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Pupil Progress and Achievement 2016 - 2017

Assessment of Learning


At the end of each term a judgement is made by class teachers as to whether each pupil has met or is still working towards a termly learning focus in each of the seven areas of learning.  This information is then analysed at different levels - pupil, class, department and whole-school - and in different contexts, pupil groups and in the seven areas of learning.


The robustness of this assessment of learning process lies in its underpinning methodology :


  • termly triangulation of evidence - pupil achievement, lesson observations, learning walks, learning scrutinies, external reviews, other sources of evidence
  • termly moderation of teacher judgements
  • termly pupil outcomes report
  • internal and external scrutiny and validation of termly pupil outcomes report
  • performance reviews linked to pupil outcomes


Pupil Achievement and Progress 2016 - 2017


During 2016-2017 there has been an improving term on term trend of pupils meeting or exceeding termly targets that have been set for them by their class teachers.  Approximately 80 % of termly learning targets have been met or exceeded by pupils at the end of the Summer Term (average 78% during the 2016 - 2017 school year), while for those pupils in receipt of the Pupil Premium Grant, approximately 82% of pupils have met or exceeded termly learning targets. 


There are a number of actions  identified in the 2017 - 2018 School Improvement Plan (SIP) we will be taking in 2017 - 2018 to further improve learning outcomes for pupils


SIP Action 1 : Revised Curriculum, Learning, Teaching and Assessment policy implemented

SIP Action 2 : Curriculum for each department reviewed - reflecting department curriculum emphases – First School : Foundations of Learning; Middle School – Learning for Independence; Senior School – Preparation for Adulthood

             SIP Action 3 : Revised teaching and learning procedures are implemented

             SIP Action 4 : Literacy, Mathematics, Personal, Social and Emotional Development curricula revised

SIP Action 5 : Teachers and Therapists jointly agree communication, physical development and sensory targets for pupils  

SIP Action 6 : Appropriate supportive communication strategies and resources are implemented

SIP Action 7 : Departments Leaders ensure department learning environments contribute to positive learning experiences for pupils

SIP Action 12 : Assessment criteria for Learning for Independence and Preparation for Adulthood are incorporated into the school’s Twelve Stage Assessment Scale

SIP Action 13 : The Twelve Stage Assessment Scale is inclusive of the abilities and potential achievement of all learners, including the most able

             SIP Action 14 : Classroom Monitor adopted as tool to capture pupils’ learning and progress

             SIP Action 15 : Termly pupil progress meetings introduced from Autumn Term 2017


            October 2017