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Pupil Progress and Attainment

Overview

At Chellow Heights, our pupils are working below the age expectations for pupils in mainstream schools. As a result our attainment on the DFE website (see links below) means very little to most of our families. However, we want our children reach the highest possible standards they are able to when measured from their personal starting points when they come to us. (See the table below for our pupil attainment information)

We take a holistic view of the child and are aware of the many different 'barriers to learning' which may impact on their learning and progress. We work hard to ensure suitable interventions are provided so that pupils can achieve their best. We are also aware that for many of our pupils, their progress and successes are not 'measurable' in terms of academic subjects over short term periods. We still value these and share these successes regularly with parents and carers through meetings, home school books and reviews.

Teachers track the progress and attainment of each child. We track pupil progress in each National Curriculum subject area, with a particular interest in the core skills of reading, writing and mathematics. We have to report to the DFE pupil progress in English, maths + science and, if appropriate, pupil progress in phonics.

The vast majority of our pupils are functioning developmentally still within  Early Years(EY) levels and so, from September 2014, we began to use the Early Years curriculum and a continuous provision approach to support us in teaching and learning.  As a school, we also monitor progress in the EY core skills of of communication, physical development and personal, social and emotional development as well as the additional areas of Literacy, Maths, Expressive Art and Design and Understanding the World..  

The vast majority of our pupils have their progress assessed against P Scales. These are statutory attainment scales for pupils who are working below those expected of pupils progressing though the National Curriculum. A few of our pupils are beginning to work in some subjects within the National Curriculum years. However, they are still not making the expected age appropriate progress because of their cognition and learning difficulties. Some also have significant barriers to learning such as autism, blindness or multi sensory impairment.(MSI)

Assessment

We have an annual assessment cycle with assessment weeks each term, to check that everyone is making good progress against their personal targets from their starting points. Pupils have a baseline assessment completed 3 weeks after starting in the school.

Once we have collected the information about pupil progress or their baselines in the autumn term, we target set for pupils for the year (see below). We also set Key Stage 2 Targets for pupils at the end of Y6.

We also complete an in depth analysis of progress and attainment across the school. This information is shared with the headteacher through teacher professional conversations and pupil progress meetings. This information is used by school leaders to ensure appropriate challenge and support is being delivered, to target individual and group interventions to ensure barriers for learning are being appropriately tackled and to help when deciding School Development priorities to ensure pupils make expected or better progress.

Support and challenge through waved interventions may be class  team led or from one of our specialist intervention teams in

  • communication and interaction,
  • sensory music and play team support,
  • Home and hospital support
  • Personal Care and Interventions
  • or Haven Team Support for Social, Emotional, Mental Health issues and the resulting inappropriate behaviours.

(see also our Waved Interventions section)

Early Years Progress

Pupils are assessed for progress in Early Years through the Developmental Journal Steps as agreed with the Local Authority.We use these to assess pupil progress up until the end of Year 1. In the summer term of Year 1 teachers report progress both on the DJ Steps and on the P scales.

For more information about the Early Support Developmental Journal Steps please click here.

Target Setting

We set challenging progress targets for individual pupils based on their starting points and their percentile ranking of cognitive ability.

We have worked with the District Achivement Partnership of Bradford Special Schools (The DAP) to moderate standards and ensure that targets set are rigorous but appropriate. 

Annual targets are set for all pupils jointly by class teachers and the assessment co-ordinator when they meet with the headteacher in the autumn term. Targets may be adjusted up or down based on the discussions and the need for appropriate challenge and for pupils in Y3 and above with regard to their expected end of Key Stage Target which is set at the end of Y2.

During the year, we invite parents and carers to meet with teachers in 'Structured Conversation' meetings to discuss their child’s attainment, Individual Learning Plans (ILPs) attendance, learning attitudes, individual behaviour plans and care plans as well as targets. 

These meetings provide a valuable opportunity for you to discuss how you can support your child’s attainment and progress as well as any other concerns or questions you may have and we encourage all parents to attend.

 

Performance Data

To download our information for 2018-2019 click here

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