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 earliest 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.

COVID

The first year of using our new BM levels was 2019, however as National Assessment was cancelled due to the closure of schools and lockdown, we were unable to take an end of year attainment score in Summer 2020. For this reason, 2020-21 is our first full academic year of using the new assessment; we have had closures, and nationally assessment is again cancelled- however we have remained open throughout to most children and we know our children have made significant progress; it is important to capture this.

Some disruption continued into 2021-22 and DfE have directed schools NOT to use any data produced within this time as a comparison. For us, each child is individual/ we have continued to assess and collect information to support the measurement of progress for each child.

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 22-23 we predicted:

Subject / Levels progress predicted from starting point Band 1

0-4 steps

Band 2

5-9 steps

Band 3

10-14 steps

No target- not at the level
Computing 70/75

93%

5/75

7%

Number 53/75

71%

20/75

26%

2/75

3%

Phonics 38/75

51%

27/75

36%

4/75

5%

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

Band 4

15-19 steps

Band 5

20-24 steps

Band 6

25-29

steps

Band 7

30-34

steps

Band 8

35-39

steps

No target- not at the level
Computing 73/75

97%

19/75

25%

1/75

1%

2/75

2%

Number 73/75

97%

29/75

39%

5/75

7%

3/75

4%

2/75

2%

1/75

1%

2/75

2%

Phonics 64/75

85%

38/75

43%

8/75

11%

3/75

4%

1/75

1%

11/75

14%

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
Computing

Result at July 23

64/74​

86%​

15/74​

20%​

5/74​

7%​

1/74​

1%​

1/74​

1%​

14/74​

19%​

10/74​

14%​

Number

Result at July 23

34/74​

46%​

13/74​

18%​

7/74​

9%​

4/74​

5%​

3/74​

4%​

13/74​

18%​

40/74​

54%​

Phonics

Result at July 23

23/74​

31%​

15/74​

20%​

10/74​

14%​

5/74​

7%​

4/74​

5%​

32/74​

43%​

19/74​

26%​

 

Analysis

  • Whole school targets were not met for the first time in many years this year, numbers of children achieving their targets was low.
  • This year we have had a fresh look at assessment and stripped back some of our previous judgements. Some BM level schedules have been re-visited.
  • Target setting areas were re-baselined, this was because we were seeing that they had previously been over estimated, or most likely, since Covid children had lost skills.
  • Number is the area where we have noticed the most regression in terms of BM levels, and this is an area where learning is easily misunderstood- many children will learn by rote or visually; this is not always actual learning as the knowledge cannot be applied.
  • Interestingly, this table shows that those higher achievers continued to do so- where low targets were set we had less success. This shows that we are now more consistently understanding and recognising Engagement Scales and those children not ready to work at BM levels.

PROGRESS

In year progress

Average progress in BM levels including ALL pupils Computing Speaking, Listening, Understanding Number PE Phonics

 

Practical Maths PSED- Independence PSED Relationships Reading Science Writing
2020-2021 5 7 8 10 10 10 13 9 10 3 8
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
Average progress in BM  levels including PP children 
2020-2021

(26 pupils)

5 7 8 10 10 10 12 8 10 0 7
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
Numbers of children working at Engagement in this area (5 BM levels or less) 
2020-2021 1 0 2 0 8 0 0 0 3 16 1
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

This table shows the average number of steps achieved within each subject in the school years of 2020-2021, 2021-2022 and 2022-2023. We are also showing progress of pupil premium children and numbers working at Engagement. Points to note:

  • Average levels are considerably lower than in previous years, except in Independence skills
  • Least amount of progress is in number, science, phonics and computing. We know that science, computing and phonics are more tricky areas for learning- it is usual for these areas to show less progress just because of the skillset required to do this learning. Number is added in this year for reasons outlined above,
  • Pupil premium children appear to make less progress in quite a few areas this year. Observation evidence would contradict this finding which does not take into account individual needs.

We appear to have many more children working at Engagement levels this year- staff are developing confidence in challenging previous assessment judgements and this is a reflection of this.

Progress since entry

Average progress levels since entry to school Computing Speaking, Listening, Understanding Number PE Phonics

 

Practical Maths PSED- Independence PSED Relationships Reading Science Writing
Children in school for one year (6 pupils) 2 4 6 9 4 8 5 7 5 1 7
Children in school for two years (20 pupils) 8 12 13 19 5 23 6 13 11 4 13
Children in school for three years (12 pupils) 8 19 12 38 7 23 37 23 24 4 17
Children in school for 4 years (23 pupils) 10 22 18 35 11 26 35 30 23 7 17
Children in school for 5 years (14 pupils) 15 26 19 35 16 31 32 33 33 12 25
Overall average since entry- all pupils 9 17 14 27 9 22 23 21 19 6 16
Overall average since entry- Pupil premium children (41 pupils) 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.
  • Most significant progress for all children over time appears to be in Speaking, listening and understanding, PE and PSED. These are our main focus for the curriculum, so it is fantastic that the curriculum is having the impact as we would like it.

Conclusions and recommendations

  • Children in receipt of pupil premium are making similar progress to all children over time.
  • Data 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 area
  • 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 will support this further.
  • Classes need to re-baseline and then set targets for children in PE, writing and practical maths for 23-24
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%