Assessment, Attainment and Progress

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 and 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 shared on a Pupil Assessment Profile (PAP).

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 monitor our complex pupils.

Our assessment portfolio is being adapted to include assessments which inform and track very small steps in progress across a wider, more holistic model such as Quest for Learning and The Engagement Profile. For further information please read Assessment at the Loyne Specialist School.

 

Statutory End of Key Stage Assessment
EYFS

(6 pupils)

All pupils entering Foundation Stage are working within the ‘emerging’ band in relation to national expectations. When pupils first join EYFS the class team spend the first half term completing baselining assessments which is then recorded on their individual personalised assessment profiles in order to support tracking of progress from their starting points.

Year 1 Phonics Check

(3 pupils)

All pupils dis-applied as identified as working below phase 2 phonics (letters &sounds).

End of Key Stage 1

(10 pupils)

All pupils were working below the interim standards for End of KS1 assessment across all English, Maths and Science.

End of Key Stage 2

(2 pupils)

English

In Reading, pupils were assessed as:

  • Working at the pre-key stage – foundations for the expected standard (1 pupil)
  • Below the standard of the interim pre-key stage standards (1 pupil)

Writing

  • Working at the pre-key stage – foundations for the expected standards (1 pupil)
  • Below the standard of the interim pre-key stage standards (1 pupil)

Maths

  • Below the standard of the interim pre-key stage standards (2 pupils)

Science

  • not meeting the expected standard (2 pupils)
End of Key Stage Assessment (NWSAG)
English - EYFS

No comparative data was available to support target setting for 2017-2018. Pupil progress was measured individually through tracking of progress and personal learning outcomes.

English - End of Key Stage 1

6 Pupils

Speaking & Expressive Communication

  • 6 pupils made better than expected progress (100%)
  • 2 pupils made exceptional progress (33%)

Listening & Receptive Language

  • 6 pupils made better than expected progress (100%)
  • 5 pupils made exceptional progress (84%)

Reading

  • 6 pupils made better than expected progress (100%)
  • 5 pupils made exceptional progress (84%)

Writing

  • 5 pupils made better than expected progress (84%)
  • 5 pupils made exceptional progress (84%)
English - End of Key Stage 2

2 Pupils

Speaking & Expressive Communication

  • All pupils made exceptional progress (100%)

 Listening & Receptive Language

  • All pupils made exceptional progress (100%)

 Reading

  • All pupils made better than expected progress (100%)

Writing

  • All pupils made better than expected progress (100%)
English - End of Key Stage 3
6 Pupils

Spoken Language (1)

  • 1 pupil made better than expected progress

 Speaking & Expressive Communication (5)

  • 3 pupils made better than expected progress (60%)
  • 2 pupils made exceptional progress (40%).

 Listening & Receptive Language (5)

  • 2 pupils made better than expected progress (40%),

 Reading

  • 4 pupils made better than expected progress (67%),
  • 1 pupil made exceptional progress (17%).

 Writing

  • All pupils (6) made better than expected progress (100%)
  • 4 pupils made exceptional progress (67%)

 

English - End of Key Stage 4

Speaking & Expressive Communication (3 pupils)

  • 3 pupils (100%) made better than expected progress
  • 1 pupil made exceptional progress (33%)

 Listening & Receptive Language (3 pupils)

  • 2 pupils (67%) made better than expected progress
  • 1 pupil made exceptional progress (33%)

 Spoken Language

  • 1 pupil (100%) made better than expected progress

 Reading (4 pupils)

  • 2 pupils (50%) made better than expected progress,
  • 1 pupil made exceptional progress (25%)

Writing (7 pupils)

  • All pupils (7, 100%) made better than expected progress,
  • 3 pupils made exceptional progress (75%)
English - Analysis

By the end of KS1 and 2 most pupils are meeting and exceeding expectations in all strands of English. Pupils appear to achieve equally well in Expressive Language and Writing across all of the key stages. The weakest area is Receptive Language in KS3 and Reading in KS4.

Maths - EYFS

No comparative data was available to support target setting for 2017-2018. Pupil progress was measured individually through tracking of progress and personal learning outcomes.

Maths - End of Key Stage 1

6 Pupils

Number

  • 6 pupils (100%) made better than expected progress,
  • 3 pupils (50%) made exceptional progress

Geometry

  • 6 pupils (100%) made better than expected progress
  • 5 pupils (83%) made exceptional progress

Measurement

  • 6 pupils (100%) made better than expected progress,
  • 4 pupils (67%) made exceptional progress
Maths - End of Key Stage 2

2 Pupils

Number

  • All pupils made better than expected progress (100%)

 Geometry

  • All pupils made better than expected progress (100%)

 Measurement

  • 1 pupil (50%) made better than expected progress
Maths - End of Key Stage 3

6 Pupils

Number

  • 5 pupils (83%) made better than expected progress
  • 1 pupil (17%) made exceptional progress

 Geometry

  • 6 pupils (100%) made better than expected progress
  • 5 pupils (83%) made exceptional progress

Measurement

  • 5 pupils (83%) made better than expected progress
  • 3 pupils (50%) made exceptional progress
Maths - End of Key Stage 4

Geometry

  • 3 pupils (75%) made better than expected progress
  • 2 pupils (50%) made exceptional progress

Number

  • 2 pupils (50%) made better than expected progress

Measurement

  • 3 pupils (75%) made better than expected progress
  • 2 pupils (50%) made exceptional progress
Maths - Analysis

Pupils are performing best in Key Stage 1, where they are meeting expectations in all strands of Maths. Across key stages 1, 2 and 3, Number and Geometry are strongest with more pupils meeting expectations.

Intervention

Individual pupil assessments on B Squared are completed twice a year.  Class teachers meet with assessment leads and discuss progress towards targets at least once a term.  Where a pupil is not on track to make expected progress it is considered if and which intervention should be used.  These may include being focussed teaching within class or accessing a more bespoke intervention.  Pupil participation in interventions are recorded and evaluated on the school’s provision map.  It may be that the assessment tool used is not appropriate to capture small steps progress in which case an alternative and more purposeful tool will be used e.g. Quest for Learning.  All assessment information relating to a pupil is recorded on their Personalised Assessment profiles and in their Key Information File.

Assessment information relating to groups of pupils

Pupils with EAL/CLA or who access pupil premium funding are not compared against pupils who are not, as it is not meaningful or relevant to do so. Rather pupil progress is tracked individually for these pupils and interventions identified as appropriate.

Accreditation
End of Key Stage 4 (4 pupils)

All pupils completed ASDAN transition challenge.

Further Education
Accreditation gained across FE 2017-2018

fe awards 17-18

Leavers’ Destinations

At the end of post-16 provision

 

2018

– 6 students left to attend local mainstream college provision.
– 4 students left to attend independent specialist provision.
– 3 students left with access to supported employment

2017

– 5 students left to attend local mainstream college provision
– 5 students left to attend independent specialist provision
– 2 students left with access to supported employment

2016

– 3 students will leave attend Independent Specialist Provision
– 1 student will leave to access supported employment
– 8 students will leave to attend local mainstream college provision
– 3 students will leave to attend mainstream college provision further afield

Contact Us

Please direct all enquiries to the school office team, the telephone will be answered by Karen, Tanya or Alison who will ensure the correct member of our school team responds to you. For any further information you can contact us using the details below or fill in the form on the right and we will get back to you.

Phone: 01524 645 43

Email: info@loyne.lancs.sch.uk