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Description
Description
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Description
Address:
The Loyne Specialist School
Sefton Drive
Lancaster
LA1 2QD
Tel :
Fax :
Email :
01524 645 43
01524 845 118
info@loyne.lancs.sch.uk

Assessment, Attainment, Progress and End of Key Stage

Assessment of new pupils

All new pupils are baselined after a 6 week bespoke induction and assessment window. A Personalised Learning Plan (PLP) is created which incorporates all pertinent information and priority targets. Pupils enter school with differing experiences some pupils have not attended any pre-school settings. A range of school professionals and healthcare professionals work with the pupil to develop a personalized approach. All progress made through our holistic curriculum is shard on a pupils assessment profile (PAP).
Significant changes in the profile of intake

Data shows that our intake has become more complex over the past 3 years. Evaluation of our assessment system demonstrated a need for a more holistic approach to ensure we accurately assessed and monitored our complex pupils.

Our assessment portfolio is being adapted to include assessments which inform and track very small steps progress across a wider more holistic model such as Quest for Learning and The Engagement Profile
Attainment and progress of pupils

More than 25% of Cohort 1 pupils (P1-P4) are achieving in the upper quartile for all aspects of English & Maths with the exception of writing (pupil achievement project).

All our pupils for2015-16 cohort start school at well below age related expectations and finished as emerging on the Foundation Stage Profile. On entry to school they were baselined using Development Matters and tracked termly.

Reception cohort - 3pupils with an SLD profile and 2 pupils with PMLD profile.

All our SLD pupils made progress in all aspects of all areas of learning (except writing, this is because there are no attainment targets in the lower developmental age bands for writing and the early writing skills that our pupils were assessed as needing came under physical development).

School have worked with the Development Matters Special School Project to assess pupils on sub levels of DM. Our profound and complex learners demonstrated limited progress using this tool. We have introduced the Engagement Profile and Quest for Learning to track attainment in a more meaningful way and to set challenging targets.

Pupils within SS1 make outstanding progress in relation to their initial baseline assessment. This is particularly evident in PSED and Communication. In PSED (managing feelings and behaviour) all pupils entered their end of foundation stage year at 16-26 months and below and by the end of year 40% of pupils were working at 22-36 months and 20% of pupils working in 30-50months. Pupils also made outstanding progress in their self-confidence and awareness with 40% of pupils progressing to working within 30-50months from a starting point of 8-20 months. Communication for our SLD pupils is also a strong point in relation to Listening and Attention and Understanding and all SLD pupils made progress of at least 3 sub levels. Following base line assessment pupils are also able to access a range of interventions to support their development and needs . These include Rebound Therapy, Horse Riding, Physiotherapy sessions, Hydrotherapy, swimming, Listen and Move and Sherbourne.
Pupil progress in reading in the Early Years

3/5pupils made 3 sub levels progress in reading and 1 pupil made 3 sub levels(development matters). Strategies to teach reading are based around the individual needs of the pupils and endeavour to be meaningful and enable a child to infer meaning from print, while developing skills in attention, auditory and visual discrimination. For our pupils, this may mean using objects or reference, symbols and photographs to develop comprehension skills.Pupils will have targets identified through the Annual Review Progress to support progress in reading and these are carefully evaluated. Where pupils are learning grapheme-phoneme correspondences and can read ‘words’ this is captured on the school’s phonics checklist and high frequency word reading record . Progress will also be reflected in pupils’ learning journals.
Ends-of-Key-Stages

Pupils’ progress in communication
- Pupil Achievement Project data shows that more than 25% of pupils in cohorts 1& 3 are achieving in the upper quartile for comprehension and expression .Fewer pupils in cohort 2 are achieving in the upper quartile and this is similar to previous years. There are too few pupil numbers ( <3) in other cohorts to make realistic judgements about progress in communication.
- End of Key Stage data in English (2014-2016), which incorporates Expression and Comprehension shows that all pupils (with the exception of 1) have made progress.
- 95% (20/21) of pupils have made progress acrossKS1-2 (1 pupil has a degenerative condition which has seen a regression in skills). 13/21 ( 62%) of pupils at the end of Key Stage 2 made expected or exceptional progress in English.

- By the end of KS3, all pupils have made progress. 59% of pupils in English made expected or exceptional progress.

- By the end of KS4 89% of pupils made expected or exceptional progress

- Communication targets (which include specific communication modes) are set and evaluated termly. Various assessment tools are used throughout the school depending on a pupil’s individual needs and may include Welcomm, Talkboost and Derbyshire Language Scheme. This allows us to accurately implement interventions which impacts upon progress.
Progress made by pupils relative to their starting point

English
KS1-2

- 83% of pupils (5/6) made expected or exceptional progress.
- 1 pupil who did not make expected progress did make 7 PIVATS Indicators progress

KS2-3

- 66% (2/3) made expected or exceptional progress.
- 1 pupil who did not make expected progress did make 3 PIVATS Indicators progress.

KS3-4

- All pupils by the end of KS4 have made progress.
- 83% (5/6) of pupils who commenced Key Stage 3 working within P Scales have made expected of exceptional progress.
- Of these, 33% (2/6) made exceptional progress.

By the end of KS4, 63% of all pupils had made expected or exceptional progress.
Maths
KS1-2

- 83% of pupils (5/6) made expected or exceptional progress.
- 50% (3/6) of these pupils made exceptional progress.
- 1 pupil who did not make expected progress did make 4 PIVATS Indicators progress.

KS2-3

- 100% (3/3) of pupils in Maths made expected or exceptional progress.

KS3-4

- All pupils by the end of KS4 have made progress.
- Where pupils were working within the P Scales 75% (3/4) made exceptional progress and 100% of pupils made expected or exceptional progress.
- By the end of KS4, 50% of all pupils had made expected or exceptional progress
Post 16

Students achieve accreditation appropriate to their individual ability.
Subject & Entry Level

EL1 Lit
EL2 Lit
EL1 Num
EL1 ICT
EL2 and 3 ICT
EL3 ICT
EL1 PSD
EL2 PSD
EL3 PSD
L1 First Aid
L1 Food Hygiene
ASDAN Bronze
ASDAN Silver
ASDAN Towards Independence
Number of Pupils

1
1
2
2

5
8
2
2
7
12
13
11
 2
Pupil destinations at 19

The destination of leavers very much depends upon individual need and aspiration.
2014
2015
2016
Independent Specialist Provider
10%
32%
10%
Supported Employment
45%
0%
40%
Local College
55%
32%
45%
Social Care
0%
35%
0%
Paid Employment
0%
0%
5%
The above table demonstrate that whilst Local College provision can meet the needs of a large majority of our pupils at Post 19, other options are explored and provide meaningful destinations for a very diverse group of young adults.
The school’s progress in narrowing attainment gaps

English

There does not appear to be any distinct pattern between the performance of pupils in English who are eligible for Pupil Premium and those who do not. PP pupils achieve better in speaking than those who are not and approximately 25% of pupils (PP & non PP) achieve in the upper quartile for both reading and writing. There are more boys are achieving in the upper quartile than girls.

Maths

There are fewer PP pupils achieving in the upper quartile across all aspects of Maths. Pupil performance is analysed individually to identify any additional barriers to learning that may be impacting on learning. For example, 2 of our pupils who access PP are working between P1 and P3 and have a severe hearing loss. More regular support is now in place from the specialist teacher for the deaf who has provided training to all staff on strategies to support pupils who having a hearing impairment. Specific guidance is made available to the class team and this is referenced on the pupil’s PLPs. The school’s SaLT has also supported staff on the use of visuals to support pupil’s understanding including the use of now and next.

Girls tend to perform better in Using & Applying& Number

Boys and Girls tend to perform equally well in SSM.

Regular tracking of all pupil progress in the areas of cognition and learning will ensure we are vigilant in identifying were pupils are not making the expected progress.
Pupils’ progress in the last three years

2014– 2016 End of Key Stage Analysis (progression guidance)
English

- 95% (20/21) of pupils have made progress across KS1-2 (1 pupil has a degenerative condition which has seen a regression in skills).
- 13/21 (62%) of pupils at the end of Key Stage 2 made expected or exceptional progress in English and Maths.
-  By the end of KS3, all pupils have made progress. 59% of pupils in English made expected or exceptional progress.
-  Across KS4 89% of pupils made expected or exceptional progress.
Maths

- 95% (20/21) of pupils have made progress across KS1-2 (1 pupil has a degenerative condition which has seen a regression in skills).
- 62% (13/21) made expected or exceptional progress throughout KS2.
- 100% (17/17) of pupils have made excepted or exceptional progress by the end of KS3. Throughout KS4, all pupils (18) made progress.
- 55% (10/18) of pupils made expected or exceptional progress.
Overall

- Pupils perform equally well in English & Maths by the end of KS2.
- By the end of KS3, pupils are performing better in Maths, however this pattern then reverses throughout KS4, where pupils are performing better in English.
Concluding statement

All of our pupils make excellent progress in cognition and learning. Some pupils with regressive illness maintain their skills for the maximum amount of time possible and this is celebrated by parents and health professionals. Every opportunity to maximize progress is sought and were possible pupils access inclusion to broaden their experience and to access accreditation routes. Where there is a difference in attainment across year groups by gender, PP, CLA this can be explained by individual case studies which provide evidence of our thorough analysis.
Assessment | Attainment | Progress | End of Key Stage
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