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“10/10 for Willoughby.”

Assesment and Results 2016

 

Introduction

  • Pupils have their progress measured against key and higher targets.
  • The key and higher targets vary for different groups and therefore how progress is measured varies (see table below).
  • Individual P-level or NC level targets in English, Maths and Science plus PIVATS targets in PSD are set using a combination of Progression Guidance, CASPA and professional judgement (of the class teacher and a member of SLT). This triangulation is used to ensure each pupil is set challenging, individualised targets.
  • Key targets are set based on Progression Guidance median quartile or CASPA expected levels of progress. Higher targets are set based on Progression Guidance upper quartile or CASPA higher levels of progress (expected plus 30%).
  • In addition to P level targets pupils with PMLD are set individualised targets based on Routes for Learning (RfL) or the Willoughby Progress Curriculum (WPC). This enables their specific progress to be measured accurately.
  • Pupils in EYFS have their progress measured in the 7 areas of the EYFS using B squared.
  • All pupils in KS 4 and 5 also have their progress measured against accreditation targets using OCR Life and Living Skills.
  • A small number of SLD pupils in KS5 have their progress measured against individualised targets based on the Willoughby Progress Curriculum as this meets their specific needs more effectively.

 

Group

            How progress is measured

EYFS

  • In the 7 areas of the EYFS using B squared.
  • Also using individual targets from Routes for Learning for PMLD pupils.

 

KS1-4 SLD

  • Using individual P-level or NC level targets in English, Maths and Science. In each subject progress is measured in the subject overall as well as in each aspect of the subject (eg. Speaking, Number).
  • Using individual PIVATS targets in PSD.

 

KS 1-4 PMLD

 

  • Using individual P-level targets in English, Maths, Science and PSD.
  • Using individual targets from Willoughby Progress Curriculum (WPC) or Routes for Learning (RfL).
  • KS4- Using accreditation targets (OCR Life and Living Skills).

 

KS5 SLD

  • Using individual P-level or NC level targets in English and Maths. In each subject progress is measured in the subject overall as well as in each aspect of the subject (eg. Speaking, Number).
  • Using individual PIVATS targets in PSD.
  • For 3 less able students with SLD individual targets from Willoughby Progress Curriculum (WPC) are used instead of P levels/PSD PIVATS.
  • Using accreditation targets (OCR Life and Living Skills).

 

KS5 PMLD

  • Using individual P-level targets in English, Maths and PSD.
  • Using individual targets from Willoughby Progress Curriculum (WPC).
  • Using accreditation targets (OCR Life and Living Skills).

 

 

Summary of report

Overall progress

  • Overall 68% of pupils achieved an Outstanding level of progress, 28% achieved a Good level of progress and 4% (3 pupils) didn’t achieve a Good level of progress. This includes progress against P/NC level targets for the majority of pupils plus progress against EY targets (7 pupils) and KS5 WPC targets (3 students).

 

 Progress of key groups

  • KS 1 to 5 P/NC level targets- 72% achieved an Outstanding level of progress, 22% achieved a Good level of progress and 5% didn’t achieve a Good level of progress.
  • EYFS- 3 pupils (43%) achieved an Outstanding level of progress and 4 pupils (57%) achieved a Good level of progress. There were no pupils who didn’t achieve a Good level of progress overall or in any area.
  • KS 4/5 Accredited courses- ____ % of accredited OCR units were achieved at the target level or above.
  • KS5 WPC (3 students)- 33% achieved an Outstanding level of progress, 67% achieved a Good level of progress.
  • PMLD individualised targets- PMLD pupils worked on these targets in addition to P level targets. 46% of pupils achieved Outstanding progress, 54% achieved Good progress, no pupils didn’t achieve Good progress on these targets.

 Summary of progress against P/NC level targets / in EYFS

  • Pupils achieved very well in all 4 key subjects (English, Maths, Science, PSD) with between 98% and 100% of pupils achieving their Key or Higher targets in each individual subject.
  • Pupils achieved well in all aspects of the 4 key subjects with between 89% and 100% of pupils achieving their Key or Higher targets in each individual aspect.
  • The slightly weaker aspects were English- Listening and PSD- Independence, with 4 pupils and 2 pupils respectively not achieving their targets in these areas. 
  • Progress in Key Stages 1, 4 and 5 was Outstanding with between 83% and 89% of pupils achieving Outstanding progress.
  • Progress in KS3 is weaker than other key stages with 25% (2 pupils) not achieving a Good level of progress and only 25% achieving an Outstanding level of progress.
  • There is a smaller proportion in KS2 achieving Outstanding progress (59%) compared to Key Stages 1, 4 and 5 (between 83% and 89%).
  • Progress in Yellow Class was weaker than other classes with 29% (2 pupils) not achieving a Good level of progress and only 29% achieving an Outstanding level of progress.
  • Fewer pupils in Orange Class made Outstanding progress than in other classes. This was because the majority had been set key targets rather than higher targets due to their complex needs (including medical needs). All pupils in Orange Class achieved a Good or Outstanding level of progress.
  • Red Class achieved particularly highly with all pupils achieving an Outstanding level of progress.
  • The performance of Pupil Premium pupils and other pupils was very similar. A slightly higher proportion of Pupil Premium pupils achieved an Outstanding level of progress. 1 Pupil Premium pupil didn’t achieve a good level of progress. This compared to 2 non-pupil premium pupils.
  • There appears to be some difference in the performance of boys and girls, with a smaller proportion of girls achieving outstanding progress and a larger proportion of girls not achieving a good level of progress (8%- 2 pupils). Due to small numbers (particularly in relation to those who didn’t achieve a good level of progress) it is difficult to draw definite conclusions however the performance of girls is an area to focus on.
  • The performance of pupils with SLD is slightly better than those with PMLD.
  • There are no concerns with the performance of pupils from Ethnic Minority Groups who perform broadly the same as pupils not from Ethnic Minority Groups.
  • A smaller proportion of pupils with English as an Additional Language achieved Outstanding progress compared to other pupils so this should be looked at, however all EAL pupils did achieve Good or Outstanding progress.
  • In EYFS all pupils achieved well in the 3 prime areas- PSD, PD and C&L.
  • A smaller proportion of pupils achieved Outstanding progress in EAD compared to other areas.
  • Pupils achieved particularly highly in Literacy.

 

Overall progress of all pupils

This includes progress against P/NC level targets for the majority of pupils (58 pupils) and progress against EY targets (7 pupils) and KS5 WPC targets (3 students).

 

Number of pupils

Proportion

Outstanding level of progress

Achieved all Key targets and at least 50% of Higher targets, or achieved Higher level of progress on EYFS/KS5 WPC targets

46

68%

Good level of progress

Achieved Key targets in all subjects and at least 70% of aspects of subjects, or achieved Good level of progress on EYFS/KS5 WPC targets

19

28%

Not Good level of progress

Didn’t achieve Key target in one or more subjects, or didn’t achieve Good level of progress on EYFS/KS5 WPC targets

3

4%

 

* This excludes the 3 pupils who have significant medical needs which significantly affected their progress over the year- see case studies for these pupils

 

Summary of pupil progress against P/NC level targets

Proportion of pupils achieving key and higher targets KS 1-5

 

 

Number of pupils

Percentage (excluding medical needs)

HH

Achieved all Higher targets (in all subjects and aspects) 

28

48%

H

Achieved all Key targets and at least 50% of Higher targets

14

24%

TT

Achieved all Key targets (in all subjects and aspects) 

7

12%

T

Achieved Key targets in all subjects and at least 70% of aspects of subjects

6

10%

N

Didn’t achieve Key target in one subject, achieved Key targets in other subjects

4  (inc. 1 pupil with medical needs)

5%

NN

Didn’t achieve Key target in two or more subjects

2  (inc. 2 pupils with medical needs)

0%

Total

 

61 (58 excluding medical needs)

 

 

  • 72% achieved an Outstanding level of progress (Achieved all Key targets and at least 50% of Higher targets).
  • 22% achieved a Good level of progress (Achieved Key targets in all subjects and at least 70% of aspects of subjects).
  • 5% didn’t achieve a Good level of progress (didn’t achieve Key target in at least one subject).

 

Summary of progress for pupils without P/NC level targets (EYFS and KS5 WPC)

 

EYFS

Number of pupils

EYFS

%

KS5 WPC

Number of students

KS5 WPC

%

Outstanding level of progress

3

 

43%

1

33%

Good level of progress

4

 

57%

2

67%

Not Good level of progress

 

0

 

0

0

0

 

  • 43% of EYFS pupils achieved Outstanding progress, 57% achieved Good progress.
  • 33% of KS5 WPC students achieved Outstanding progress (1 student), 67% achieved Good progress (2 students).

 

Summary of progress on additional PMLD individualised targets (RfL or WPC)

All pupils included in this table had P level targets that their progress was measured against (see ‘Summary of pupil progress on P/NC level targets’ above). They had additional PMLD individualised targets (based on RfL or WPC) to enable more specific progress which was relevant to their individual needs to be measured.

 

 

 

Number of pupils

 

%

Outstanding level of progress

12

46%

Good level of progress

14

54%

Not Good level of progress 

0

0%

 

  • 46% of pupils working on additional PMLD individualised targets achieved Outstanding progress on these targets, 54% achieved Good progress. No pupils didn’t achieve Good progress on these targets.

 

Details of progress against P/NC level targets

* This data excludes the 3 pupils with significant medical needs which significantly affected their progress- see case studies for these pupils

 

Proportion of pupils achieving key and higher targets in each subject/aspect (%)

 

English

Maths

 

Overall

Speaking

Listening

Reading

Writing

Overall

U&A

Number

SSM

Higher

74

83

83

80

83

78

94

89

85

Key

24

11

6

20

11

22

3

9

12

Not Ach

2

6

11

0

6

0

3

3

3

 

 

Science

PSD

 

Overall

Sc Enq

Life

Materials

Physical

Overall

Int

Ind

Att

Higher

67

86

100

86

86

66

84

82

82

Key

30

14

0

14

14

33

16

13

16

Not Ach

2

0

0

0

0

2

0

5

3

 

Analysis

Subjects overall:

  • Pupils achieved well in all 4 subjects, with between 98% and 100% of pupils achieving their Key or Higher targets in each subject.
  • In looking at the proportion of pupils not achieving their Key or Higher targets there wasn’t a lot of variation across subjects- Maths had the smallest proportion (0%) and English, Science and PSD each had the same proportion (2%). In all subjects it was a very small number of pupils who didn’t achieve their targets- no pupils in Maths and 1 pupil in each of English, Science and PSD.
  • English and Maths had larger proportions of pupils achieving higher targets than Science and PSD. This is likely to be because these are the 2 subjects which are considered the priority for pupils.

 

Aspects of subjects:  

  • English- 11% of pupils didn’t achieve their Listening targets (4 pupils).
  • Maths- All aspects were fairly equal although SSM had fewer pupils achieving higher targets.
  • Science- All aspects were fairly equal. Only a small number of pupils (7) study the different aspects of Science as the majority of pupils work at the P levels where Science isn’t broken down into aspects.
  • PSD- 5% of pupils didn’t achieve their Independence targets (2 pupils).

 

Progress of different groups

Key Stages

 

1

2

3

4

5

Outstanding level of progress

Achieved all Key targets and at least 50% of Higher targets, or achieved Higher level of progress on KS5 WPC targets

89

59

 

 

25

89

83

Good level of progress

Achieved Key targets in all subjects and at least 70% of aspects of subjects, or achieved Good level of progress on KS5 WPC targets

11

35

 

50

11

17

Not Good level of progress

Didn’t achieve Key target in one or more subjects, or didn’t achieve Good level of progress on KS5 WPC targets

0

6

 

25

0

0

 

Proportion of pupils achieving key and higher targets in each subject by Key Stage

Key Stage

Number of pupils

English

Maths

 

 

Higher

Key

Not Achieved

Higher

Key

Not Achieved

1

9

 

89

11

0

89

11

0

2

17

 

65

29

6  (1 pupil)

59

41

0

3

9

 

50

50

0

75

25

0

4

9

 

89

11

0

89

11

0

5

18

 

75

25

0

81

13

6

 

Key Stage

Number of pupils

Science

PSD

 

 

Higher

Key

Not Achieved

Higher

Key

Not Achieved

1

9

 

78

22

0

89

11

0

2

17

 

59

41

0

59

41

0

3

9

63

25

13  (1 pupil)

25

63

13  (1 pupil)

 

4

9

 

78

22

0

67

33

0

5

18

 

-

-

-

79

21

0

 

Analysis

  • Progress in KS3 is weaker with 25% (2 pupils) not achieving a Good level of progress and only 25% achieving an Outstanding level of progress.
  • There is a smaller proportion in KS2 achieving Outstanding progress (59%) compared to Key Stages 1, 4 and 5 (between 83% and 89%).
  • English may be weaker at KS2 and Science and PSD weaker at KS3 as 1 pupil didn’t achieve their key targets in each of these subjects. However as it is only 1 pupil in each subject it is difficult to draw a definite conclusion.

 

Class Groups

 

Purple

Orange

Gold

Yellow

Turquoise

Red

Academy 1

Academy 2

Outstanding level of progress

Achieved all Key targets and at least 50% of Higher targets, or achieved Higher level of progress on EYFS/KS5 WPC targets

67

38

88

29

50

100

89

78

Good level of progress

Achieved Key targets in all subjects and at least 70% of aspects of subjects, or achieved Good level of progress on EYFS/KS5 WPC targets

33

63

13

43

38

0

11

22

Not Good level of progress

Didn’t achieve Key target in one or more subjects, or didn’t achieve Good level of progress on EYFS/KS5 WPC targets

0

0

0

29

 

(2 pupils)

13

 

(1

pupil)

0

0

0

 

Analysis

  • Progress in Yellow Class was weaker than other classes with 29% (2 pupils) not achieving a Good level of progress and only 29% achieving an Outstanding level of progress.
  • Fewer pupils in Orange Class made Outstanding progress than in other classes. This was because the majority had been set key targets rather than higher targets due to their complex needs (including medical needs). All pupils in Orange Class achieved a Good or Outstanding level of progress.
  • Red Class achieved particularly highly with all pupils achieving an Outstanding level of progress.

 

 Pupil Premium

 

PP

Not PP

Outstanding level of progress

Achieved all Key targets and at least 50% of Higher targets, or achieved Higher level of progress on EYFS/KS5 WPC targets

68%

67%

Good level of progress

Achieved Key targets in all subjects and at least 70% of aspects of subjects, or achieved Good level of progress on EYFS/KS5 WPC targets

26%

29%

Not Good level of progress

Didn’t achieve Key target in one or more subjects, or didn’t achieve Good level of progress on EYFS/KS5 WPC targets

5%

(1 pupil)

4%

(2 pupils)

 

Analysis

  • The performance of Pupil Premium pupils and other pupils was very similar. A slightly higher proportion of Pupil Premium pupils achieved an Outstanding level of progress. 1 Pupil Premium pupil didn’t achieve a good level of progress. This compared to 2 non-pupil premium pupils.

 

Gender

 

Boys

Girls

Outstanding level of progress

Achieved all Key targets and at least 50% of Higher targets, or achieved Higher level of progress on EYFS/KS5 WPC targets

75%

54%

Good level of progress

Achieved Key targets in all subjects and at least 70% of aspects of subjects, or achieved Good level of progress on EYFS/KS5 WPC targets

23%

38%

Not Good level of progress

Didn’t achieve Key target in one or more subjects, or didn’t achieve Good level of progress on EYFS/KS5 WPC targets

2%

(1 pupil)

8%

(2 pupils)

 

Degree of Learning Difficulty

 

SLD

PMLD

Outstanding level of progress

Achieved all Key targets and at least 50% of Higher targets, or achieved Higher level of progress on EYFS/KS5 WPC targets

74%

60%

Good level of progress

Achieved Key targets in all subjects and at least 70% of aspects of subjects, or achieved Good level of progress on EYFS/KS5 WPC targets

24%

33%

Not Good level of progress

Didn’t achieve Key target in one or more subjects, or didn’t achieve Good level of progress on EYFS/KS5 WPC targets

3% (1 pupil)

7% (2 pupils)

 

Ethnic Minority Groups

 

EMG

Not EMG

Outstanding level of progress

Achieved all Key targets and at least 50% of Higher targets, or achieved Higher level of progress on EYFS/KS5 WPC targets

67%

68%

Good level of progress

Achieved Key targets in all subjects and at least 70% of aspects of subjects, or achieved Good level of progress on EYFS/KS5 WPC targets

33%

27%

Not Good level of progress

Didn’t achieve Key target in one or more subjects, or didn’t achieve Good level of progress on EYFS/KS5 WPC targets

0

5%

 

English as an Additional Language

 

EAL

Not EAL

Outstanding level of progress

Achieved all Key targets and at least 50% of Higher targets, or achieved Higher level of progress on EYFS/KS5 WPC targets

50% (3 pupils)

69%

Good level of progress

Achieved Key targets in all subjects and at least 70% of aspects of subjects, or achieved Good level of progress on EYFS/KS5 WPC targets

50% (3 pupils)

26%

Not Good level of progress

Didn’t achieve Key target in one or more subjects, or didn’t achieve Good level of progress on EYFS/KS5 WPC targets

0

5%

 

Analysis

  • There appears to be some difference in the performance of boys and girls, with a smaller proportion of girls achieving outstanding progress and a larger proportion of girls not achieving a good level of progress.
  • Due to small numbers (particularly in relation to those who didn’t achieve a good level of progress) it is difficult to draw definite conclusions however the performance of girls is an area to focus on.
  • The performance of pupils with SLD is slightly better than those with PMLD.
  • There are no concerns with the performance of pupils from Ethnic Minority Groups who perform broadly the same as pupils not from Ethnic Minority Groups.
  • A smaller proportion of pupils with English as an Additional Language achieved Outstanding progress compared to other pupils so this should be looked at, however all EAL pupils did achieve Good or Outstanding progress.

 

Progress in EYFS

Proportion of pupils achieving Outstanding/Good/Not Good progress in each area of EYFS

 

Overall

PSD

PD

C&L

Lit

Maths

UW

EAD

Outstanding level of progress

Higher level of progress on EYFS targets

43%

57%

43%

57%

86%

57%

43%

29%

Good level of progress

Good level of progress on EYFS targets

 

57%

43%

57%

43%

14%

43%

57%

71%

Not Good level of progress

Didn’t achieve Good level of progress on EYFS targets

0%

0%

0%

0%

0%

0%

0%

0%

 

 Analysis

  • There were 7 pupils in EYFS in 2015-16.
  • 3 pupils (43%) achieved an Outstanding level of progress and 4 pupils (57%) achieved a Good level of progress. There were no pupils who didn’t achieve a Good level of progress overall or in any area.
  • All pupils achieved well in the 3 prime areas- PSD, PD and C&L.
  • A smaller proportion of pupils achieved Outstanding progress in EAD compared to other areas.
  • Pupils achieved particularly highly in Literacy.

 

Achievement in Accredited courses

  • All students in KS 4 and 5 undertake accredited courses through OCR Life and Living Skills.
  • Students are set target levels to achieve in their accredited units. These are based on their P/NC level targets for the year to ensure they are challenging.
  • 100% of units were achieved at the target level or above. 

 

Assesment and results 2012 - 2015

All Willoughby pupils have a statement of Special Educational Need primarily for severe, profound and complex learning difficulties. The attainment of pupils at Willoughby is below the national average, due to the nature of the pupils learning difficulties.

Throughout Key Stages 1 – 5, 79% of pupils are in the Upper quartile in Progression Guidance (compared to 25% in national data sets), 97% of pupils are in the Median or Upper quartiles (compared to 50% in national data sets), 95% of pupils achieved their school targets (derived from Progression Guidance and CASPA) in all 4 subject areas. These outcomes are Outstanding.

Percentage of pupils in the upper, median and lower quartiles in Progression Guidance

 

 

Upper

 

 

Median

 

Lower

 

Below Lower

 

2014-15

 

 

79

 

18

 

3

 

0

 

2013-14

 

 

58

 

39

 

0

 

3

 

2012-13

 

 

47

 

16

 

24

 

13

 

2011-12

 

 

57

 

24

 

19

 

0

Percentage of School targets achieved (based on CASPA), for all pupils in Key Stages 1 to 5

 

 

SLD

 

 

PMLD

 

2014 - 15

 

 

99%

 

95%

 

2013 - 14

 

 

99%

 

96%

 

2012 - 13

 

 

96%

 

96%

 

2011 - 12

 

 

100%

 

93%

The table below shoes the results for pupils at the end of Key Stage 2, Key Stage 3, Key Stage 4 and Key Stage 5 in Maths, English and Science.  The outcomes are given as percentages achieving their Progression Guidance targets.

End of Key Stage 2/3/4 2014-15- Progression Guidance Quartiles

 

 

English

 

Maths

Science

All 3 subjects

 

KS2

2 pupils

 

U - 50%

M - 50%

L - 0%

U - 50%

M - 50%

L - 0%

U - 50%

M - 0%

L - 50%

U - 50%

M - 33%

L - 17%

 

KS3

6 pupils

 

U - 83%

M - 17%

L - 0%

U - 100%

M - 0%

L - 0%

U - 67%

M - 33%

L - 0%

U - 83%

M - 17%

L - 0%

 

KS4

3 pupils

 

U - 100%

M - 0%

L - 0%

U - 100%

M - 0%

L - 0%

U - 67%

M - 33%

L - 0%

U - 89%

M - 11%

L - 0%

Key: U = Upper Quartile, M =  Median Quartile, L = Lower Quartile

End of Key Stage 5 2014-15

  • 4 pupils at end of Key Stage 5 in 2014-15.
  • 100% pass rate at Entry Level 1, 2 and 3 in OCR Life and Living Skills. With units accredited in the following areas: Communication, Numeracy, ICT and Art and Craft.         
  • 100% pass rate for ABC Awards Horticulture.
  • 100% pass rate in school-based Literacy, Numeracy and PSD targets.

There is no significant variation in the outcomes of groups of pupils in the school, including those who could be disadvantaged, boys/girls, looked after children, children who receive Pupil Premium funding, children from EMG or with EAL, children with high behavioural needs.

The Goverment school performance tables website can be accessed here, as we are a special school there is a slight lack of information due to the high needs of pupils.