Pupil Progress Data

What Is Expected Progress?

Children at Broadmeadow have learning difficulties and so do not reach age related expectations. Their starting points are very low and specialist teaching strategies are used to develop pupils’ skills. Children at Broadmeadow are typically 4 to 6 years old, this means that we are unable to collect data from the end of a Key Stage in most cases.

Children are assessed using P Scales* which we have split into 5 sub levels; this helps us to track small steps of progress precisely. Using the formulas within Progression Guidance** we have calculated that expected progress for the majority of children at Broadmeadow is 3 split levels each year (or 0.6 as a decimal measure).

When 50% of the school population makes expected progress (or better) we consider that good progress has been made; when 75% or more of the school population makes expected progress or better we consider that this is outstanding.

We are very proud that children at Broadmeadow consistently make outstanding progress.

 

Data for 2014-2015 when aggregated into Year Groups shows:

Reading Writing Speaking Listening Number U&A
Nursery – 5 pupils

% making expected or better progress

80 100 100 100 100 100
Reception – 25 pupils 88 88 80 96 92 76
Year 1 – 16 pupils 75 94 94 81 81 69
Year 2 – 3 pupils 66 66 66 66 33 66
SSM Science ICT PE PSHE
Nursery – 5 pupils

% making expected or better progress

100 100 100 100  100
Reception – 25 pupils 88 84 84 92  80
Year 1 – 16 pupils 69 81 81 62 69
Year 2 – 3 pupils 33 66 66 66  33

Any underperformance is challenged by school leaders. As can be seen 2 pupils in year 2 did not make expected progress in number and PSHE- these individual cases were reviewed and full explanations were given.

 

In 2013- 14 we can see that:

Reading Writing Speaking Listening Number U&A
Nursery – 6 pupils

% making expected or better progress

100 83 100 100 100 100
Reception – 22 pupils 91 86 91 91 91 95
Year 1 – 20 pupils 95 75 80 70 70 95
Year 2 – 4 pupils 100 100 100 100 75 75
SSM Science ICT PE PSHE
Nursery – 6 pupils

% making expected or better progress

100 100 100 100 83
Reception – 22 pupils 77 91 91 86 91
Year 1 – 20 pupils 95 80 90 70 95
Year 2 – 4 pupils 50 100 50 75 100

Again in 2014-14 we had two pupils in Year 2 not quite making expected progress in ICT and Shape, Space and Measure. School improvement work was completed as a result of this.

 

In 2012-13 data shows:

  Reading Writing Speaking Listening Number U&A
Nursery – 13 pupils

% making expected or better progress

85 62 77 100 92 100
Reception – 25 pupils 88 80 88 92 72 96
Year 1 – 10 pupils 80 70 100 90 100 100
Year 2 – 1 pupil 100 0 100 100 100 100
  SSM Science ICT PE PSHE  
Nursery – 13 pupils

% making expected or better progress

92 92 92 100 92
Reception – 25 pupils 92 84 88 84 96
Year 1 – 10 pupils 80 100 80 90 100
Year 2 – 1 pupil 100 100 100 100 100

Data is further analysed into cohorts, for example progress of girls, boys, those receiving Pupil Premium, children with Autism, children with low attendance, by age, and depending on amount time in school.  This analysis is a checking procedure to ensure that any minority groups are having equal opportunities; this data usually bucks National trends because of the nature of the children’s learning difficulties.

Target Setting

In the Autumn term we set challenging targets for pupils in areas identified for school improvement. At the midpoint in the year we check progress against the targets so that additional interventions can be planned to ensure that children have the right amount of support and opportunities to achieve them.

*P Scales are a National set of criteria that describe the skills of children working within pre-National Curriculum levels. They consist of 8 levels (with P1, P2 and P3 further divided into 2 sub levels).

**Progression Guidance consists of a set of grids which give an idea of where children should progress to between Key Stages given their starting points and age.