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How do we assess and review pupil progress towards their outcomes?

 

How do we assess and review pupil progress towards their outcomes?

Young people:

We find out how well you are learning by looking at your work, finding out what you know now that you didn’t know before and whether you are happy and fulfilled at school. Our governors also find out about your views by visiting the school.

Parents and Carers:

We evaluate how well we are doing as a school by the outcomes of our pupils. This includes academic and social progress as well as accreditation and the ultimate destinations of our leavers to college courses, supported living opportunities, training or employment.

We gather objective, well-moderated evidence across any given academic year as follows:

  • The progress our pupils are making in core areas of our curriculum – English (including communication, speaking and listening), maths and science. We take into account national comparisons and the progress made by pupils with similar needs in other local schools.
  • The progress our pupils are making in our other identified key areas of the curriculum – PSHE, Computing, PE (which for many of our pupils, includes functional movement education).
  • The progress our pupils are making in other curriculum areas using our ‘Tracking Our Pupils’ Skills’ (TOPS)  assessment tool. Skills development is key to monitoring and assessing progress and TOPS is the school’s own devised tool. TOPS allows every student to build on skills and revisit them throughout their school journey in a range of contexts.  

 

 

 

 

 

 

  • The comparative progress of different groups of learners :
      • Learners in different year groups
      • Learners in different special educational needs groups
      • Boys/girls
      • Looked after Pupils
      • Pupils in receipt of pupil premium (including pupils eligible for free school meals; broken down into the different sub-groups)
      • Groups of learners with particular social challenges
      • Learners with English as an Additional Language
      • The progress made by any pupils who receive additional targeted support
  • The attainment of our older pupils in relation to accreditation
      • Attainment in comparison to entries
      • Retention in relating to entries
  • The destinations of our pupils after they leave us and whether they remain in full time education, training or gainful employment one year after leaving. We hope to continue finding out about their successes further into the future as well.
  • The percentage of pupils reaching their carefully moderated, aspirational targets in core subjects.
  • The percentage of pupils who, in our professional judgement, have made expected or better progress over the key stage or last academic year, in core subjects, in spite of significant contextual challenges. (For this, we take a case study approach).
  • The quality and ambition of lesson planning and whether, on observation, this leads to exciting and stimulating lessons
  • The quality, regularity, challenge and differentiation of work in pupil’s books – which we regard as one of the best indicators of progress over time.  (The definition of “work” in this context is wide, to embrace the recorded work of our pupils with severe and profound and multiple learning difficulties, which is captured using multi-media approaches).
  • Lesson observation evidence
    • As part of performance management
    • As part of whole-school evaluation of specified elements of our provision as outlined in our school development plan (learning walk approach)
  • By listening to our pupils through our school councils but also by offering other feedback opportunities across the year.
  • By listening to the views of our parents through parents evenings, curriculum information evenings, parent questionnaires and “parent view” linked on our school website.

Our governors make regular visits to school both formally and informally. They also receive regular updates about pupils’ progress so that they can make sure the education on offer is meeting the needs of all the pupils.

All this contributes to a self evaluation framework in line with the criteria outlined in the Ofsted handbook.

The thrice-yearly Headteacher Reports to Governors are laid out in the four sections of the Ofsted framework and, compiled, form our written self-evaluation document.  We do not have a separate self evaluation form (SEF).