We measure our pupils’ success by the progress they make. This year we are delighted that our pupils have made amazing progress. For some pupils successfully learning to communicate a choice between two things is great progress while for others gaining GCSE qualifications is an equivalent success. All these achievements are as important as each other.
None of our pupils were able to access the phonics test this year.
Key Stage 2 (Ages 7 - 11 years)
Once again this year we are extremely pleased with the progress pupils have made. By the time the pupils are 11, at the end of Key Stage 2 (primary school years) nearly all pupils have made good or better progress in English. 3 pupils did not make as much progress as others (using P scales) but have made significant steps in their learning in communication skills shown by work scrutiny evidence using photographs and video clips. This year pupils who have struggled with writing in the past have been given more access to technology during writing activities. This has had a significant effect on improving these pupils’ progress across all key stages.
Similarly in mathematics nearly all pupils are making good or better progress when using P scale progress data. We check all pupils’ progress by looking at their work and any photographic or film evidence of skills they have developed. For some of our pupils this may be about working out cause and effect …’if I do this then that will always happen’. For others it may be learning to add up single digit figures, Teachers compare work across classes and we work with other schools to make sure we are judging things in a similar way. Two of our pupils are receiving extra help in maths as they find applying their skills in different situations difficult and we want them to learn how to solve problems which is an essential life skill as well as important for moving forward in mathematics. It is the slow gaining of these skills which is reflected in their slower progress in maths compared with our other pupils in this Key Stage. We anticipate that the additional work will help improve their progress in the future.
Key Stage 3 (Ages 11 - 14 years)
In Key Stage 3 we also make judgements about progress. Pupils enter Key Stage 3 at age 11 and leave at age 14. Most of our Key Stage 3 pupils are at lower school with some attending our Redmoor Academy base and a few at upper school. Over one third of the pupils have made excellent progress in English and more than half have made good progress. We have high expectations in English and mathematics and the pupils are working hard to meet these expectations. In Maths at Key Stage 3 it is a similar picture although 4 pupils did not make as much progress as we expected. These pupils are now receiving extra support in key Stage 4 and we have increased the amount of time spent learning maths and applying it in different situations across Key stage 3.
Key Stage 4 / 5
Pupils continue to access a broad and vibrant curriculum where we seek to enable pupils to access courses that are recognised externally whilst allowing them to explore their interests and celebrate successes. Over the course of the year we have extended the programme of study and included Arts Award and Duke of Edinburgh as part of the core offer. Pupils continue to work on gaining and developing their skills in English and Maths towards accreditation where possible as well as accessing vocational pathways.
Key Stage 4
Communication (English) 78% of pupils achieved exceeded expected levels of progress with a further 11% of pupils making the expected levels of progress with some continuing to work towards achieving accredited course in the first year of post 16.
Logic (Maths) 83% of pupils achieved expected levels of progress with a further 6% of pupils making above expected levels of progress.
Within the cohort of pupils there have been opportunities to study accredited courses from Entry Level 1 through to GCSEs, with 2 pupils also achieving the Bronze Award for Duke of Edinburgh.
Key Stage 5
Pupils within the Key Stage follow a Life Skills curriculum with a clear focus on developing skills to support them with adult life including increasing levels of independence and communication based on their identified areas of need. All pupils continue to have the opportunity to follow a vocational pathway and to take part in work experience or life choice organisation activity during their time within the key stage.
44% of pupils exceeded the expected levels of progress with a further 39% of pupils achieving expected levels of progress. Pupils studying a range of qualifications from Entry Level to GCSE. Four pupils achieved the Bronze Arts Award and five pupils completed the Bronze Duke of Edinburgh award.
At the end of Year 11 all pupils moved on to complete further study at the school with a range of pathways on offer. For pupils in Key Stage 5 the transition point was varied: 3 pupils moved on to employment, 14 pupils moved on to college (including Foundation Learning, Level 1 programmes of study and personalised college provision) and 1 pupil moved to full time social care provision. All the destinations demonstrated good or better progress and suitable next steps to reach the goals for the young people involved.
For more detailed information about progress please contact the school.
This year three students took GCSE examinations. They studied one or more of the following subjects at GCSE or equivalent English, Mathematics, science. All their progress in these subjects has been good or better. They worked hard and we are delighted that they all achieved their final awards. Across the group they achieved two Level 2 (GCSE grade A – C) qualifications and one Level 1 (GCSE D - G) qualifications.
Many of our students are working at Entry Levels (not yet reaching GCSE levels). Seventeen were entered for the certificates in one or more of the following subjects English, mathematics, science, personal social education, information and communication technology (ICT) or art and design. All made good or better progress from where they started. In English all students who were entered achieved their expected level or above. Similarly in mathematics the students succeeded well and we were very pleased with those who surpassed expectations and achieved higher levels including three of the six who gained Entry Level 3.
For more information please contact the school
School Performance Tables