Word corporate colour template - Three Spiresthreespires.rnib.org.uk/.../2016/11/Pupil-Progress-Report … · Web viewPupil Progress Report Covering the Academic Year 2015-2016

Pupil Progress Report Covering the Academic Year 2015-2016 (September 2016)

Contents

About this document Page 1

Introduction Page 1

Contextual Statement Page 7

Chapter 1: Target v Progress Analysis Page 10

Chapter 2: Progress within Key Stages Page 13

Chapter 3: Specific Group Progress Page 16

Chapter 4: Progress against key targets Page 22

Chapter 5: Attendance Page 22

Conclusion / action plan Page 25

RNIB Three Spires Academy – Specialist LearningAcademy sponsor: RNIB Specialist Learning Trust, registered company number 8478985

About this documentThis document is the property of RNIB Three Spires Academy and its Governing Body. It contains information specific to our site and our young people. The intended audience for this document is the school staff of RNIB Three Spires Academy, the Governing Body Education Committee and, if required Her Majesty's Inspectors (referred to as either HMI or OfSTED).

IntroductionRNIB Three Spires Academy was inspected in July 2015 and received a grading of ‘Good’ in July 2015 which highlighted that:

Pupils make good progress in English and Mathematics Teaching is good. It is flexible and meets a wide range of pupil’s needs.

Consequently, pupils grow as successful learners All groups of pupils make good progress, including those eligible for the

pupil premium funding and minority ethnic pupils. Girls are fewer than boys, but achieve equally as well as boys. The most-able pupils are extended and stretched well because teachers are aware of these pupils’ abilities and make sure they have work which challenges them

Moving forward Ofsted highlighted that: Assessments of pupils’ ongoing work are sometimes not used

sufficiently well to set activities at the correct level of challenge Progress in information and communication technology lags behind that

of other subjects reflecting old equipment, and this sometimes limits the progress of some pupils with the most complex needs.

threespires.rnib.org.uk 2

Target setting

Target setting is completed in line with the progression guidance from the Department of Education (DfE 2010/2011). RNIB Three Spires Academy has opted to continue with Progression Guidance and P Levels until further guidance is provided by the DfE via the Rochford Review. Along with our tracking against national progression guidance, we are working alongside comparable schools in our locality to moderate work to ensure our results are accurate.

We set targets according to pupil diagnosis and academic level (P levels and National Curriculum levels). Each child has two targets: an expected target and a challenging target. The assessment programme ‘B squared’ is used to measure progress made during an academic period. It provides us with the ability to monitor the small steps within a level that are broken down into percentages. This is a good way of mapping progress no matter how small. We use a 75% best fit threshold for a level (so when a child has completed 75% of a level we say that they have achieved it which is common practice)

Progression Guidance looks at a child making 2 levels of progress over Key Stage 2 which equates roughly to 2 levels of progress made over 4 years - meaning that a child should make roughly half a level progress per academic year i.e. 50% of a level. We apply this principle to KS1 also, seeing ½ a level progress over a year as being good. In terms of B Squared ½ a level of progress would be roughly 38%.

Target Setting

P Levels

Children with complex needs (P Levels)Expected target – 38%Challenging target – 50%

Children with MLD (P Levels)Expected target – 50%Challenging target – 70%

National Curriculum


We adopt a stepped change approach to target setting for pupils who are working at National Curriculum Level One and above. We are keeping in line with progression guidance and ensuring that expectations match the national as far as is possible.

National Curriculum levels have 3 sub levels. So for a child to be on track to make half a complete level worth of progress over a year, they need to achieve just over a sub level of progress per academic year, working towards the average of 2 levels progress over a year (equating roughly to half a level). We acknowledge that this is challenging for our children but this is in line with our approach of high expectations.

Children with complex needs (National Curriculum)Expected target – 50%Challenging target – 70%

Children with MLD (National Curriculum)Expected target – 85%Challenging target – 112%

All children working on National Curriculum Level in Science (no sublevels)Expected target – 50%Challenging target – 77%

Progress Monitoring

Progress is updated and analysed at two intervals a term in order to inform future planning, assess effectiveness of current methodology and to action interventions in a timely matter. Pupil progress meetings occur twice a term with the Deputy Head where data is discussed and checked to ensure that pupils are making at least expected progress. Interventions are put in place when the data shows a reduction in previously steady progress or less than half the termly target is achieved which is unexplained for a student or cohort. Cohorts are: Subjects, Key Stage, Gender, Special Educational Needs Diagnosis, Additional Needs identified in their statement, Looked After Children and children receiving Pupil Premium. These interventions are designed to match individual needs accurately and can include staff training, special focus days or weeks, individually designed tasks, one to one support and resource audits. Additional support can be sought from curriculum leaders and Therapy staff to ensure a multi-disciplinary approach. Explanations for lower progress may include medical, mental health issues,


family, transitions and environmental but does not exclude deficiencies in teaching and learning. Careful consideration should always be given to targets set for academic progress- sometimes a target may need to be amended ‘in year’, e.g. if the student has made far more than the expected progress. However, due to the nature of the school, admission can occur throughout the school year. The quality of academic data that accompanies a student into our placement, if it exists, is often unreliable and therefore these students would then participate in a 3 month base line programme.

When monitoring progress we are starting to identify whether or not children are on track to meet their expected target or indeed whether or not they have met targets. A colour coding system is used for this. The expectation of progress is differentiated as it is recognised that in the first term, time is allocated to getting to know the pupils and working with them. During the spring term they begin to make good progress and in the summer term teachers are more confident to complete B Squared with a year’s worth of evidence to support judgements.

Table providing guidance on whether or not children are on track at give points during the year

Autumn term from baseline

Spring term from baseline

Summer term from baseline

Complex needs (P Levels) 6% 18% 38%Children with MLD (P Levels) 8% 24% 50%Complex needs (NC sub levels) 8% 24% 50%Children with MLD (NC sub levels) 14% 42% 85%If a child joins the school late, then their target will be worked out as a percentage, dependant on the amount of time left to meet the targets (E.g. baselined in December – the targets will be 66% of the original target

Where we have a small school population each student makes a large statistical impact on the groups. The impact of this on cohort analysis is that the weighting of an individual’s progress vastly effects the overall sample. When analysing the data for the cohort groups we are aware if the cohort is too low to provide an effective comparison.

Progress data is reported in a number of ways. It is fed into pupil review reports and pupil annual reports which are shared with parents. Data is provided annually for the Governors Report.


Validity

We know that our tracking is accurate because:

Our assessment of our students on entry to the school involves a period of assessment and then baselining against B Squared, thereby providing an accurate starting point. Our data input is captured in real time through the use of B Squared folders and B squared programme.

Progress data is analysed half termly with pupil progress meetings with teachers

Internal and external moderation occurs each term to verify our judgements.

Supporting evidence

Individual case studies B Squared recording folders and assessment programme Moderated internal/external examples of work Students evidence of work folders Lesson observations Video and photographic evidence of work


Pupil Progress at RNIB Three Spires Academy - Contextual Statement

RNIB Three Spires Academy is completing a process of transformation from a Moderate Learning Difficulties School (MLD) to a Broad Spectrum School or generic special school. This has altered the needs of the pupils that the school caters for. An increasing number of pupils present with complex needs with over 60% have a diagnosis of Autistic Spectrum Condition (ASC), with 62% of pupils having complex needs. Many students have layered and complex needs (communicative, cognitive, medical, sensory and mental health needs) which overlap and interlock, creating multiple barriers to learning and requiring a range of intensive and supportive strategies. The school provides two pathways through the school; one for complex needs and one for moderate learning difficulties. Our student’s age range is Nursery to academic Year 6. The agreement with Coventry Local Authority with regards to numbers means that they bought 92 places for the academic year 2015-2016. However due to the nature of the school, admission is throughout the year and there are a number of pupils whose data does not allow for adequate comparison due to lack of time within the school and the robustness of previous data.

One student at Three Spires accessed mainstream education for half a day per week to enhance their communication and socialisation skills. One pupil attended school on a flexi-school agreement with mornings in school and afternoons home schooled. In the year of 2015 – 2016 our numbers* were broken down as follows Complex learning difficulties (CLD): 48 studentsModerate learning difficulties (MLD): 30 studentsKS1 25 studentsKS2 53 studentsBoys 58 studentsGirls 20 studentsPupil Premium 25 studentsLAC 1 studentHearing Impairments 2 studentsStudents with Epilepsy 4 StudentsStudents with Visual Impairment 1 student*Total number of pupils with data - this excludes EYFS and pupils who transferred to us in the last term = 78


National Curriculum

The curriculum at RNIB Three Spires Academy is broad and balanced and is based on the National Curriculum Framework. Individual subjects are adapted to take account of the needs and starting points of our pupils and tasks and activities are differentiated to enable all to make progress.

This academic year has seen reforms to the National Curriculum which has impacted our comparison of data to previous year’s results. The new National Curriculum for English and Mathematics came into force in September 2015. This changed the content of all subjects for example the removal of 2 strands in Mathematics (shape, space and measurement, and using and applying) and introducing 3 new strands (measurement, statistics and handling data). It divided science into 13 subgroups making an overall science level difficult to calculate through the use of the Bsquared assessment programme. Overall pupil expectation also increased making like to like comparisons futile. When reporting this year’s pupil progress results RNIB Three Spires Academy will analyse all 4 strands of English (reading, writing, speaking and listening), 2 strands of Mathematics (number and measurement) and PSHE.

Attendance Please refer to Table 13 for full details of school attendance. Attendance across the school is below the national average for primary schools. On many occasions absence is related to the medical or religious needs of the pupils but not exclusively. We have put many strategies in place to support those children with poor attendance and are beginning to see some improvements and our new Family Liaison Support Worker linking with families to see what assistance is need to improve attendance where necessary. Absence for pupils with epilepsy continues higher than the school average and this does greatly impact their progress and data results. (Average school attendance is 90.3% where as those with Epilepsy record attendance at ??%)

Behaviour The electronic system ‘Behaviour Watch’ is used to record and log incidents and accident on a central database. This allows for ease of monitoring and provides a high level of analysis.


Behaviour Watch provides:

An efficient system of recording incidents, accidents and injuries Ensures that SLT are well informed of incidents as they happen by

sending electronic messages. Enables SLT to offer challenge, support or request further information

from the team in a timely and efficient manner. A Login has been provided for a Governor to review entries at any time.

Provides a range of data analysis options and produces graphs in line with these e.g. whole school data, child specific data, intervention data, time of day data.

Replace with: Enables specialist staff from our central support teams eg Health and Safety to remotely log in or be notified of incidents that we might wish to monitor, or extract data about

A full analysis of behaviour trends is provided in the School Self-Evaluation. However, to summarise the number of incidences recorded have risen this year. We propose that this is due to:

Complex classes more scrupulously recording incidences; The fire when meant that three classes were based in less suitable

temporary accommodation which did not provide important behaviour support strategies such as breakout spaces nor access to outdoor areas;

An increasingly more complex pupil cohort whose needs can result in behaviours that challenge.

Behaviour across the school is Good as there are no known incidences of racist or homophobic abuse; 55% of incidences track back to 10 pupils with the most complex needs; incidences which result in the need for physical intervention require only the low level support of single elbow guide away which last for under one minute; he parents and pupil survey report that the school is considered to be safe and pupils are looked after well.

(Three Spires adopts Team Teach as its training provider for behaviour management and intervention, staff have all received 2 day intermediate training in 2014 and a refresher course on the January 4th 2016 Inset day. It is a priority that new staff members receive the training within the term that they commence at the school. )


Chapter 1: Target vs Progress Analysis

Table 1: Whole School Target achievement - English

Met challenging target

Met expected target

Target achieved

Underachieved.

Reading 38.5% 38.5% 77% 23%

Writing 32% 45% 77% 23%

Speaking

27% 50% 77% 23%

Listening 27% 50% 77% 23%

Overall 31% 46% 77% 23%

As a whole school, all English strands have successfully attained the 75% DfE recommendation of pupils attaining 0.5 levels of progress highlighting that pupils are making good progress in English at RNIB Three Spires Academy. All strands results of 77% show that pupils have made consistent Good progress across English (based on DfE progression guidance). Moving forward we would aim to see the overall percentage of pupils achieving their targets increase to 80%.

In seeking to achieve this, the school recognises that we have a cohort of children who are largely non-verbal which is associated with Autism and this can impact their attainment in Speaking and Listening. In the Levels, speaking and listening are separated into 2 distinctive strands. Children who are non-verbal are going to make less progress in speaking, as they need to have some distinguishable speech or recognised speech patterns. We sought to address this year through encouraging SaLT to work with this cohort of children and that total communication continues to be seen as a high priority area. For instance, weekly Makaton training session for all staff.

To build on this, in 2016-17: Makaton training will continue on a weekly basis; a designated member of staff, trained in PECS, will support communication across the complex needs population; audits in Total Communication will be introduced to identify best practice as well as training needs. Furthermore, one Phase Leader will undertake a postgraduate qualification in language


and communication with the aim of leading on improving pupil outcomes in speaking and listening.

Table 2: Target achievement - Maths Met challenging target

Met expected target

Target achieved

Underachieved.

Number 46% 39% 85% 15%

Measurement

54% 26% 80% 20%

Overall 50% 32% 82% 18%

From our results we have seen outstanding progress in all Mathematics strands with an average of 82% of pupils’ achieving their expected and challenging targets. We do recognise that our weaker strand is Maths Measurement though this is still above the DfE expectation. This is a new strand that we are assessing that was introduced this year in line with the introduction of the new National Curriculum for Mathematics that came into force in September 2015. The National Curriculum for Mathematics replaced shape, space and measurement with a combined strand of measurement. As this is the first year that pupils have worked on this new strand we are highly pleased with the positive result. Overall we are encouraged by our results in Maths combined as it shows that we have achieved and exceeded the 75% DfE recommendation of students attaining 0.5 levels of progress, highlighting that students are making outstanding progress at RNIB Three Spires Academy.

Table 3: Target achievement – PSHE Met challenging target

Met expected target

Target met Underachieved.

PSHE 67% 22% 89% 11%


We target set against the PSHE strand of PSHE on B Squared, although there are 3 strands covered – Self-help, Citizenship and PSHE, these are onerous and the self-help strand does not apply to NC level one and above. We recognise that PSHE can be a challenging area for our students as it focuses on skills related to personal, social, health and emotional needs. With 89% of pupils achieving their expected or challenging targets this makes PSHE the strongest subject for this academic year highlighting the programs and opportunities that we provide for our pupils is having a positive impact on their education, social, health and emotional needs. Overall we are strongly encouraged by our progress in PSHE as it shows that we have achieved and exceeded the 75% DfE recommendation of pupils attaining 0.5 levels of progress, highlighting that pupils are making outstanding progress at RNIB Three Spires Academy.

Table 4: Target achievement – Overall

Met challenging target

Met expected target

Target met Underachieved.

Progress Overall

42% 38% 80% 20%

General Analysis of whole school data

If we look across all areas of curriculum our data is very encouraging when judged by DfE progression guidance and in light of significant shock to the school of the fire in October 2015. Nationally Ofsted and the DFE speak of good progress as being no more than 25% of students in a school to not meet their expected targets (under achieve) and at least 25% of students meet their challenging targets, leaving the other 50% within the middle band. RNIB Three Spires Academy data is certainly well within this and one can say that overall academic progress therefore is good within the school. English (in particular reading) will be a priority area for improvement with the highest number of pupils not achieving targets. This will become a focus the school development plan in 2016-2017. Moving forward, the school will continue to raise the challenge and continue to adopt the new National Curriculum which was introduced in September 2015. The school will respond proactively to the recommendations of the Rochford Review which is examining assessment for pupils who are working below the standard of SATs.


Chapter 2: Progress within key stages Table 5: English – Key stage comparison

Met Challenging target

Met Expected Target

Met target Underachieved

KS1 KS2 KS1 KS2 KS1 KS2 KS1 KS2Reading 56% 30% 24% 45% 80% 75% 20% 25%

Writing 48% 34% 24% 45% 72% 79% 28% 21%

Speaking

40% 21% 40% 55% 80% 76% 20% 24%

Listening 36% 22.6% 40% 55% 76% 77% 24% 23%

Englishoverall

45% 27% 32% 50% 77% 77% 23% 23%

Results for pupils meeting their English targets for Key Stage 1 and 2 are equal showing that there are no significant differences in outcomes which is very positive. Both Key Stages have exceeded the DfE recommendation of pupils attaining 0.5 levels of progress, highlighting that pupils are making good progress at RNIB Three Spires Academy. Key Stage 1 achievement in Reading and Speaking are the strongest strands with Listening and Writing as the weaker strands. Key Stage 2 achievement in Writing and Listening are the strongest strands with Reading and Speaking as the weaker strands. This does show a difference in achievement across the Key Stages which we will continue to monitor and intervene where necessary. Reading at Key Stage 2 will be a focus moving forward.


Table 6: Maths– Key stage comparison


Met Expected Target

Met target Under achieved

KS1 KS2 KS1 KS2 KS1 KS2 KS1 KS2Number 68% 36% 32% 41% 100% 77% 0% 23%

Measurement

64% 49% 24% 26% 88% 76% 12% 25%

Maths Overall

66% 42% 28% 34% 94% 77% 6% 24%

Results for pupils meeting their Mathematics targets for Key Stage 1 and 2 are very positive with both exceeding the DfE recommendation of pupils attaining 0.5 levels of progress, highlighting that pupils are making good to outstanding progress at RNIB Three Spires Academy. Overall progress in Key Stage 1 Mathematics is outstanding with 94% of pupils achieving their targets. Results in both strands are lower at Key Stage 2 compared to Key Stage 1 and it is necessary to monitor their progress moving forward.

Table 7: PSHE – Key stage comparison


Met Expected Target

Target met Under achieved

KS1 KS2 KS1 KS2 KS1 KS2 KS1 KS2PSHE 52% 74% 36% 15% 88% 89% 12% 11%

Comparing results across the Key Stages for PSHE, there is a 1% difference which we consider to be a negligible variance requiring no intervention at this time. Both Key Stages have exceeded the 75% DfE recommendation of pupils attaining 0.5 levels of progress, highlighting that pupils are making outstanding progress at RNIB Three Spires Academy


Analysis Key Stage Comparative Data.

The main finding when looking and comparing data within the Key Stages is that in all areas students surpassed the DfE expectations of 75% meeting or exceeding their expected targets. Overall, PSHE was the strongest subject across both Key Stages with English (reading) the weakest. English (reading) will therefore be a focus of intervention in the next academic year. There was an underachievement of KS2 by an average of 5%. This could be explained by the higher number of pupils in KS2 than KS1 (53/25) and pupils individual needs.


Chapter 3: Specific group progress When looking in depth at specific cohorts of young people and compare to other groups the following levels of progress can be seen.

Reception Class (Emerald) Progress Against Early Years Foundation Stage

All ten pupils in Emerald Class follow the EYFS curriculum. Pupils’ progress is assessed against Development Matter (from EYFS). All pupils were baselined in September or when they joined the class and tracked throughout the year. A final assessment was completed in June 2016. Achievement is made against the following scoring:

0-20% of a level ‘entering’20-80% of a level ‘within’80%+ of a level ‘secure’

There as 6 areas of learning and a best fit judgement is made for the overall level of achievement.

Performance Against EYFS

Development Band Baseline June 2016Within 0-11 monthsWithin 8-20 months 32% 3%Within 16-26 months 58% 23%Within 22-36 months 10% 60%Within 30-50 months 14%Within 40-60 months

All pupils have made progress and met their expected or challenging targets.


Table 8: Gender - Target achievement


Met Expected Target

Met Target Under-achieved

Boys Girls Boys Girls Boys Girls Boys GirlsReading 45% 20% 38% 40% 83% 60% 17% 40%

Writing 33% 30% 45% 45% 78% 75% 22% 25%

Speaking 29% 20% 47% 60% 76% 80% 24% 20%

Listening 34% 5% 40% 80% 74% 85% 26% 15%

English Overall

35% 19% 42% 56% 77% 75% 23% 25%

Number 55% 20% 35% 50% 90% 70% 10% 30%

Measurement

50% 50% 29% 30% 79% 80% 21% 20%

Maths Overall

53% 35% 32% 40% 85% 75% 15% 25%

PSHE 71% 55% 19% 30% 90% 85% 10% 15%

When we look generally at the differences between the boys and girls we can see that the girls have underachieved overall in comparison to the boys. Overall, both cohorts have achieved the DfE expectations of 75% meeting or exceeding their expected targets. However, we do need to be careful and note that the number of girls included in this analysis is considerably less than half of the number of boys and this will have an impact the validity of the data analysis (58 boys/20 girls). That said, moving forward the school should monitor the performance of the girls closely to ensure that achievement gaps are narrowed. Areas of focus would be reading and number for girls and listening for boys.


Table 9: Target Achievement comparison between Complex (48) and Moderate Learning Difficulties (30).


Met Expected Target

Met Target Under achieved

MLD CLN MLD CLN MLD CLN MLD CLNReading 17% 52% 73% 17% 90% 69% 10% 31%

Writing 23% 48% 60% 25% 83% 73% 17% 27%

Speaking 30% 25% 63% 42% 93% 67% 7% 33%

Listening 20% 31% 63% 42% 83% 73% 17% 27%

English overall

23% 39% 65% 31% 88% 70% 12% 30%

Number 43% 48% 43% 35% 86% 83% 14% 17%

Measurement

50% 56% 33% 21% 83% 77% 17% 23%

Maths Overall

47% 52% 38% 28% 85% 80% 15% 20%

PSHE 64% 69% 33% 14% 97% 83% 3% 17%

When we look generally at the differences between students with MLD and Complex Needs we can see that those with Complex Needs have underachieved in English. However, we do need to note that those with Complex Needs often present with ‘spiky profiles’ and the concepts needed to progress in English can often require the higher level skills of interpreting and understanding knowledge, relating the subject to the real world. That said, moving forward the school should monitor the performance of students with Complex Needs closely to ensure that achievement gaps are narrowed. In Mathematics and PSHE both cohorts have exceeded the DfE expectations of 75% meeting or exceeding their expected targets showing that pupils are making outstanding progress in these subjects at RNIB Three Spires Academy.


Table 10: Target Achievement Hearing Impaired, Visually Impaired, and Pupils with Epilepsy (Hearing Impaired (HI) - 2 Students, Epileptic (EP) - 4 Students, Visually Impaired (VI)– 1 pupil)


Met Expected Target Underachieved

HI EP VI HI EP VI HI EP VIReading 0% 50% 0% 50% 0% 0% 50% 50% 100%

Writing 100% 0% 0% 0% 25% 0% 0% 75% 100%

Speaking 0% 50% 0% 50% 0% 0% 50% 50% 100%

Listening 0% 25% 0% 100% 25% 0% 0% 50% 100%

English overall

25% 31% 0% 50% 13% 0% 25% 56% 100%

Number 0% 25% 0% 50% 25% 0% 50% 50% 100%

Measurement

50% 50% 0% 50% 25% 0% 0% 25% 100%

Maths Overall

50% 75% 0% 100% 50% 0% 50% 75% 100%

PSHE 100% 75% 0% 50% 20% 0% 0% 25% 100%

The data indicates that the additional disability of HI is not negatively impacting on pupil progress. Pupils with EP and VI though are consistently underperforming compared to their peers without EP or VI. This does need to be treated with caution given the low numbers involved. The pupil with VI also has EP. Contributing factors will be related to school attendance (poor due to EP), deficits in processing speeds and working memory. This subgroup should be closely monitored and interventions implemented when appropriate.


Table 11: Looked After pupil progress: 1 pupil in cohortMet Challenging

Met Expected Under Achieved

Reading 100%Writing 100%Speaking 100%Listening 100%English overall 0% 75% 25%Number 100%Measurement 100%Maths Overall 0% 100% 0%PSHE x

The pupil is achieving well and comparably to the whole school results. There are no concerns here, though reading will be highlighted as part of the whole school focus.


Table 12: Pupil Premium (PP) 25 pupils (Looked after children embedded within these numbers) compared with the rest of the school (53 pupils)


Met Expected Target

Met Target Under achieved

School PP School PP School PP School PPReading 45% 24% 34% 48% 79% 72% 21% 28%

Writing 42% 32% 32% 52% 74% 84% 26% 16%

Speaking 28% 24% 49% 52% 77% 76% 23% 24%

Listening 26% 28% 51% 48% 77% 76% 23% 24%

English overall

35% 27% 42% 50% 77% 77% 23% 23%

Number 47% 44% 42% 32% 89% 76% 11% 24%

Measurement

54% 52% 23% 32% 77% 84% 23% 16%

Maths Overall

51% 48% 32% 32% 83% 80% 17% 20%

PSHE 64% 72% 25% 16% 89% 88% 11% 12%

Our data did not highlight any concerns with regards to trends of underachievement for these pupils as there is no or negligible variance to overall subject achievement (1-3%). Analysing individual subject strands compare positively apart from reading which will be targeted as part of the whole school focus.


Chapter 4: Progress against key targets from last year

The key targets raise and progress made:

Italics demark last year’s actions, with notes regarding progress made underneath

To implement a recording system to collect data in ‘real time’.

Discussions were held over an appropriate and useful ‘real time’ recording system that teachers would find both practical and useful. Due to the slow online speed of the assessment program ‘Bsquared’, class tablets would not be practical. ‘B squared folders’ were deemed to be the most effective system. The folders have been implemented in 50% of the classrooms and will be phased in for the whole school. The folders allow access to immediate recording and enabling the teaching assistants to be aware of targets and be an effective and active part of the process

To set appropriate work and challenging targets using assessment of ongoing work.

Pupil attainment progress, lesson observations and book monitoring were used to assess the appropriateness of work and challenging targets set. All of these have resulted in pupil achievement, but additional work is still required and is a central element of the school’s development plan.

To purchase appropriate computer equipment to support students at the prewriting and reading level.

The school subscribed to Education City Software but its use had declined. Staff have been reissued with logins and a webinar training session will take place in October 2016. Purple Mash and 2 simple will roll out in September. Three classrooms that were damaged in the school fire will have new interactive screens in their rooms from September 2016 and two further classrooms will have upgraded smart screens. However, ICT development remains a priority.


Improve the performance of girls in Writing and Number by 5%.

Due to the change in the National Curriculum and expectations, we cannot directly compare the results from this year to last year. This year, girls achieved 70% in reading and 75% in writing which means that they did not achieve the 75% target in reading but successfully met the target in writing. This does need to be treated with caution given the low numbers of girls involved. Moving forward, improvement in girls writing should continue to be an area of development.

Improve the performance of students with Complex Needs in Writing by 5%

Due to the change in the National Curriculum and expectations, we cannot directly compare the results from this year to last year. Overall, pupils with complex needs achieved 73% of their expected and challenging targets compared to the whole school achievement level of 77%. This is a gap of 4%. We need to continue to monitor the achievement level of pupils with complex needs in writing.

Improve the performance of students with Epilepsy in Speaking by 5%

Due to the change in the National Curriculum and expectations, we cannot directly compare the results from this year to last year. 50% of the pupils achieved their challenging targets and 50% did not meet their target. Where we have a small school population (4) each pupil makes a large statistical impact on the group’s results. The impact of this on cohort analysis is that the weighting of an individual’s progress vastly effects the overall sample. When analysing the data for the cohort groups we are aware that pupils with epilepsy cohort is too low to provide an effective comparison.


Chapter 5: Attendance

Table 13: Attendance and absence statistics

2010-2011

2011-2012

2012-2013

2013-2014

2014-2015

2015-2016

Attendance 92.35% 90.33% 89.56% 90.54% 92.15% 90.26%Authorised Absence

7.5% 9.54% 9.23% 8.56% 6.59% 7.5%

Unauthorised Absence

0.15% 0.13% 1.12% 0.42% 1.05% 2.24%

The target for school attendance is 92.5%. The national average for all primary schools of 93.4%. Our attendance data is subject to significant impact from pupils who are off school for medical reasons. We have two with serious conditions which has resulted in numerous absences. We also had a pupil who has not attended school and is home educated, though still on the school roll. Unauthorised absences have risen as the school does not approve holiday requests taken in term time which are not covered by the exceptional leave policy.

Attendance for Disadvantaged Pupils (ie Free School Meals) is above the school average at 92.6%.



Conclusion/Action planning

Overall we are pleased that a significant amount of our pupils have made expected or better progress in all core aspects of learning. Overall, we are encouraged by our results in the combined whole school progress in English, Maths and PSHE. It shows that we have achieved and exceeded the 75% DfE recommendation of students attaining 0.5 levels of progress, highlighting that students are making good to outstanding progress at RNIB Three Spires Academy.

The 2015 Ofsted report graded achievement of pupils as ‘good’ stating that:“Pupils make good progress in English and Mathematics”.

We continue to strive to improve and address any gaps in achievements to ensure that the education and progress that pupils at RNIB Three Spires is outstanding.

The key targets:

Extend the use of a recording system to collect data in ‘real time’ across 75% of the school to ensure that assessment of work takes place in a timely way and that pupils move on to new learning more quickly.

To improve the performance in English to 80% minimum in all areas with particular focus as follows:

- KS1: Writing and Listening. - KS2: Reading

Improve performance in all English strands for all learners with complex needs.

To improve KS2 attainment in Maths to 85%.

To review issues in reading for girls to identify where additional input is required and to identify strategies to ensure no differences between groups.

Improve school attendance to 92.5%.


Respond proactively to the outcomes of the Rochford Review when it is issued.

The above will be underpinned by the continued introduction of the new school curriculum which is inline with the latest guidelines, providing a step change of challenge. Please refer to the School Development Plan for further information on this.


Documents

Word corporate colour template - Three Spiresthreespires.rnib.org.uk/.../2016/11/Pupil-Progress-Report … · Web viewPupil Progress Report Covering the Academic Year 2015-2016