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 6 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. 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

 

In 2015-16 progress was consistently good and mostly outstanding. As a result of this data we looked very closely at children in Y2, although this was a very small cohort.

 

 

 

 

 Reading Writing Speaking Listening Number Using & Applying SSM Science ICT PE PSHE
Nursery- 6 pupils 100 100 83 100 83 100 83 100 100 66 83
Reception- 23 pupils 91 74 96 87 83 96 83 91 100 91 100
Year 1- 22 pupils 82 86 91 91 95 91 95 86 82 86 91
Year 2- 3 children 100 100 100 100 100 33 66 100 100 66 100
All children 83 54 69 75 79 79 83 77 75 73 83

 

Any underperformance is challenged by school leaders. As can be seen 2 pupils in year 2 did not make expected progress in number and PSHE- these individual cases were reviewed and full explanations were given.

Data is further analysed into cohorts, for example progress of girls, boys, those receiving Pupil Premium, children with Autism, children with low attendance, by age, and depending on amount time in school.  This analysis is a checking procedure to ensure that any minority groups are having equal opportunities; this data usually bucks National trends because of the nature of the children’s learning difficulties.

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.

Targets for 2018-19 are:

  Writing Number Practical maths/ SSM
Number of children predicted to make 3 or more split levels of progress, equating to 0.6 levels over one year 35/52=

67%

 40/52=

77%

 37/52=

71%

 

*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 will use both P levels and our new BM levels to assess; by running the schemes side by side we hope to be able to set a new measure of expected progress. We are hopeful that our new scheme will enable us to assess children’s skills more accurately and netter track their progress.