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 (Ages 14 - 16 years)
In English nearly half the pupils made excellent progress comparing their results at the age of 11 with their results at the age of 16 and more than a third made good progress. In mathematics over half made excellent progress and a further fifth made good progress These are slightly lower proportions than last year. The move from National Curriculum to the new accreditation has caused some of this due to higher expectations about applying learning to achieve the accreditation. Expectations are different to those within the national curriculum. For the first time pupils have sat formal examinations which have been successful for some pupils but others found these very difficult. We have therefore made changes in preparation for the academic year 2015/16 so that pupils studying at entry level 1 and entry level 2 return to the certificated route which can be accredited through classroom based learning rather than sitting formal examinations. English results were good for many but only reasonable for some. Of the latter group 2 have high levels of emotional need and have required significant intervention support to address these and one has significant health needs and as a result has very low attendance. Worded problems have been a clear barrier to better progression for a few pupils and the teacher has now focused intervention within the class on this. As part of the school development plan middle leaders will be looking at the impact of this across the curriculum so that skills can be developed earlier.
Key Stage 5 (Ages 16 - 19 years)
All students who left the school in summer 2015 have succeeded in their next placement so far. 1 student is in full time employment following a year long intership at National Grid,1 student has part time employment plus attending a college course. 8 are on full time FE courses. 3 of these are studying at the next level to previous learning, 3 at a similar level and 2 are following a new subject. One year 11 student left to go to college to study a vocational multi-skills course and one year 11 student left to attend a specialist VI college (level of course unknown).
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