Outcomes for Pupils - Progress & Attainment 2017-18

Context:
In 2013 and 2018 the school was graded ‘1’ (Outstanding) across all areas. (Ofsted 18 report: ‘The lesson observations, work scrutiny, conversations with pupils, staff and parents, together with the data we analysed during the inspection, reflected the leaders’ view that teaching and learning continues to have an outstanding impact on achievement over time.‘).


Self Assessment:


Self Assessment of pupil attainment and progress is ‘Outstanding’.
 

Learning opportunities are presented creatively so that pupils can progress and enjoy learning across the curriculum. Even those pupils that enter the school at very low starting points (or experience periods of regression due to medical needs or their condition) develop and improve their knowledge and skills over the year. Pupil’s targets are set at an aspirational level meaning they must strive to meet them. This creates pupils that are resilient to failure. The school’s personalised learning helps to develop pupils that are curious, interested learners who seek out and use new information to develop, consolidate and deepen their knowledge, understanding and skills, even at the earliest levels of cognition.

• An average of 69% of all pupils engaged in Subject Specific Learning (74) in Key Stage 1 and 2 made Upper Quartile Progress across the curriculum.

 

An average of 84% of all pupils engaged in Subject Specific Learning (74) in Key Stage 1 and 2 made Median or Upper Quartile Progress across the curriculum.
 

Measurement & Tracking:
 

In 2017-18


• Pupils working at P3ii and above were tracked using P-scales (All curriculum areas), PIVATS (English, Maths and Science) and Thrive (Emotional Development).
• Pupils working below P3ii had  their cognition and communication tracked using ‘Footsteps’ (with summative scores translated into P-Scales).
• Teacher’s tracked and fedback to the Deputy Head Teacher termly on how well pupils are progressing towards meeting their individual yearly and key stage targets. Interventions were utilised when a need was identified to ensure children remained on track.

 

Measurement & Tracking: EYFS
 

• Initial baseline using Development Matters, Derbyshire Small Stepped Profile.
• Continued baseline tracking via banding and Points/ steps achieved on Derbyshire
Baseline P-levels assessed at end of Reception for each child.


Target Setting:
 

In 2014-15:
 

• Teachers set targets for children for the year (2014-2015) and Key Stage targets were set for 2 and 3 levels of progress including PMLD children.
 

 In 2015-16:
 

• Teachers set targets for children for the consecutive year (2015-2016).
• Key Stage targets were set using the DfE’s Progression 2010-11 Quartile tables for P-Scale progression including PMLD children including PMLD children.
• Attainment tracked and judged against levels, targets and the DfE’s Progression 2010-11 Quartile tables for P-Scale progression including PMLD children.

 

In 2016-17
 

• Targets set using tracked Upper Quartile data from the DfE’s Progression 2010-11 Quartile tables for P-Scale progression.
• Teachers assess relevance of Upper Quartile target and adjust appropriately. E.g. extend or move to Median Quartile where relevant.
• Attainment tracked and analysed against targets but also summatively analysed using updated progression guidance built by Prisum Ltd using the DfE’s Progression 2010-11 Quartile tables for P-Scale progression and National end of key stage data statistics to create progression guidance based on a larger population


In 2017-18


• All targets set in line with Upper Quartile based on the progression guidance supplied by Prisum Ltd using the DfE’s Progression 2010-11 Quartile tables for P-Scale progression and National end of key stage data statistics.
• Creates more challenging targets for all pupils.
• Children with PMLD assessed, targets set and tracked using the Footsteps framework linked to Routes for Learning.
• Children in EYFS have all targets set in line with moving a ‘range’ (Younger, Middle, Older) within an ‘age band’ of the Small Steps version of the EYFS Profile.


This sets a challenging target for all pupils in EYFS.
 

Progress: General

• Whole school analysis of progress in Key Stage 1 and 2 included 87 pupils.
• 100% of pupils made progress in at least one area in 2017-18.

 

Progress: Progression Guidance: General
 

Whole School:
 

• On average 67% of all pupils engaged in subject specific learning made Upper Quartile rate progress.
• On average 84% pupils engaged in subject specific learning made at least Median or Upper Quartile rate progress.

• On average 86% pupils with SLD made at least Median or Upper Quartile rate progress.
• On average 71% pupils with SLD made Upper Quartile rate progress and 77% made progress equivalent to the rate of the Second (upper Median) Quartile.
• On average 40% of pupils with PMLD made at least Median or Upper Quartile rate progress.
• On average 78% of pupils with a primary need of ASD made at least Median or Upper Quartile rate progress.


By the end of Key Stage 1:


• On average 55% of pupils made Upper Quartile Progress across all of the assessed subject areas by the end of Key Stage 1.
• 93% of pupils made Upper or Median Quartile progress across ALL subject areas by the end of Key Stage 1.


By the end of Key Stage 2:


• On average 44% of pupils made Upper Quartile Progress across all of the assessed subject areas by the end of Key Stage 2.
• 96% of pupils made Upper or Median Quartile progress across ALL subject areas by the end of Key Stage 2.
By Subject: English:


Progression Guidance:
Whole School:

• On average 71% of pupils engaged in subject specific learning made Upper Quartile progress across ALL areas of English
• 74% of All pupils engaged in subject specific learning made Upper Quartile Progress in Listening
• 78% of All pupils engaged in subject specific learning made Upper Quartile Progress in Speaking
• 64% of All pupils engaged in subject specific learning made Upper Quartile Progress in Reading
• 68% of All pupils engaged in subject specific learning made Upper Quartile Progress in Writing

• On average 31% of pupils engaged in
non-subject specific learning made linear Median or Upper Quartile style progress in English

By the end of Key Stage 1:
• On average 66% of all pupils made Upper Quartile progress across ALL areas of English, including those not engaged in subject specific learning.
• On average 77% of pupils engaged in
subject specific learning made Upper Quartile progress by the end of Key Stage 1 across all areas of English.
• On average 50% of pupils engaged in
non-subject specific learning made linear Median or Upper Quartile progress by the end of Key Stage 1 across all areas of English.

• 75% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Listening
• 92% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Speaking
• 67% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Reading
• 75% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Writing


By the end of Key Stage 2:
• On average 82% of pupils made Upper Quartile progress across ALL areas of English, including those not engaged in subject specific learning.
• On average 93% of pupils engaged in
subject specific learning made Upper Quartile progress by the end of Key Stage 2 across all areas of English.
• On average 50% of pupils engaged in
non-subject specific learning made linear Median or Upper Quartile progress by the end of Key Stage 2 across all areas of English.

• 93% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Listening
• 93% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Speaking
• 87% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Reading
• 100% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Writing


By Subject: Maths:

Whole School:
• On average 72% of pupils engaged in subject specific learning made Upper Quartile progress across Maths.
• 74% of pupils engaged in subject specific learning made Upper Quartile progress in Using & Applying.
• 64% of pupils engaged in subject specific learning made Upper Quartile progress in Shape Space and Measure.
• 76% of pupils engaged in subject specific learning made Upper Quartile progress in Number.

• On average 26% of pupils engaged in non-subject specific learning made linear Median or Upper Quartile style progress in Maths


By the end of Key Stage 1:
• On average 83% of pupils made Upper Quartile progress across ALL areas of Maths, including those not engaged in subject specific learning.
• On average 91% of pupils engaged in subject specific learning made Upper Quartile progress by the end of Key Stage 1 across all areas of Maths.
• On average 50% of pupils engaged in non-subject specific learning made linear Median or Upper Quartile progress by the end of Key Stage 1 across all areas of Maths.

• 91% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Using and Applying
• 91% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Number
• 91% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Shape, Space and Measure


By the end of Key Stage 2:
• On average 80% of pupils made Upper Quartile progress across ALL areas of Maths, including those not engaged in subject specific learning.
• On average 85% of pupils engaged in subject specific learning made Upper Quartile progress by the end of Key Stage 2 across all areas of Maths.
• On average 56% of pupils engaged in non-subject specific learning made linear Median or Upper Quartile progress by the end of Key Stage 2 across all areas of Maths.

• 87% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Using and Applying
• 80% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Number
• 87% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Shape, Space and Measure


By Subject: Science:

Whole School:

• On average 67% of pupils engaged in subject specific learning made Upper Quartile progress across ALL areas of Science.
• 69% of pupils engaged in subject specific learning made Upper Quartile progress in Scientific Enquiry.
• 65% of pupils engaged in subject specific learning made Upper Quartile progress in Life Processes.
• 66% of pupils engaged in subject specific learning made Upper Quartile progress in Materials and their Properties.
• 66% of pupils engaged in subject specific learning made Upper Quartile progress in Physical Properties.
• On average 31% of pupils engaged in non-subject specific learning made Upper Quartile progress in the area of Science.


By the end of Key Stage 1:
• On average 79% of pupils made Upper Quartile progress across ALL areas of Science, including those not engaged in subject specific learning.
• On average 82% of pupils engaged in subject specific learning made Upper Quartile progress by the end of Key Stage 1 across all areas of Science.
• On average 50% of pupils engaged in non-subject specific learning made linear Median or Upper Quartile progress by the end of Key Stage 1 across all areas of Science.

• 82% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Scientific Enquiry.
• 82% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Life Processes.
• 82% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Materials and their Properties.
• 82% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 1 in Physical Properties.


By the end of Key Stage 2:
• On average 79% of pupils made Upper Quartile progress across ALL areas of Science, including those not engaged in subject specific learning.
• On average 82% of pupils engaged in subject specific learning made Upper Quartile progress by the end of Key Stage 2 across all areas of Science.
• On average 67% of pupils engaged in non-subject specific learning made linear Median or Upper Quartile progress by the end of Key Stage 2 in Science.
• 87% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Scientific Enquiry.
• 80% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Life Processes.
• 80% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Materials and their Properties.
• 80% of All pupils engaged in subject specific learning made Upper Quartile Progress by the end of Key Stage 2 in Physical Properties.


EYFS: Overview:
• 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.
• On average 33% (7 children) pupils in EYFS moved an age range (Younger/ Middle/ Older) within an age band in one or more of the Prime areas in 2017-18.


Based on the Derbyshire Small Steps EYFS Profile:

Communication & Language

• In Listening and attention 33% (7)children in EYFS made or exceeded 10 points of progress (equivalent to moving at least 1 range within an age band).  81% (17 Children) made at least 7 points of progress so were extremely close to moving a range within an age band
• In Speaking 38% (8)children in EYFS made or exceeded 10 points of progress (equivalent to moving at least 1 range within an age band). 71% made at least 7 points of progress so were extremely close to moving a range within an age band. 
•  In Understanding 29% (6)children in EYFS made or exceeded 10 points of progress (equivalent to moving at least 1 range within an age band).  48% made at least 7 points of progress so were extremely close to moving a range within an age band. 


Physical Development
• In Gross Motor Control 38% (8) children in EYFS made or exceeded 10 points of progress (equivalent to moving at least 1 range within an age band).  57% made at least 7 points of progress so were extremely close to moving a range within an age band. 
• In Fine Motor 43% (9) children in EYFS made or exceeded 10 points of progress (equivalent to moving at least 1 range within an age band).  52% made at least 7 points of progress so were extremely close to moving a range within an age band.  Only one child made less than 4 points of progress.
• In Health and Self Care 25% (5) children in EYFS made or exceeded 10 points of progress (equivalent to moving at least 1 range within an age band).  50% made at least 7 points of progress so were extremely close to moving a range within an age band. 


Personal, Social and Emotional Development
• In Self Confidence and Self Awareness 29% (6)children in EYFS made or exceeded 10 points of progress (equivalent to moving at least 1 range within an age band).  38% made at least 7 points of progress so were extremely close to moving a range within an age band. 
• In Managing Feelings and Behaviour  33% (7)children in EYFS made or exceeded 10 points of progress (equivalent to moving at least 1 range within an age band).  33% made at least 7 points of progress so were extremely close to moving a range within an age band. 
In Making Relationships 43% (9)children in EYFS made or exceeded 10 points of progress (equivalent to moving at least 1 range within an age band).  48% made at least 7 points of progress so were extremely close to moving a range within an age band. 


Pupil Premium:
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, 91% met their target in this area and 44% 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 66% of pupils in receipt of Pupil Premium made Upper Quartile rate progress across English, Maths and Science and 76% of pupils in receipt of Pupil Premium made at least Median or Upper Quartile rate progress across English, Maths and Science.

Other Cohorts and Vulnerable Groups (Key Stage 1 and 2):

• 84% pupils with SLD made at least Median or Upper Quartile rate progress.
• 69% pupils with SLD made Upper Quartile rate progress and 76% made progress equivalent to the rate of the Second (upper Median) Quartile.
• 29% of pupils with PMLD made at least Median or Upper Quartile rate progress.
• 83% of pupils with a primary need of ASD made at least Median or Upper Quartile rate progress.

• On average 65% of Male pupils made Upper Quartile rate progress.
• On average 85% of male pupils made at least Median or Upper Quartile rate progress.
• On average 51% of Female pupils made Upper Quartile rate progress.
• On average 67% of Female pupils made at least Median or Upper Quartile rate progress.

• On average 67% of pupils in Looked After Care (LAC)  made Upper Quartile rate progress.
• On average 67% of pupils in Looked After Care made at least Median or Upper Quartile rate progress.

• On average 72% of pupils in receipt of Pupil Premium made Upper Quartile rate progress
• On average 76% of pupils in receipt of Pupil Premium made at least Median or Upper Quartile rate progress.

When measured against progression guidance (measuring linear progress in subject specific):
• On average 21% of pupils with PMLD made Upper Quartile rate progress.
• On average 29% of pupils with PMLD made at least Median or Upper Quartile rate progress.