challenging.

Working with Prisum Ltd has also allowed us to more accurately measure within year progress against the quartiles rather than simply within year progress being tracked against a regular interval towards longer range upper or median quartile target generated by the pupil’s level on entry into the key stage. As can be evidenced in the breakdown below pupils are generally achieving exceptionally well against the Median and Upper Quartiles even under the increased rate of progress required under the bespoke progression guide built by Prisum Ltd.



Whole School Overview:


Based on overall Progress in ALL assessed Areas.

55% of all pupils made Upper Quartile rate progress.
93% pupils made at least Median or Upper Quartile rate progress.
95% pupils with SLD made at least Median or Upper Quartile rate progress.
59% pupils with SLD made Upper Quartile rate progress and 77% made progress equivalent to the rate of the Second (upper Median) Quartile.
65% of pupils with PMLD made at least Median or Upper Quartile rate progress.
97% of pupils with a primary need of ASD made at least Median or Upper Quartile rate progress.

On average 60% of Male pupils made Upper Quartile rate progress.
On average 92% of male pupils made at least Median or Upper Quartile rate progress.
On average 54% of Female pupils made Upper Quartile rate progress.
On average 93% of Female pupils made at least Median or Upper Quartile rate progress.

On average 71% of pupils in Looked After Care (LAC) (2) made Upper Quartile rate progress.
On average 78% of pupils in Looked After Care made at least Median or Upper Quartile rate progress.

Children in receipt of Pupil Premium had individual areas of need identified at the start of the academic year and the Premium was utilised to specifically target each individual’s identified area of need through specific identified intervention or resources. 98% of pupils in receipt of Pupil Premium made progress in their intervention area, 92% met their target in this area and 35% exceeded their target. We would expect some ‘overflow’ of benefit into other areas of the curriculum, especially given our cross-curricular curriculum model. This effect was apparent as on average 56% of pupils in receipt of Pupil Premium made Upper Quartile rate progress across the curriculum and 93% of pupils in receipt of Pupil Premium made at least Median or Upper Quartile rate progress.




On average 67% of pupils with Autism Spectrum Disorder/ Condition (ASD/ASC)  (3)  made Upper Quartile rate progress.
On average 97% of pupils with ASD/ASC made at least Median or Upper Quartile rate progress.

On average 29% of pupils with PMLD  made Upper Quartile rate progress.
On average 66% of pupils with PMLD made at least Median or Upper Quartile rate progress. Of the 9 pupils with a primary diagnosis of PMLD 3 of them continued to make progress through Cognition and Communication routes on the Routes for Learning assessment framework designed specifically for pupils with PMLD.  All of the 9 pupils with PMLD are considered to have life limiting conditions.


By Subject: Overview
 

On Average 58% of pupils made Upper Quartile rate progress in English.
• Speaking  60%
• Listening 56%
• Reading 58%
• Writing 56%

On average 53% of pupils made Upper Quartile rate progress in Maths.
• Using & Applying 55%
• Number 49%
• Shape, Space and Measure 55%

63% of pupils made Upper Quartile rate progress in Science.
• Scientific Enquiry 62%
• Life Processes 63%
• Materials and their Properties 63%
• Physical Processes 62%

 

Targets
 

In 2016-17 yearly targets were set at regular intervals for the pupils to achieve an Upper Quartile rate of progress by the end of the Key Stage based on the DfE’s Progression 2010-11 Quartile tables for P-Scale progression in English, Maths and Science.  Where tracking or case study revealed that Upper Quartile derived targets were too achievable for certain pupils their personal targets were extended to be more challenging through dialogue with class teachers. Where tracking or case study revealed that Upper Quartile targets are too challenging for certain pupils (for specific reasons) their personal targets were set at the Median Quartile through dialogue with class teachers.  This system ensures that all children have suitably aspirational targets set for them.

On average 75% of all pupils met or exceeded targets in 2016-17.

Targets Met & Exceeded (by Subject Area)
Presented below is target attainment information for the Core Subjects.
 

Case studies were carried out for all children that did not meet their targets in any sub-area across English, Maths, Science, Personal Social and Emotional Development (PSED) and Information and Communication Technology (ICT).

 

EYFS Progress Overview

 

Pupils working at age related expectations:


0% of pupils in the EYFS are working at age related expectations.

In EYFS 100% of pupils made progress in all learning areas of the Derbyshire Development Matters Small Steps Profile since September 2016.

Across the EYFS 81% (14/ 17) pupils have moved an age band in one or more learning areas in one year. Case studies were carried out for the 3 children that did not.  All three of these children had complex medical issues that required time away from school and a lot of consolidation of skills upon their return. None of them regressed over the year.

Pupils achieving their targets:


Pupils are baselined on entry into the EYFS and end of year targets were set for pupils based on their needs and difficulties in order to establish relevant individualised yet challenging targets for all pupils.

 
In Early Years 100% of pupils met at least one of their targets in the Prime Areas.
 

24% of pupils met all of their targets in all areas (9 sub-areas) of the Prime Areas  learning.
 

Communication and Language:

 

• 88% of pupils met their ‘Listening and Attention’ target.
• 41% of pupils met their ‘Understanding’ target.
• 59% of children met their ‘Speaking’ target.
 

Personal, Social and Emotional Development:
 

• 76% of pupils met their ‘Making Relationships’ target.
• 65% of pupils met their ‘Self Confidence and Self Awareness’ target.
• 59% of pupils met their ‘Managing Feelings and Behaviour’ target.
 

Physical Development:
 

• 65% of pupils met their ‘Gross Motor’ target.
• 88% of pupils met their ‘Fine Motor’ target.
• 76% of pupils met their ‘Health and Self Care’ target.

 

The above summary and further analysis of collected data has helped inform the school’s Self Evaluation, 2017-18 Development Plan and adjustments to the 2017-18 assessment used in school. For More Information or to discuss outcomes relating to progress and attainment analysis please contact Mr James Waller at Sunningdale@schools.sunderland.gov.uk

 

(1) At least one full P-Scale Level in 39 weeks.

(2) Children Included were all in Looked After Care (LAC) for more than ½ of the school year and all ended the year in LAC

(3) 21 pupils have a primary diagnosis of Autism Spectrum Disorder/ Autism Spectrum Condition in Key Stages 1 and 2.