Pupil Progress Data

What is Expected Progress?

Children at Broadmeadow have learning difficulties and so do not reach age-related expectations. Their starting points are very low and specialist teaching strategies are used to develop pupils’ skills. Children at Broadmeadow are typically 4 to 7 years old, this means that we are unable to collect data from the end of a Key Stage in most cases.

Children are assessed using P Scales* which we have split into 5 sub-levels; this helps us to track small steps of progress precisely. Using the formulas within Progression Guidance** we have calculated that expected progress for the majority of children at Broadmeadow is 3 split levels each year (or 0.6 as a decimal measure)

When 50% of the school population makes expected progress (or better) we consider that good progress has been made, when 75% or more of the school population makes expected progress or better we consider that this is outstanding.

We are very proud that children at Broadmeadow consistently make outstanding progress. 18-19 is the final year of using P scales for assessment and the school’s results can be seen below. A cohort of 2 cannot be considered as a reliable result as it is such a small group. Other results are excellent with PE showing just good attainment.

 

 

 

 

 Reading Writing Speaking Listening Number Using & Applying SSM Science ICT PE PSHE
Nursery- 2 pupils 50 50 50 50 100 50 100 0 100 100 50
Reception- 18 pupils 83 89 94 89 94 94 100 83 89 72 83
Year 1- 10 pupils 70 100 90 90 80 80 90 90 80 60 80
Year 2- 23 pupils 96 71 87 78 91 96 83 87 83 71 87
All children 85 83 89 83 91 91 91 83 85 70 85

In 17-18 attainment for children in year groups were consistently outstanding. With progress in writing for our Y1 children recognised as good. Writing is a priority area in our school improvement plan.

 

 

 

 

 Reading Writing Speaking Listening Number Using & Applying SSM Science ICT PE PSHE
Reception- 6 pupils 100 100 100 100 100 100 100 100 100 100 100
Year 1- 22 pupils 86 64 86 82 100 91 82 86 91 82 91
Year 2- 21 children 81 81 91 81 81 81 86 81 91 91 86
All children 86 73 90 84 92 88 86 86 92 88 90

In 2016- 17 that all of our year group progress percentages show at least good but mostly outstanding progress

 

 

 

 

 Reading Writing Speaking Listening Number Using & Applying SSM Science ICT PE PSHE
Reception- 24 pupils 83 88 96 88 96 96 92 88 83 75 88
Year 1- 20 pupils 70 85 80 75 75 55 85 55 55 75 65
Year 2- 6 children 100 83 83 66 100 66 83 83 100 83 83
All children 80 86 88 80 88 76 88 74 74 76 78

Target Setting

In the Autumn term, we set challenging targets for pupils in areas identified for school improvement. At the mid-point of the year, we check progress against the targets so that additional interventions can be planned to ensure that children have the right amount of support and opportunities to achieve them. Nationally these are no longer required, however, in 2019 they will be very individual using the school’s own newly written assessment to keep pupil progress at the forefront.

Subject / Levels progress predicted from starting point Band 1

0-4 steps

 Band 2

5-9 steps

 Band 3

10-14 steps

 Band 4

15-19 steps

 Band 5

20-24 steps

 No target- not at the level
Reading 28/ 56

50%

 

 18/56

32%

 4/56

7%

 1/56

2%

 5/56

9%
Speaking 46/56

82%

 

 

 

 5/56

9%

 1/56

2%

 4/56

7%
Relationships 20/26

36%

 

 

 

 27/56

48%

 6/56

11%

 1/56

2%

 2/56

3%

*P Scales are a National set of criteria that describe the skills of children working within pre-National Curriculum levels. They consist of 8 levels (with P1, P2 and P3 further divided into 2 sub-levels).

**Progression Guidance consists of a set of grids that give an idea of where children should progress to between Key Stages given their starting points and age.

Rochford Review

As a result of the Rochford Review, national reform of SEN assessment, it is proposed that P levels are abandoned and children at the earliest levels are measured in terms of their engagement with activities. At Broadmeadow, we have seen this as an opportunity to reconfigure our assessment scheme and align it to the latest research into how our children learn.

During 2018-19 we are reporting on P levels however the staff at Broadmeadow have been working hard to create our own subject-level assessment which will be used to report pupil progress from 2019.