Pupil Progress Data
BROADMEADOW SPECIAL SCHOOL
HOW DO WE MEASURE 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. Broadmeadow is a changing school, since September 2021 we have been changing from a nursery and infant setting into a primary school- our age range will gradually increase to 11 as children grow. In 2022-2023 our cohort was R-Y4. Currently, we do not have data to compare between Key Stages but in future we will.
Rochford Review
As a result of the Rochford Review 2016, a national reform of SEN assessment, it was recommended that schools stopped using P levels (a nationally agreed set of assessment descriptions starting at the earlies levels) and that children at the earliest levels are measured in terms of their engagement with activities. Children engaged in subject learning, ie starting to count, or recognise words, should be assessed using Pre-Key stage 1 descriptions.
At Broadmeadow we have embraced these changes and work on ensuring that all of our children are engaged n meaningful activities, when they are beginning to show subject learning skills they then move onto our own BM levels of assessment. As a school we have used our own experts to create a 100 step assessment scale for all of the areas that we think are important to access and track.
- Speaking. Listening and Understanding; Reading (including Phonics); Writing (including Fine Motor)
- Number; Practical Maths
- PE
- PSED- Independence Skills; Relationships and Well-being
- Exploring and Experimenting- Computing and Science
Each child is assessed in each area on entry and then at the end of the academic year, some children will be working on engagement scales for some subjects but then working within the BM levels for others, eg PE. All of our BM levels are referenced to the Key Pre stage indicators, and work up to end of Key Stage One expectations.
In each subject we have 10 bands A-J, of 10 steps- they are broadly developmental in most areas. Children are given a score for attainment and a band which indicates where the next step of learning sits. With 100 steps for each area, creating percentages and making comparative data year on year will be a simple task.
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 at Broadmeadow we feel they support school improvement and maintain a focus on progress in those priority areas.
For 23-24 we predicted:
| 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 | Band 6 25-29 steps | Band 7 30-34 steps | No target- not at the level |
| PE | 72/75 94% | 10/75 13% | 3/75 4% | |||||
| Writing | 70/75 93% | 6/75 8% | 7/75 7% | |||||
| Practical Maths | 71/75 94% | 10/75 13% | 4/75 6% |
Success at Midpoint meant these targets were adjusted to :
| Subject / Levels progress predicted from starting point | Band 1 1-4 steps | Band 2 5-9 steps | Band 3 10-14 steps | No target- not at the level |
| PE | 71/72 99% | 18/72 25% | 1/72 1% | 1/72 1% |
| Practical Maths | 68/72 94% | 17/72 24% | 5/72 7% | 4/72 6% |
| Writing | 69/72 96% | 13/72 18% | 1/72 1% | 3/72 4% |
Results in July 2023 showed:
| Subject / Levels progress predicted from starting point | Band 1 1-4 steps | Band 2 5-9 steps | Band 3 10-14 steps | Band 4 15-19 steps | Band 5 20-24 steps or higher | Not working at this level | No progress |
| PE | 64/72 89% | 38/72 53% | 19/72 26% | 6/72 8% | 1/72 1% | 0 | 8 8% |
| Practical Maths | 68/72 94% | 35/72 49% | 8/72 11% | 6/72 8% | 1 1% | 3 4% | |
| Writing | 63/72 88% | 29/72 40% | 7/72 10% | 5/72 7% | 2/72 3% | 1 1% | 8 8% |
Analysis
- Targets look very positive, even following mid point review when they were made more difficult we have mostly achieved targets set- the results are fantastic, particularly as we know the judgements are robust from the amount of moderation that has happened.
- Target setting areas were again re-baselined for accuracy. PE appeared to have the most discrepencies which have now been corrected.
- Again results show that those higher achievers over achieved the targets set.
- More children met their targets in Practical maths- but all of the results are higher than predicted.
- We know there were some small pockets of regression when we re-baselined, however this was not so much it had huge impact on the data. The reliability of our data is improved and our judgements are more robust.
- Writing is an area that we continue to work on- pre writing skills are being targeted again in our improvement work for 24-25
PROGRESS
In year progress
| (Table 1) Average progress in BM levels including ALL pupils | Computing | Speaking, Listening, Understanding | Number | PE | Phonics | Practical Maths | PSHE- Independence | PSHE Relationships | Reading | Science | Writing |
| 2021-2022 | 4 | 8 | 8 | 13 | 8 | 10 | 10 | 10 | 6 | 4 | 8 |
| 2022-2023 | 2 | 4 | -2 | 6 | 2 | 6 | 10 | 6 | 5 | 2 | 4 |
| 2023-2024 | 2 | 6 | 6 | 2 | 4 | 5 | 7 | 4 | 6 | 1 | 5 |
| Average progress in BM levels including PP children (Table 2) | |||||||||||
| 2021-2022 (36 pupils) | 4 | 9 | 9 | 15 | 8 | 11 | 11 | 12 | 8 | 3 | 8 |
| 2022-2023 (41 pupils) | 2 | 3 | 0 | 5 | 2 | 2 | 5 | 3 | 4 | 2 | 4 |
| 2023-2024 (42 pupils) | 3 | 6 | 7 | 3 | 5 | 6 | 8 | 4 | 7 | 2 | 6 |
| Numbers of children working at Engagement in this area (5 BM levels or less) (Table 3) | |||||||||||
| 2021-2022 | 0 | 0 | 1 | 0 | 11 | 0 | 1 | 0 | 1 | 22 | 0 |
| 2022-2023 | 19 | 8 | 18 | 2 | 37 | 8 | 0 | 3 | 14 | 40 | 15 |
| 2023-2024 | 15 | 2 | 16 | 3 | 26 | 6 | 0 | 1 | 11 | 38 | 12 |
This table shows the average number of steps achieved within each subject in the school years of 2021-2022, 2022-2023 and 2023-2024 We are also showing progress of pupil premium children and numbers working at Engagement. Due to the static nature of our school cohorts in these years for the first time we are comparing the same children year on year- this means that we can comment on progress more confidently. Points to note:
- Average levels appear to have shown some recovery this year compared to last. This could be as a result of more stability in school in this year; we reduced the size of classes and increased staffing ratios in some- school was more calm, settled and purposeful- this has impacted learning
- Least amount of progress is in PE, science, and computing (table 1). We know that science and computing have higher order content and so make them more difficulty to achieve – it is usual for these areas to show less progress just because of the skillset required to do this learning. PE is added this year which can be explained by the re-baselining- we knew that some assessments were not robust or properly embedded- this is now corrected.
- Speaking, number, independence skills and reading have the highest average levels of progress (table 1), reflecting the focus of the school improvement work that has been undertaken.
- Pupil premium children appear to make slightly more progress in every area this year, with just one average level more across the board. This reflects the significant additional opportunities and support given to this cohort across the year.
- We have a smaller number of children working at Engagement levels in all areas this year (table 3), as we know these are the same children as last year we can say that significant progress for some means that they are now working on more academic subject content. This is fantastic!
Progress since entry
| Average progress levels since entry to school | Computing | Speaking, Listening, Understanding | Number | PE | Phonics | Practical Maths | PSHE- Independence | PSHE Relationships | Reading | Science | Writing |
| Children in school for two years (6 pupils) | 5 | 13 | 15 | 17 | 11 | 21 | 17 | 14 | 12 | 3 | 12 |
| Children in school for three years (21 pupils) | 12 | 20 | 22 | 21 | 10 | 27 | 26 | 20 | 19 | 5 | 19 |
| Children in school for four years (11 pupils) | 11 | 23 | 18 | 36 | 12 | 27 | 39 | 24 | 20 | 5 | 22 |
| Children in school for five years (21 pupils) | 12 | 25 | 20 | 34 | 12 | 31 | 39 | 33 | 25 | 5 | 20 |
| Children in school for six years (14 pupils) | 18 | 28 | 22 | 36 | 22 | 35 | 40 | 34 | 36 | 14 | 29 |
| Overall average since entry- all pupils | 12 | 22 | 19 | 29 | 13 | 28 | 28 | 25 | 22 | 8 | 20 |
| Overall average since entry- Pupil premium children (42 pupils) red denotes levels from 22-23 | 11 | 21 | 20 | 26 | 11 | 28 | 28 | 23 | 19 | 7 | 18 |
| 9 | 17 | 15 | 27 | 8 | 24 | 25 | 20 | 19 | 6 | 17 |
Points to note:
- Children generally appear to make more progress as time goes on, this data is not completely reliable as the children in school for the longest time have no entry data (they joined at a time when the previous system was in place)
- Progress for pupil premium children appears to be in line with whole school since entry. Those children make slightly more progress over time in several areas- but the difference is only one or two BM levels.
- Children who have been in school for 4 years appear to be making less progress over time, however this is a much smaller cohort of only 11 children.
- Most significant progress (above 20 levels on average for all children over time appears to be in Speaking, listening and understanding, PE, Practical Maths, and PSHE. These are our main focus for the curriculum, so it is fantastic that the curriculum continues to have the impact in the areas that are our focus.
Conclusions and recommendations
- Children in receipt of pupil premium are making similar progress to all children over time.
- Data is showing consistently good progress in many aspects. Over time appears to show that children make more progress the longer they are in school
- We are seeing more progress in whole school priority areas, targets are almost met and exceeded at higher levels
- In school work to improve teaching is having a definite positive impact- smaller class groups, higher staffing rations, use of therapies
- We will continue to re-baseline curriculum areas to keep a check on the accuracy of our judgements and children retention skills.
- A clearer focus on moderation and introduction of pupil progress meetings is having the impact we wanted and so will continue
- New software purchased will enable subject leaders to be more analytical of data in their subject and help them to easily pinpoint aeras of difficulty and any sticking points
