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Haywood Grove School

Proud to be Special. Proud to be Different

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Haywood Grove School

Proud to be Special. Proud to be Different

Assessment and Progress

Assessment using PATHS7

 

 

The school has devised an in-house assessment and tracking system that uses point scores to measure the impact that teaching has on learning. (PATHS7)

 

In relation to the 2016/2017 academic year, the school’s expectation was 2.6 points of progress across the core curriculum and strands. The percentage of pupils who achieved this was 56% - with 29% achieving higher than predicted. Only 18% achieved below the 2.0 points threshold and no pupil made zero or negative progress.

 

Having evaluated our procedures, we have introduced a more rigorous approach to target setting in order to enable a forensic analysis and evaluation of the impact of teaching on learning. Good achievement is now defined as 2.4 points of progress over a year – and outstanding is defined as 2.8 points.

 

In order to ensure that all targets have a high degree of challenge, the school uses the threshold for outstanding progress and rounds it up to 3.0 points.

 

The school sets targets for achievement and progress for individuals, cohorts and whole school.

 

Crucially we also set targets for behaviour, social and emotional development at an individual level. These are derived from the school’s Behaviour Tracker See (PATHS7).

 

The targets are supported by a numerical system. As of September 2017, the school has started to formally analyse outcomes and evaluate progress in order to identify trends and need for intervention.

 

Our school targets are now more robust as they now relate to the combined assessment data (academic and Socio-emotional) and this enables a more forensic analysis of outcomes.

 

 

The Data

 

 

The School judges pupil achievement and progress to be good across the age range and curriculum.

 

School data indicates that learning is good because, relative to their starting point, the majority of pupils make 2.6 points of progress in the core curriculum – with a relative strength in speaking & listening (3.4). The area of relative weakness is writing (1.8)

 

The highest achieving pupil gained 10.8 points of progress across the strands – with writing achieving 12 points over the year.

 

The lowest achieving pupil gained 0.25 points of progress across the strands – with writing achieving -2 points over the year. Although the school has identified that social issues beyond their control were the main factor that affected the pupil’s capacity to engage in learning, he is currently making accelerated progress in all strands as a result of the interventions that the school has put in place.

 

11 pupils achieved above the school’s outstanding threshold (2.8) for the combined subjects and strands.

 

Cohorts:

 

Attention Deficit Hyperactivity Disorder (ADHD) - There are 13 pupils in this cohort:

The majority of pupils make good progress in reading (2.4) and in writing (2.5)

Progress in mathematics and S&L is outstanding  (3.8 and 4.3 respectively).

The highest achieving pupil gained 10.8 points of progress across the strands.

 

The lowest achieving pupil gained 1.3 points of progress across the strands over the year. The school has identified the factors that affected the pupil’s achievement (social) and has put in place appropriate interventions to support the family.

 

5 pupils achieved above the school’s outstanding threshold (2.8) in all subjects and strands.

 

Autistic Spectrum Disorder (ASD) – There are 22 pupils in this cohort:

The majority of pupils make good progress in reading and mathematics (2.6). Progress in S&L is 3.8 points. However progress in writing is 1.9 points and is a relative weakness.

The highest achieving pupil gained 10.8 points of progress in most strands – with writing achieving 12 points over the year.

The lowest achieving pupil gained 1.0 point of progress across the strands over the year. The school has identified the factors that affected the pupil’s achievement and, as a result of the interventions that the school has put in place, the pupil is currently making accelerated progress.

7 pupils achieved above the school’s outstanding threshold (2.8) in all subjects and strands.

 

There are 21 pupils who benefit from the Pupil Premium funding:

The majority of pupils make good progress in reading and mathematics (2.6). Progress in S&L is 3.8. However progress in writing is 1.9

The highest achieving pupil gained 2.8 points of progress – with writing achieving 3.0 points over the year.

The lowest achieving pupil gained -0.5 point of progress across the strands over the year. The school has identified the factors that affected the pupil’s achievement and has put in place appropriate interventions using the PP grant. As a result, the pupil is currently making accelerated progress in all strands.

7 pupils achieved above the outstanding threshold (2.8) in all subjects and strands.

The majority of PP pupils achieve at least as well as their non-PP peers. Approximately one third of the PP cohort is achieving at a greater rate than their peers.

 

There are 8 pupils from an ethnic background:

The majority of pupils make good progress in reading (2.7) and outstanding progress in mathematics and in S&L (2.8). However progress in writing is 1.7 points.

The highest achieving pupil gained 5.0 points of progress across the strands – with writing achieving 4.0 points over the year.

The lowest achieving pupil gained 1.0 point of progress across the strands over the year. The school has identified the factors that affected the pupil’s achievement and has put in place appropriate interventions. As a result, the pupil is currently making good progress in all strands.

3 pupils achieved above the outstanding threshold (2.8) in all subjects and strands.

The majority of pupils achieve at least as well as their peers. Approximately one third of the cohort is achieving at a greater rate than their peers.

 

Travelling Community – 1 pupil: gained 10.8 points of progress – with writing achieving 12 points over the year.

 

Summer born boys- There are 8 pupils:

The majority of pupils make good progress in reading (2.6). Average progress in mathematics is 2.1, in writing it is 1.9 and in S&L it is 2.3 – however, this is greatly skewed by the outcomes for one pupil.

The school has identified the factors that affected the pupils’ achievement and has put in place appropriate interventions (for example, providing counselling to the pupil, supported by an individual timetable with a high level of 1:1 staffing at key times).

 

The school has also adjusted its organisation of the curriculum and timetable in order to ameliorate issues to do with the negative social and emotional factors related to summer birthdays.

 

 

The school has identified pupils with Attachment Disorder but currently do not track outcomes for this cohort. Tracking will start for the 2017-18 Cohort.

 

 

Year 6 SATS - End of KS2 Assessments

 

Year 6 children will sit the SATS exams in early May.  In 2016 there were changes to the tests which the children take.  The link below contains a guide for parents to the changes.

https://www.gov.uk/government/publications/2016-national-curriculum-tests-for-key-stages-1-and-2-information-for-parents

 

All that we ask is that the children try their best !

 

Year 2 Assessments 

 

At the end of KS1 the children are assessed using KS1 SATS and Teacher Assessments.

 

There were some changes to the tests in 2016.  The following link contains some useful information for parents.

https://www.gov.uk/government/publications/2016-national-curriculum-tests-for-key-stages-1-and-2-information-for-parents

 

 

Phonics Screening Test

 

The phonics screening test is administered to all children at the end of year 1 and those children in year 2 who either didn't take the test in year 1 or did not achieve the required mark.  The phonics screen is used to assess how well your child can use the phonics skills that they've learned up to the end of year 1 and identify students who need extra phonics help.

 

The test is short (normally no longer than 10 minutes) and the children are asked to read 40 words and non-words with a teacher.  

 

The test will be administered in the week commencing 13th June 2016.

 

 

 

If you have any questions or concerns regarding assessment and how it relates to your child, please contact the school.

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