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 was 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 in 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 which 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, a 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 latest research into how our children learn.
During 2018-19 we are reporting on P levels however staff at Broadmeadow have been working hard to create our own subject level assessment which will be used to report pupil progress from 2019.