progress report september 2014 july 2015 - … · final comments including whole ... assessment of...

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Briarwood School

Progress Report

September 2014 – July 2015

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CONTENTS

Contents Page

Glossary 3

Current Rationale and assessment systems 4

Overall school outcomes 5

Early Years 14

KS1 outcomes and analysis 16




Post 16 outcomes and analysis 32

LAC outcomes and analysis 32

EAL outcomes and analysis 33

BME outcomes and analysis 37

Pupil Premium outcomes and analysis 40

Gender outcomes and analysis 42

Vulnerable plus outcomes and analysis 44

Final comments including whole school actions 46

3

Glossary

2Simple 2Simple is a technology used across the school but mainly for Early years, to support the gathering and

assessment of observations and how they relate to the Early Years Foundation Stage Profile.

Classroom Monitor Classroom Monitor is technology used across the school for the monitoring and assessment of achievement in

English and Maths. It also supports the identification of next steps and the saving of evidence.

Progression Guidance

The National Progression Guidance provides advice on improving data to raise attainment and maximise the

progress of learners with special educational needs. It also provides data sets to support target setting and analyse

expected outcomes.

EY / EYFS Early Years / Early Years Foundation Stage

KS1, KS2, KS3, KS4 Key Stage 1, Key Stage 2, Key Stage 3, Key Stage 4 – age related key stage groups.

Cluster groups Groups based around significant areas for the 4 special schools in Bristol. These groups share information, support

and initiatives to support each other’s settings as well as moderation of assessment.

DEYO Differentiated Early Years Outcomes – document which aims to show progress and reflect the achievements of children with additional needs and disabilities within the EYFS.

PMLD Profound and Multiple Learning Difficulties – for Briarwood purposes, those students working below the P-level P4.

SLD Severe Learning Difficulties – for Briarwood purposes, those students working above the P-level P4 but significantly below age expectations.

ASD Autism Spectrum Disorder – those students with a primary diagnosis of Autism at Briarwood these students will also have SLD or PMLD.

AUQ Above Upper Quartile – describing achievement of those students who are working above the expectations of the

Upper Quartile as described in the National Progression Guidance.

UQ Upper Quartile – describing achievement of those students who are working in the Upper Quartile as described in the National Progression Guidance.

MQ Medium Quartile – describing achievement of those students who are working in the Medium Quartile as described in the National Progression Guidance.

LQ Lower Quartile – describing achievement of those students who are working in the Lower Quartile as described in the National Progression Guidance.

80% benchmark For individual student’s targets, our aim is that students will meet 80% of their single target and that 80% of targets will be met overall. With this benchmark, it allows us to show that ambitious targets are being set but they are not unachievable. This is a benchmark set by several other special schools.

EAL English as an Additional Language

BME Black and Minority Ethnic

PP Pupil Premium

VP Vulnerable Plus

4

Current Rationale and assessment systems

September 2014 brought new ideas and ways forward for assessment.

The schools vision centres on Interventions, with that in mind the report and the tools we use are changing.

The new tools we are now using include 2simple which has been in place since January 2014 and a year’s worth of data has now been input using Classroom

Monitor. This allows closer monitoring of individual pupils and greater information sharing between teachers, which is particularly helpful when assessing groups

and also facilitates more regular updates allowing for earlier interventions.

For most pupils we still use Progression Guidance as our national benchmark (for pupils at KS2, KS3 and KS4). National progression guidance uses quartiles to

show where students should be working and therefore assumes 25% in the upper quartile, 50% in the medium quartile and 25% in the lower quartile. At

Briarwood we also show those students that are working above the rate of the upper quartile (this is shown as AUQ in the report). To compare to national

standards the AUQ and UQ should be added together and this is how we form our judgements. This process is supported by rigorous internal and external

moderation at county level. We also actively participate in the assessment cluster group.

KS1 assessment still uses Progression Guidance as a guide only, with no national benchmark for this key stage – we are currently stating that 1 level of

progress across the 2 years to be an indication of good pupil progress.

Early years pupils have a system in place through the work from EYFS cluster. Now well embedded at Briarwood, the DEYO, contains additional small

statements that demonstrate progress for our youngest students.

At the start of the year we had to re-evaluate how we supported students working at National Curriculum levels. As a result of the government taking away

levels and introducing age expected outcomes. This bought new trials for our students, given that they are working several years behind their peers. However it

also bought some freedom. We have worked in several ways to support our students through this phase, including re writing some of the statements, splitting

each year group outcome into 3 stages (similar to the old C, B, A system) and re-base lining students based on the new criteria. However given that the

students now have higher expectations (as the new descriptors are significantly harder), many students are struggling to keep up the rate of progress that they

saw previously. The national Progression Guidance has not been updated to reflect the increase in expectations.

We have just bought (but not yet implemented) a learning ladders program, which we hope will support those students working at higher P-levels and National

Curriculum levels to continue to make good progress.

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Overall outcomes. There are 68 pupils with relevant data

Data for 68 pupils Pupils who met their targets overall

Achievement in AUQ

Achievement in UQ Achievement in MQ Achievement in LQ Judgement

Reading 63% 18% 47% 29% 6% Outstanding 65%

Writing 72% 25% 50% 18% 7% Outstanding 75%

Speaking 64% 13% 59% 21% 7% Outstanding 72% Listening 72% 16% 59% 18% 7% Outstanding 75%

Number 77% 15% 60% 22% 3% Outstanding 75%

Using and Applying 71% 10% 63% 22% 4% Outstanding 74%

Shape Space and Measure 79% 15% 56% 25% 4% Outstanding 71%

Table 1

Result has gone down from last year

Result has gone up from last year

Result has gone up in the MQ but this is good as the

students have moved up from LQ

Comparison 13-14 / 14-15 Targets met 2014

Targets met 2015

AUQ 2014

AUQ 2015

UQ 2014

UQ 2015

MQ 2014

MQ 2015

LQ 2014

LQ 2015

Judgement 2014 Judgement 2015

Reading 78%

63% 24% 18% 46% 47% 15% 29% 15%

6% Outstanding 70%

Outstanding 65%

Writing 77%

72% 20%

25% 47% 50% 20%

18% 13%

7% Outstanding 67%

Outstanding 75%

Speaking 74%

64% 11%

13% 58% 59% 20%

21% 11%

7% Outstanding 69%

Outstanding 72%

Listening 76%

72% 22%

16% 48%

59% 22%

18% 8%

7% Outstanding 70%

Outstanding 75%

Number 81%

77% 21%

15% 46% 60% 24%

22% 9%

3% Outstanding 67%

Outstanding 75%

Using and Applying 78%

71% 17%

10% 57%

63% 17%

22% 9%

4% Outstanding 74% = Outstanding 74%

Shape Space and Measure 81%

79% 22%

15% 45%

56% 22% 25% 11%

4% Outstanding 67%

Outstanding 71%

Table 2

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Data by cohort

Table 4

2014 - 2015 PMLD UQ & AUQ

judgement

SLD UQ & AUQ

judgement

ASD UQ & AUQ

judgement

Reading 33% Good

68% Outstanding

77% Outstanding

Writing 53% Good

82% Outstanding

81% Outstanding

Speaking 53% Good

82% Outstanding

74% Outstanding

Listening 47% Good

77% Outstanding

87% Outstanding

Number 40% Good

77% Outstanding

90% Outstanding

Using and Applying 53% Good

73% Outstanding

84% Outstanding

Shape Space and

Measure 47% Good

64% Outstanding

87% Outstanding

Comparison

PMLD 2014

PMLD 2015

SLD 2014 SLD 2015 ASD 2014 ASD 2015

Reading 35.71% Good

33% Good

83.33% Outstanding

68% Outstanding

81.82% Outstanding

77% Outstanding

Writing 35.71% Good

53% Good

77.78% Outstanding

82% Outstanding

77.27% Outstanding

81% Outstanding

Speaking 42.86% Good

53% Good

66.67% Outstanding

82% Outstanding

86.36% Outstanding

74% Outstanding

Listening 42.86% Good

47% Good

77.78% Outstanding

77% Outstanding

81.82% Outstanding

87% Outstanding

Number 35.71% Good

40% Good

83.33% Outstanding

77% Outstanding

72.73% Outstanding

90% Outstanding

Using and

Applying 42.86% Good

53% Good

94.44% Outstanding

73% Outstanding

77.27% Outstanding

84% Outstanding

Shape Space

and Measure 42.86% Good

47% Good

83.33% Outstanding

64% Outstanding

68.18% Outstanding

87% Outstanding

Table 3

7

22%

41%

35%

1% 0% Whole school Reading targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

AUQ UQ MQ LQ

% of students achieving in each quartile across cohorts for Reading.

PMLD

SLD

ASD

All Students

17.65%

47.06%

29.41%

5.88%

% of students achieving in each quartile for Reading.

AUQ

UQ

MQ

LQ

Reading – Results and Recommendations

Overall the whole school result for Reading is Outstanding with 65% achieving in the UQ and AUQ.

In Reading, 75% of students had targets set in the UQ and AUQ. 65% of the school achieved in these quartiles.

The data shows that reading in both the SLD (68%) and ASD (77%) cohorts is Outstanding; it is Good in the PMLD (33%)

cohort.

Whole school data shows that 63% of students met or exceeded their personal reading targets. Our aim is that near

80% targets met, means that targets are being set and taught appropriately so this area needs to be analysed further.

PMLD cohort had 67% students meet or exceed their targets, SLD cohort had 50% students meet or exceed their

targets, ASD cohort had 71% students meet or exceed their targets.

In comparison to last year’s results there has been a dip in reading results. However 99% of students have made annual

numerical progress and we have reduced the number of students working in the LQ from 15% to 6% through

intervention strategies and more appropriate teaching methodologies. We believe the dip to be attributed to

the higher expectations on those achieving above P7 and into National Curriculum levels.

Another reason for the dip (common to all subjects), is the more robust monitoring in place using classroom

monitor. This was an anticipated outcome as teachers now have a tool to accurately monitor and share

progress and information. In effect it has re-base lined students across the course of the year, preventing any

discrepancy for the future.

The results indicate the PMLD cohort’s results are lower than other cohorts. Although these children are

working at a lower level, the Progression Guidance should set appropriate targets based on their starting

level. Within this cohort, 33% of students were set targets in the UQ and AUQ. Ambitious targets for a larger

percentage of this group would support students in reaching their potential. However personal targets met

or exceeded were at 67% which is an increase on last year.

The school will continue to develop strategies around reading in general across the cohorts and especially for

the teaching of reading to students with ASD and at a higher level.

Key Stage 2 and 3 continue to have a slightly lower result in reading than the other Key Stages. The school has

identified this dip at Key stage 2 and 3 across all subjects and is currently in the process of introducing a new

curriculum, with the aim of increased progress.

The students that have not met their targets for this year or who have achieved in the LQ have been recommended

for intervention support.

Chart 1

Chart 2

Chart 3

8

26%

46%

22%

6%

0% Whole school Writing targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

20.00%

40.00%

60.00%

AUQ UQ MQ LQ

% of students achieving in each quartile across cohorts for Writing.

PMLD

SLD

ASD

All Students

25.00%

50.00%

17.65%

7.35%

% of students achieving in each quartile for Writing.

AUQ

UQ

MQ

LQ

Writing – Results and Recommendations

Overall the whole school result for Writing is Outstanding with 75% achieving in the UQ and AUQ.

In Writing, 78% of students had targets set in the UQ and AUQ. 75% of the school achieved in these quartiles.

The data shows that writing in both the SLD (82%) and ASD (81%) cohorts is Outstanding; it is Good in the PMLD

(53%) cohort.

Whole school data shows that 72% of students met or exceeded their personal writing targets.

PMLD cohort had 87% students meet or exceed their targets, SLD cohort had 82% students meet or exceed

their targets, ASD cohort had 58% students meet or exceed their targets.

In comparison to last year, there has been a significant increase in the number of students working in the UQ

and AUQ. This is great news and a positive result from the introduction of the new English schemes of work and

writing guidance. The PMLD cohort in particular, has gone from 36% to 53% achieving in UQ and AUQ.

There has also been an increase in the number of students meeting their personal targets for writing

with the PMLD and SLD being above the 80% mark, indicating appropriate targets were set. The ASD

cohort met 53% of their targets, therefore to support them to achieve more of their targets,

researching new initiatives to support ASD writing would be of benefit.

The results indicate that the PMLD cohort has made great progression in boosting students writing

over the past year and albeit still lower than other cohorts, the gap is clearly closing.

The changes made to the curriculum for the teaching of writing seem to be having a significant effect

on teaching and learning in writing.

The ASD cohort has produced some interesting results – although a smaller proportion (58%) met their

targets, they still achieved outstandingly, having 81% in the UQ and AUQ. This indicates that to

support ASD students with their writing, a different approach (which supports ASD students in the way

we know they learn) from the current school/SLD cohort would be beneficial.

The students that have not met their targets for this year or who have achieved in the LQ have been

recommended for intervention support.

Chart 4

Chart 6

Chart 5

9

21%

43%

29%

7%

0% Whole school Speaking targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ

% of students achieving in each quartile across cohorts for Speaking.

PMLD

SLD

ASD

All Students

13.24%

58.82%

20.59%

7.35%

% of students achieving in each quartile for Speaking.

AUQ

UQ

MQ

LQ

Speaking – Results and Recommendations

Overall the whole school result for Speaking is Outstanding with 72% achieving in the UQ and AUQ. This is an

increase from 69% the previous year.

In Speaking, 84% of students had targets set in the upper and above upper quartiles. 72% of the school achieved

in these quartiles. This is a fantastic result and indicates that teaching in speaking continues to develop and

improve.

The data shows that speaking in both the SLD (82%) and ASD (74%) cohorts is Outstanding; it is Good in the

PMLD (53%) cohort. For the PMLD cohort this is another steady increase showing that implementations such as

Communication Through Music are having a significant impact. This is also good news for the SLD cohort, whose

results were significantly lower last year, again indicating that the new English schemes of work appear to be

having an effect. The ASD cohort, although still outstanding, had a dip on last year. We believe this is due to the

fact that several of the P-level statements are very hard for students with ASD to meet, especially as

the students work higher into the P-levels, which this year, several of them are.

Whole school data shows that 64% of students met or exceeded their personal speaking targets. This

is a dip on last year; however this is due to the fact that there were several students who had

extended absences (this can be viewed in individual students progress maps). However 93% of

students made progress towards their targets.

PMLD cohort had 67% students meet or exceed their targets, SLD cohort had 73% students meet or

exceed their targets, ASD cohort had 55% students meet or exceed their targets.

The results indicate that the PMLD cohort’s results are lower than the other cohorts. However they

have made significant gains to close the gap this year, so initiatives that have been put in place

should continue e.g. Communication Through Music.

This year the number of students working in the LQ has decreased from 11% to 7%, this achievement

is a direct result of the interventions that have been put in place to support those students and start to boost

their progress.

The students that have not met their targets for this year or who have achieved in the lower quartile have

been recommended for intervention support.

Chart 7

Chart 8

Chart 9

10

29%

43%

24%

4%

0%

Whole school Listening targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

AUQ UQ MQ LQ

% of students achieving in each quartile across cohorts for Listening.

PMLD

SLD

ASD

All Students

16.18%

58.82%

17.65%

7.35%

% of students achieving in each quartile for Listening.

AUQ

UQ

MQ

LQ

Listening – Results and Recommendations

Overall the whole school result for Listening is Outstanding with 75% achieving in the UQ and AUQ.

In Listening, 84% of students had targets set in the UQ and AUQ. 75% of the school achieved in these

quartiles indicating an achievable yet ambitious rate of target setting.

The data shows that listening in both the SLD (77%) and ASD (87%) cohorts is Outstanding; it is Good in the

PMLD (47%) cohort. For the SLD cohort this shows achievement similar to last year. For the ASD and PMLD

cohorts this is a substantial increase, indicating the initiatives supporting listening are having a positive

effect.

Whole school data shows that 72% of students met or exceeded their personal listening targets.

PMLD cohort had 60% students meet or exceed their targets, SLD cohort had 82% students meet or exceed

their targets, ASD cohort had 71% students meet or exceed their targets. These are all increases on last

year indicating teaching is of a very high quality and appropriate targets are being set.

In comparison to last year, there has been a significant increase in the number of students working in

the UQ (48% to 59%). This is great news, since introducing the new English schemes of work and

speaking and listening initiatives.

The results indicate that the PMLD cohort has made great progression in boosting students listening

over the past year and although still lower than other cohorts, the gap is closing. However no students

with PMLD were able to make progress in the AUQ so when target setting for next year it would be

appropriate to consider any students that exceeded their targets and support them in reaching their

full potential.

In Listening this year an amazing 97% of students made annual numerical progress.

ASD students are working above the standard of other students in Listening, when need is not

considered. This would be an opportunity for teachers to share practice, to see if any ASD specific teaching

methods would support other students.

The number of students working in the MQ and LQ this year has dropped. This is as a direct result of the

intervention work that has been taking place through the fantastic work of the Intervention teacher and the

Hearing and Visual impairment higher level teaching assistant.



Chart 10

Chart 11

Chart 12

11

22%

46%

31%

1% 0%

Whole school Number targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ

% of students achieving in each quartile across cohorts for Number.

PMLD

SLD

ASD

All Students

14.71%

60.29%

22.06%

2.94%

% of students achieving in each quartile for Number.

AUQ

UQ

MQ

LQ

Number – Results and Recommendations

Overall the whole school result for Number is Outstanding with 75% achieving in the UQ and AUQ.

In Number, 79% of students had targets set in the UQ and AUQ. 75% of the school achieved in these quartiles,

indicating appropriate target setting.

The data shows that Number in both the SLD (77% - decrease on last year) and ASD (90% - increase on last year)

cohorts is Outstanding; it is Good in the PMLD cohort (40% - increase on last year).

Whole school data shows that 68% of students met or exceeded their personal number targets. Our aim is that near

80% targets met means that targets are being set and taught appropriately, so further analysis may support higher

achievement; however a massive 99% of students made progress towards their targets.

PMLD cohort had 87% students meet or exceed their targets, SLD cohort had 59% students meet or exceed their

targets, ASD cohort had 65% students meet or exceed their targets.

The PMLD cohort had a high rate of students meeting their targets, whilst this is great news, when you also

consider the quartile attainment (which is at 40% UQ), it indicates that for some students targets set in the MQ

are not ambitious enough. The results indicate that the PMLD cohort’s results are lower than the other cohorts.

Although these children are working at a lower level, the Progression Guidance sets appropriate targets based

on their starting level therefore providing achievable challenge for our students.

There is a dip in results of the SLD cohort since last year and we believe this is due to the change in expectation

of the higher achievers. Another reason for the dip (common to all subjects), is the more robust monitoring in

place using classroom monitor. This was an anticipated outcome as teachers now have a tool to accurately

monitor and share progress and information. In effect it has re-base lined students across the course of the

year, preventing any discrepancy for the future.

The ASD students are making particularly good progress in number; it would be appropriate to think about

ways to support a gifted and talented group.

Key Stage 2 and 3 continue to have a slightly lower result in number than the other Key stages. The school has

identified this dip at Key stage 2 and 3 across all subjects and is currently in the process of introducing a new

curriculum, with the aim of increased progress.

The students that have not met their targets for this year or who have achieved in the lower quartile have been


Chart 13

Chart 14

Chart 15

12

25%

46%

24%

4%

0%

Whole school Using & Applying targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ

% of students achieving in each quartile across cohorts for Using & Applying.

PMLD

SLD

ASD

All Students

10.29%

63.24%

22.06%

4.41%

% of students achieving in each quartile for Using & Applying.

AUQ

UQ

MQ

LQ

Using and Applying – Results and Recommendations

Overall the whole school result for Using and Applying is Outstanding with 74% achieving in the UQ and

AUQ.

In Using and Applying, 78% of students had targets set in the upper and above upper quartiles. 74% of the

school achieved in these quartiles, indicating appropriate target setting.

The data shows that Number in both the SLD (73% - decrease on last year) and ASD (84% - increase on last

year) cohorts is Outstanding; it is Good in the PMLD (53% - increase on last year) cohort.

Whole school data shows that 70% of students met or exceeded their personal Using and Applying targets.

96% made progress.

PMLD cohort had 80% students meet or exceed their targets, indicating appropriate target setting. PMLD

also achieved 53% in the UQ and AUQ which is a significant increase on last year with students coming out

of the MQ and into the UQ.

SLD cohort had 64% students meet or exceed their targets; ASD cohort had 74% students meet or

exceed their targets.

There is a dip in results of the SLD cohort, since last year and this is probably due to the change in

expectation of the higher achievers. Another reason for the dip (common to all subjects), is the more

robust monitoring in place using classroom monitor. This was an anticipated outcome as teachers now

have a tool to accurately monitor and share progress and information. In effect it has re-base lined

students across the course of the year, preventing any discrepancy for the future.

Key Stage 2 and 3 continue to have a slightly lower result in Using and applying than the other Key

stages. The school has identified this dip at Key stage 2 and 3 across all subjects and is currently in

the process of introducing a new curriculum, with the aim of increased progress.

The students that have not met their targets for this year or who have achieved in the LQ have

been recommended for intervention support.

Chart 16

Chart 17

Chart 18

13

22%

57%

18%

3% 0% Whole school Shape Space & Measure

targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

AUQ UQ MQ LQ

% of students meeting achieving in each quartile across cohorts for Shape Space & Measure.

PMLD

SLD

ASD

All Students

14.71%

51.47%

29.41%

4.41%

% of students achieving in each quartile for Shape Space & Measure.

AUQ

UQ

MQ

LQ

Shape Space and Measure – Results and Recommendations

Overall the whole school result for Shape Space and Measure is Outstanding with 71% achieving in the

UQ and AUQ.

In Shape Space and Measure, 78% of students had targets set in the UQ and AUQ. 71% of the school

achieved in these quartiles.

The data shows that reading in both the SLD (64%) and ASD (87%) cohorts is Outstanding; it is Good in

the PMLD (47%) cohort.

Whole school data shows that 79% of students met or exceed their personal reading targets. Our aim is

80% so most targets seem to be appropriate and students are making excellent progress.

PMLD cohort had 100% students meet or exceed their targets; some students may benefit from having

higher targets set next year to ensure they all meet their full potential.

SLD cohort had 68% students meet or exceed their targets. This is likely as a result of the new

expectations for P7 and above. ASD cohort had 77% students meet or exceed their targets.

There has been an increase of the number of students working in the MQ this year, but this is due to

the significant number of students who have been moved up from the LQ. This achievement has

been influenced by the intervention work that has been carried out.

There are a significant number of students working above the UQ in shape space and measure. If

these students are viewed as gifted and talented, it is appropriate to put support programs in place.

As in all strands of maths, students in the SLD cohort have not achieved as well as last year. The

school needs to examine this cohort and the new expectations in response to the new National

Curriculum, the Briarwood curriculum and assessment systems.



Chart 19

Chart 20

Chart 21

14

EARLY YEARS

This year we have been using the Differentiated Early Years Outcomes (DEYO) to track progress in the Early Years. This document was developed by a group of in-county Early Years representatives including our Early Years Coordinator and was developed in response to practitioners desire to show progress and reflect the achievements of children with additional needs and disabilities within the EYFS. Each age band within every area of learning has been carefully analysed. Where appropriate, additional statements have been inserted to ensure progress of all children can be recognised. It contains the original statements from Early Years Outcomes which are a statutory requirement that will inform levels of achievement for data collection and moderation for statutory purposes. Additional statements show differentiated outcomes which will enable the tracking of the small steps of progress made by children with additional needs. The DEYO aims to;

To show what learning looks like for children with additional needs in Early Years settings;

To create an inclusive means of assessment based on relevant and achievable skills;

To be able to record and celebrate each child’s development and achievements, however small;

To make the recording process a useful means of showing and tracking progress;

To facilitate a consistent approach to assessment within Early Years settings;

To acknowledge and suggest any specialised methods of support e.g. Makaton, visual aids;

To provide a document that is accessible for parents and practitioners to share.

The DEYO is currently used to highlight progress through the terms at Briarwood and to ensure progress by each individual child. Whilst we do have data about where a child

has started and where a child has finished and the number of steps they have made, it would be inappropriate to compare data at present due to; the limited sample size, the

different starting points of students, unknown rates of progress, no national expectations. In the future we believe it will be possible to compare Early Years data with analysis

tools such as CASPA as our data set increases.

Currently we are pleased to say that all students in the Early Years have made progress and the evidence has been moderated at county level to ensure accurate assessment

of the students. An example of the assessment system can be seen on the following page.

16

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

AUQ UQ MQ LQ

Number of students working within each quartile for Reading at KS1

31%

54%

15%

0% 0%

KS1 Reading targets

Exceeded

Met

Towards

No Progress

Declined

Students in KS1 have achieved well in Reading with the majority of students in the AUQ. As there is no Progression Guidance for this key stage we need to consider alternative sources e.g. CASPA as this may not be an accurate representation when compared to national data. With 85% of students meeting or exceeding targets, this would indicate that some targets were not ambitious enough at this level.

Students in KS1 have achieved well in Writing with the same number of students in the above and UQ. As there is no Progression Guidance for this key stage we need to consider alternative sources e.g. CASPA as this may not be an accurate representation when compared to national data. The LQ shows 1 student who has profound physical difficulties.

38%

15%

38%

8%

0%

KS1 Writing targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

AUQ UQ MQ LQ

Number of students working within each quartile for Writing at KS1

KEY STAGE 1

KEY STAGE 1 Annual Progress Analysis – there are 13 students in KS1.

Reading – 85% UQ

Writing – 92% UQ

Chart 22 Chart 23

Chart 24 Chart 25

17

Students in KS1 have achieved well in speaking, although not quite as well as in other subjects. This may be due to the high percentage of students with ASD in this group (77%) as well as 46% having EAL. However 100% of students made progress towards their targets. 54% of students met their targets and 100% made progress towards their target, however given the quartile achievement of these students in other subjects, the curriculum coverage may need reviewing.

23%

31%

46%

0% 0% KS1 Speaking targets

Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ

Number of students working within each quartile for Speaking at KS1

Students in KS1 have achieved well in Listening with 92% in the AUQ and UQ and 77% meeting or exceeding their targets. As there is no Progression Guidance for this key stage we should find alternative sources e.g. CASPA as this may not be an accurate representation when compared to national data.

54%

23%

23%

0% 0% KS1 Listening targets

Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ

Number of students working within each quartile for Listening at KS1

Speaking – 77% UQ

Listening – 92% UQ

Chart 26 Chart 27

Chart 28 Chart 29

18

Students in KS1 have achieved well in Number with 92% in the UQ and AUQ and 77% meeting or exceeding their targets. As there is no Progression Guidance for this key stage we may need to consider alternative sources e.g. CASPA as this may not be an accurate representation when compared to national data.

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

AUQ UQ MQ LQ

Number of students working within each quartile for Number at KS1

All students in KS1 have achieved in the UQ and AUQ for Using and Applying. This is great progress but may indicate that a re-evaluation of expected progress is required at this age. 85% of students met their targets which is great but indicates that more challenge may be needed – this can be achieved through the use of CASPA.

31%

46%

23%

0% 0% KS1 Number targets

Exceeded

Met

Towards

No Progress

Declined

46%

38%

15%

0% 0%

KS1 Using & Applying targets

Exceeded

Met

Towards

No Progress

Declined 0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ

Number of students working within each quartile for Using & Applying at KS1

Number – 92% UQ

Using & Applying – 100% UQ

Chart 30 Chart 31

Chart 32 Chart 33

19

KS1 students have done well in Shape Space and Measure. However there are slightly less students meeting their targets than in other subjects. This is mostly down to the fact that several students started Briarwood in January and due to the nature of the rotation of topics taught in Shape Space & Measure, it was not possible to assess and therefore achieve in all areas. All students have made progress towards their targets.

31%

31%

38%

0% 0%

KS1 Shape Space & Measure targets

Exceeded

Met

Towards

No Progress

Declined0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

AUQ UQ MQ LQ

Number of students working within each quartile for Shape Space & Measure at KS1

Shape Space and Measure – 77% UQ

Year 2 End Key Stage 1 Progress Analysis

Children in Year 2 at Briarwood are finishing KS1. They have all made great progress in Briarwood and we are very proud of their achievements. The current rationale for progress for end of Key stage one is that 1 P-level progress over two years is judged as good progress as there is no National Progression Guidance benchmark. This is a small cohort of 7 pupils.

Overall progress at End of KS1 is judged as Outstanding.

Reading Writing Speaking Listening Number Using & Applying

Shape Space & Measure

RH AUQ UQ AUQ AUQ AUQ AUQ AUQ

BH AUQ AUQ UQ AUQ AUQ UQ AUQ

WM MQ UQ UQ UQ UQ UQ UQ

YM UQ AUQ UQ UQ UQ UQ UQ

MM MQ LQ MQ MQ MQ UQ MQ

TR AUQ AUQ AUQ AUQ AUQ AUQ AUQ

RS UQ AUQ UQ UQ AUQ AUQ AUQ

Average UQ

71% Outstanding

86% Outstanding

86% Outstanding

86% Outstanding

86% Outstanding

100% Outstanding

100% Outstanding

Table 5

Chart 34 Chart 35

20

KS2 had 72% of students meet there targets and 59% in the UQ and AUQ for reading. Whilst this is outstanding in itself, it is lower than other key stages and other subjects. The difference may be due to the new expectations and the new program that has been implemented around phonics – the Progression Guidance would not take this into account, but our assessment systems have higher expectations.

17%

55%

28%

0% 0%

KS2 Reading targets

Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

AUQ UQ MQ LQ


KS2 had 83% of students meet there targets and 59% in the UQ and AUQ for writing. There was also 38% in the MQ. This coupled with the 83% (slightly over what we expect) suggests that some targets may not have been ambitious enough for all students. There was 1 student who achieved in the LQ; this was a student with physical difficulties and challenging behaviour but he has still made progress in writing.

21%

62%

17%

0% 0%

KS2 Writing targets

Exceeded

Met

Towards

No Progress

Declined 0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

AUQ UQ MQ LQ


KEY STAGE 2 KEY STAGE 2 Annual Progress Analysis – there are 29 students in KS2.

Reading – 59% UQ

Writing – 59% UQ

Chart 36 Chart 37

Chart 38 Chart 39

21

KS2 59% of students meet their targets. This is quite a way below what we would expect however 97% made progress towards their targets and were very close to achieving them meaning that 66% achieved in the upper quartiles. The student that made no progress and achieved in the lower quartile had a long absence from school. There are not as many students working in the AUQ at KS2, this is likely due to the higher expectations across a 4 year key stage and the high level of students with communication difficulties.

14%

45%

38%

3% 0%

KS2 Speaking targets

Exceeded

Met

Towards

No Progress

Declined 0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ


72% of students met their targets for listening with all students making progress. There are several more students working in the AUQ for listening than in other areas of English, suggesting that this is a strength of the teaching team and the teaching strategies are appropriate. There are no students working in the LQ for listening in KS2. Some of the students who were in the LQ have been supported through intervention to move into the MQ.

24%

48%

28%


Exceeded

Met

Towards

No Progress

Declined0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

AUQ UQ MQ LQ


Speaking – 66% UQ


Chart 40 Chart 41

Chart 42 Chart 43

22

80% of students met their number targets, with 100% of students making progress towards their target. With 72% in the AUQ and UQ and the remaining students in the MQ, it is clear that the strategies in place and content of the number curriculum is supporting the students well to make outstanding progress.

21%

59%

20%


Exceeded

Met

Towards

No Progress

Declined 0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ


69% of students met their Using and Applying target and 66% achieved in the UQ and AUQ. This is the weakest area of Maths for KS2, showing the need to consider the coverage / implementation of using and applying, or that we look at the ways that maths skills are embedded and generalised.

24%

45%

31%

0% 0% KS2 Using & Applying targets

Exceeded

Met

Towards

No Progress

Declined 0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ


Number – 72% UQ


Chart 44 Chart 45

Chart 47 Chart 46

23

86% of students met their targets in Shape Space & Measure at KS2. There are a significant number of students working above the upper quartile so it may be appropriate to consider a gifted and talented intervention for any students who are working in the AUQ or UQ and who are exceeding their targets.

17%

69%

14%

0% 0%

KS2 Shape Space & Measure targets

Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ

Number of students working within each quartile for Shape Space & Measure at KS2

Shape Space and Measure – 72% UQ

Year 6 End KS2 Progress Analysis

Children in Year 6 at Briarwood are finishing KS2. They have all individually made great progress at Briarwood and we are very proud of their achievements. We currently use the National Progression Guidance for this group of students. This document suggests that 25% of students in the upper quartile is good progress. This is a small cohort of 4 pupils meaning the analysis is extremely limited. This group of students is also unusual for Briarwood as there are no students with Autism in this group and 3 have a primary need of PMLD.

Key stage progress: Above upper quartile, Upper quartile, Medium quartile, Lower quartile.



FD UQ AUQ UQ AUQ MQ MQ MQ

RM MQ MQ UQ UQ MQ MQ MQ

HM MQ MQ MQ MQ MQ MQ MQ

SM MQ MQ MQ MQ MQ MQ MQ

Average UQ

25% Good

25% Good

50% Good

50% Good

0%

0%

0%

Table 6

Chart 48 Chart 49

24

With 53% of students in the UQ and AUQ progress in Reading at KS3 is considered good, however there are several students that are working in the LQ. 2 of these students have had long term absence (this is being monitored by SLT). Another student had a long absence due to medical problems and now attends half days; the last student is receiving an intervention program. This will be the same pattern for all subjects in KS3. Reading was the weakest area for KS3 this year. This may be due to the new reading / phonics expectations.

Key Stage 2 had 83% of students meet there targets and 59% in the upper quartiles for writing. There was also 38% in the medium quartile. This coupled with the 83% (slightly over what we expect) suggests that some targets may not have been ambitious enough for all students. There was 1 student who achieved in the lower quartile; this was a student with physical difficulties and challenging behaviour but he has still made progress in writing.

KS3 have a very high number of students (79%) working in the AUQ and UQ in KS3. The students in the LQ and those that made no progress are for the same reasons stated in the Reading explanation. Since the introduction of the explanations around writing and the adapted levels to support those who may never write in the traditional sense, many of the students have made outstanding progress. It would be of value to further extend and consolidate these skills and adapt them for the wider world and in later life.

21%

21% 53%

5%

0% KS3 Reading targets

Exceeded

Met

Towards

No Progress

Declined0.00%

10.00%

20.00%

30.00%

40.00%

AUQ UQ MQ LQ


32%

42%

11%

16%

0% KS3 Writing targets

Exceeded

Met

Towards

No Progress

Declined 0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

AUQ UQ MQ LQ


KEY STAGE 3 KEY STAGE 3 Annual Progress Analysis – there are 19 students in KS3.

Reading – 53% UQ

Writing – 79% UQ

Chart 50 Chart 51

Chart 52 Chart 53

25

74% of students achieved in the UQ and AUQ with 74% meeting their targets. The LQ results were for the reasons stated above. Speaking is a strong area for KS3 and the introduction of new teaching strategies has supported some students to move from the LQ into the MQ and from the MQ into the UQ.

21%

53%

5%

21%

0% KS3 Speaking targets

Exceeded

Met

Towards

No Progress

Declined0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

AUQ UQ MQ LQ


68% achieved in the UQ and AUQ and 68% met their targets in Listening. This is outstanding progress, but possibly a little ambitious for some students, although several of the students had long term absence as stated above and account for the students that didn’t meet their targets.

21%

47%

16%


Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

AUQ UQ MQ LQ


Speaking – 74% UQ


Chart 54 Chart 55

Chart 56 Chart 57

26

Although 68% of students are working within the AUQ and UQ, only 48% of students met their number targets in KS3. This should become an area for development. There are some individual student circumstances (as in other subjects) that go some way to explaining this.

11%

37% 47%

5%

0%

KS3 Number targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ


Using and Applying has broadly similar results to Number with slightly more reaching their targets at 63%. This is a concern for this cohort and as with Number. There are some individual student circumstances (as in other subjects) that go some way to explaining this but it should still be reviewed.

16%

47%

21%

16%

0% KS3 Using & Applying targets

Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ


Number – 68% UQ


Chart 59 Chart 58

Chart 10 Chart 61

27

Shape Space and Measure is a much stronger area for KS3 with 68% in the upper quartiles but 79% meeting their targets, which is in line with what we would hope for. It may be helpful to consider the content of shape in relation to other maths areas and see if some of the strategies can support Number and Using & Applying.

21%

58%

11%

11%

0% KS3 Shape Space & Measure targets

Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ

Number of students working within each quartile for Shape Space and Measure at KS3

Shape Space & Measure – 68% UQ

Year 9 End of KS3 Progress Analysis

Children in Year 9 at Briarwood are finishing KS3. Several of the students have all made great progress and we are very proud of their achievements. There are 3 students in this group who have been absent from school for much of the year resulting in little or no progress. We currently use the National Progression Guidance for this group of students. This document suggests that 25% of students in the upper quartile is good progress. This is a small cohort of 6 pupils meaning the analysis is limited.


Table 7



FA MQ UQ MQ LQ UQ UQ UQ

YH UQ UQ LQ UQ UQ MQ MQ

HI LQ LQ UQ LQ MQ MQ MQ

PN LQ LQ LQ LQ LQ LQ LQ

AP LQ MQ LQ LQ MQ LQ LQ

CW LQ LQ LQ LQ LQ LQ LQ

Average UQ 17% 33% 17% 17% 33% 17% 17%

Chart 62 Chart 63

28

86% of students achieved in the AUQ and UQ in KS4 for Reading, however only 43% met their targets. Most students were very close to meeting their targets. This is because the Progression Guidance at KS4, is not particularly aspirational and therefore targets have been set above national expectation.

29%

14%

57%

0% 0% KS4 Reading targets

Exceeded

Met

Towards

No Progress

Declined 0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ


With 100% of students in the AUQ and UQ for Writing, it is clear that the Progression Guidance is not ambitious enough for our KS4 students. 14%

43%

43%

0% 0%

KS4 Writing targets

Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

AUQ UQ MQ LQ


KEY STAGE 4 KEY STAGE 4 Progress Analysis – there are 7 students in KS4.

Reading – 86% UQ

Writing – 100% UQ

Chart 64 Chart 65

Chart 66 Chart 67

29

72% of students met their Speaking targets with only 1 child achieving in the MQ. All students made progress towards their targets. This shows that children in KS4 continue to make steady progress in Speaking.

43%

29%

29%

0% 0% KS4 Speaking targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ


86% of students achieved in the UQ with the remaining student achieving in the MQ. 72% achieved or exceeded their targets. This is a good result for listening in KS4. 29%

43%

29%


Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

AUQ UQ MQ LQ


Speaking – 86% UQ


Chart 68 Chart 69

Chart 70 Chart 11

30

The overall achievement against national standards is outstanding; however the targets achieved are unusual. With 43% exceeding and 43% not meeting (but making progress towards), this should be considered further.

43%

14%

43%


Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

AUQ UQ MQ LQ


The achievement in Using & Applying against national standards was Outstanding. The students met a fabulous 84% of their targets. It may be useful to consider how Using and Applying is being taught and how this may be able to support the learning in Number.

17%

67%

17%

0% 0% KS4 Using & Applying targets

Exceeded

Met

Towards

No Progress

Declined0.00%

20.00%

40.00%

60.00%

80.00%

AUQ UQ MQ LQ


Number – 71% UQ


Chart 72 Chart 73

Chart 74 Chart 75

31

Against national standards, Shape Space & Measure is the weakest area of Maths for Key Stage 4. With 86% of students meeting or exceeding their targets and 29% exceeding, alongside a high percentage in the medium quartile, suggests that for some students a little more challenge would be appropriate.

29%

57%

14%

0% 0%

Key Stage 4 Shape Space & Measure targets

Exceeded

Met

Towards

No Progress

Declined

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

AUQ UQ MQ LQ

Number of students working within each quartile for Shape Space and Measure at Key Stage 4

Shape Space & Measure – 57% UQ

Year 11 End Key Stage 4 Progress Analysis

Children in Year 11 at Briarwood are finishing Key Stage 4. This year there was only 1 student in year 11, making any analysis impossible. We currently use the National Progression Guidance for this key stage. This document suggests that 25% of students in the upper quartile is good progress.




EA UQ AUQ UQ UQ MQ MQ MQ

Table 8

Chart 76 Chart 77

32

Accreditation and Post 16

At the time of writing this report, the external moderation has not taken place for Post 16, so it is not possible to report on their progress at present. The students

have been working hard on their accreditation and we are confident in the success of the students. There will be a separate report produced around the

achievement of these students.

This year we have developed a spreadsheet that shows all students achievement of modules and accreditation over time. This allows us to monitor how many

modules have been completed and how many credits a student has towards their accreditation. We can also look back over previous years and make

comparisons about our school offer for students aged 16-19. An example of this is below.

Progress Analysis for Looked After Children

There are no children in Key Stages 1 – 4 that are currently looked after.

33

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

Reading Writing Speaking Listening

Percentage of targets met for EAL and not EAL students in English strands - whole school

EAL

Not EAL

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

Number of EAL and not EAL achieving in each quartile in English strands

AUQ

UQ

MQ

LQ

Progress Analysis for Students with English as an Additional Language

At Briarwood, 37% of the students have English as an additional language (EAL)

English Strands – this analysis includes Reading, Writing, Speaking and Listening for all students in all Key stages.

Chart 78

Students with EAL have achieved higher than those with English as a first language in Reading and Writing, when compared to national statistics

(National Progression Guidance).

Students with EAL have achieved broadly similar to their peers in Speaking and Listening, which is a great achievement considering the added

language barrier. This is a significant change to the mid-year results that showed that this was an area that needed supporting.

Whilst this is good news, the students with EAL at Briarwood have achieved less of their targets in the English strands than their peers. This

indicates that this is a group of students we need to target carefully and think about when setting appropriate targets, as well as monitoring and

developing teaching techniques to support them in achieving their full potential.

Chart 79

34

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

EALNumber

Not EALNumber

EAL Using& Applying

Not EALUsing &Applying

EAL Shape Not EALShape

Number of EAL and not EAL achieving in each quartile in Maths strands

AUQ

UQ

MQ

LQ

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Number Using & Applying Shape Space &Measure

Percentage of targets met for EAL and not EAL students in Maths strands - whole school

EAL

Not EAL

Maths Strands – this analysis includes Number, Using & Applying and Shape Space & Measure for all students in all Key stages.

Students with EAL have achieved very similarly to those without EAL, however not quite as well when compared to national standards. In Using and

Applying they have achieved better than their peers. We believe this is because Using and Applying gives them the opportunity to demonstrate their

maths skills rather than relying on language.

No students with EAL are achieving in the LQ for any of the Maths strands. This is a great achievement.

Students with EAL have achieved more of their personal targets in Using and Applying and Shape Space and Measure than their peers. Again this

may be due to the practical nature of the subjects.

Chart 80 Chart 81

35

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Number of EAL and not EAL achieving in each quartile in all subjects for KS1

AUQ

UQ

MQ

LQ

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Reading Writing Speaking Listening Number Using &Applying

ShapeSpace &Measure

Percentage of targets met for EAL and not EAL students in all subjects - KS1

EAL

NotEAL

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%


ShapeSpace &Measure


EAL

NotEAL

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%


AUQ

UQ

MQ

LQ

Key Stage 1 – 46% of the students in KS1 have English as an Additional Language.


Students in KS1 have made

outstanding progress generally,

however children with EAL have

not made as good progress as

their peers. In general they have

not met as many targets as their

peers. EAL students have made

outstanding progress compared

to National expectations;

however this should be an area

that the school looks closely at

and supports this group of

students in making the best

possible progress.

Students with EAL in KS2 have

made outstanding progress in

relation to National averages.

They have also made better

progress than their peers at

Briarwood in many subjects.

Children with EAL haven’t made

as good progress in Listening,

which is explained through their

understanding of spoken

English.

Chart 82 Chart 83

Chart 84

Chart 85

36

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%


AUQ

UQ

MQ

LQ

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%


ShapeSpace &Measure


EAL

NotEAL

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%


AUQ

UQ

MQ

LQ

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%


ShapeSpace &Measure


EAL

NotEAL



EAL are making outstanding

progress when compared

against the Progression

Guidance. However they are

not doing quite as well as

their peers at Briarwood in

some areas, including

Speaking, Listening, Number,

Using and applying and

Shape Space and Measure.

This should be an area of

development so we can

ensure best outcomes for all

students.

Although a high percentage of

students have EAL in KS4, this

cohort is only 7 students in total

meaning that the comparison

with peers is only 2 students.

This makes it hard to make any

judgements or comparisons,

other than that the students with

EAL are performing at an

outstanding rate in comparison

to national standards.

Chart 86 Chart 87

Chart 88 Chart 89

37

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

BMEReading

Not BMEReading

BME Writing Not BMEWriting

BMESpeaking

Not BMESpeaking

BMEListening

Not BMEListening

Number of BME and not BME achieving in each quartile in English

strands AUQ

UQ

MQ

LQ

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%


Percentage of targets met for BME and not BME students in English strands - whole school

BME

Not BME

Progress Analysis for Students who are Black and Minority Ethnic

At Briarwood, 62% of the students are Black and Minority Ethnic (BME).

English Strands – this analysis includes Reading, Writing, Speaking and Listening for all students in all Key stages.

Black and Minority Ethnic (BME) students at Briarwood are not achieving as well as their peers, in strands of English, with the exception of Reading.

However compared to national standards, (Progression Guidance), their achievement is outstanding.

This is a relatively new group for us to be analysing and therefore this is effectively our baseline result.

The reading strategies appear to be working for BME students.

A useful activity would be to carry out some research to learn about the best way to support this group of students.

It is useful to note that of the 42 BME students at Briarwood, only 60% have EAL, meaning that language is not the only barrier for these students.

Engagement, wellbeing and family involvement strategies should also be considered.

Chart 90 Chart 91

38

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BME Number Not BMENumber

BME Using &Applying

Not BME Using &Applying

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Number of BME and not BME achieving in each quartile in Maths strands

AUQ

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Number Using & Applying Shape Space &Measure

Percentage of targets met for BME and not BME students in Maths strands - whole school

BME

Not BME

Maths Strands – this analysis includes Number, Using & Applying and Shape Space & Measure for all students in all Key stages.

Conversely to the English results, BME students are achieving to a higher standard than their peers both nationally and at Briarwood in all strands of

Maths.

This is possibly due to the more practical nature of maths, or that teacher’s confidence to deliver the maths curriculum is higher, but as this is a

baseline group a useful activity would be to carry out some research to learn about the best way to support this group of students.

Chart 92 Chart 93

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Number of BME and not BME achieving in each quartile in all subjects - KS1

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Key Stage Groups – Because this is a new group for Briarwood to be analysing, there will not be a full analysis of all key stages for BME students as we have not yet put any

special measures in to support this particular cohort. Here are a few current headlines;

KS1 BME students (62%) are currently not performing as well as their peers, with the exception of Using & Applying.

KS2 BME students (72%) are not doing as well in Writing, Speaking & Listening. Maths strands are generally similar or better than peers.

KS3 BME students (37%) are doing broadly similar or better than their peers across all subjects.

KS4 BME students (86%) analysis is not useful as there is only 1 student who is not BME. This means comparison is not appropriate as the data set is too small.

Generally given the results, while it would be useful to investigate further and implement any support strategies, it is likely that a student’s individual need and learning

difficulty has more of an impact than their ethnicity.

Chart 94 Chart 95

Chart 96 Chart 97

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PP Reading Not PPReading

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Number of PP and not PP achieving in each quartile in English strands

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Percentage of targets met for PP and not PP students in English strands - whole school

PupilPremium

Not PupilPremium

Progress Analysis for Pupil Premium Students

This year 53% of students in Key Stages 1-4 were eligible for Pupil Premium (PP). A separate report will be produced on the impact of various projects and

interventions that have taken place to support these students. Therefore this summary will just focus on whole school outcomes and recommendations rather

than breaking them down into Key Stages or sub groups.

English – this analysis includes Reading, Writing, Speaking and Listening for all students in all Key stages

Children with Pupil Premium (PP) have achieved outstandingly in relation to national statistics in all areas.

They have not done as well as their peers at Briarwood in Reading and Writing.

In Speaking and Listening the achievement was very similar to that of their peers, with the exception of not meeting as many listening targets.

With the combination of more students in the MQ and LQ and the higher rate of success in achieving their targets, it indicates that some PP students

aren’t being challenged to their full potential. It would be helpful to consider PP status when target setting.

The PP report will discuss the actions taken in response to this information.

Chart 98 Chart 99

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0%

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PP Number Not PPNumber

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Number of PP and not PP achieving in each quartile in Maths strands

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Percentage of targets met for PP and not PP students in Maths strands - whole school

PupilPremium

Not PupilPremium

Maths – this analysis includes Number, Using & Applying and Shape Space & Measure for all students in all Key stages.

Children in receipt of PP have achieved well above national standards when using Progression Guidance.

Children with PP have not achieved quite as well as the students who don’t receive PP at Briarwood however the results are very similar.

The results indicate that the expectations of some of the students may not have been very ambitious. Therefore they have achieved more targets, but

these targets were set in lower quartiles.

The pupil premium report will discuss the actions taken in response to this information.

Chart 100 Chart 101

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BoysReading

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Number of Boys and Girls achieving in each quartile in English strands

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Percentage of targets met for Boys and Girls in English strands - whole school

Boys

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Progress Analysis by Gender

This year shows a split of 52 boys to 16 girls making comparison somewhat skewed. Because of the small number of girls, only a whole school analysis will be

done.

English – this analysis includes Reading, Writing, Speaking and Listening for all students in all Key stages

The results appear to show that girls have achieved more than boys. However as explained above the fact that we are 76% male, increase the

chances for data to be skewed on the male side and therefore comparison is not particularly meaningful.

The results indicate that both boys and girls result is outstanding against national data for all strands of English.

Girls appear to have achieved more of their targets than boys, but again, this is most likely due to the split in numbers.

Chart 102 Chart 103

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Number of Boys and Girls achieving in each quartile in Maths strands

AUQ

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Percentage of targets met for Boys and Girls in Maths strands - whole school

Boys

Girls

Maths – this analysis includes Number, using & Applying and Shape, Space & Measure for all students in all Key stages.

The results appear to show that boys and girls have achieved relatively similarly in Maths strands, with boys doing slightly better when compared to

national standards.

Boys have achieved more in the UQ and AUQ with girls slightly more in the MQ. This may be due to the more logical nature of maths and the

prevalence of Autism in boys.

Girls appear to have achieved more of their targets than boys, but again, this is most likely due to the split in numbers. However given that more girls

appear in the MQ it may be that targets for girls are not ambitious enough.

Chart 104 Chart 105

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Red VP Amber VP Green VP White VP

Percentage of students achieving in each quartile dependent on Vulnerable Plus Status for Reading

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Percentage of students achieving in each quartile dependent on Vulnerable Plus Status for Writing

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Percentage of students achieving in each quartile dependent on Vulnerable Plus Status for Speaking

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Percentage of students achieving in each quartile dependent on Vulnerable Plus Status for Listening

AUQ

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Progress Analysis for Vulnerable Plus

This year we started to look at the concept of Vulnerable plus. This takes a variety of factors, which could be considered barriers to learning or risks to a

student and scores them. The risk factors are scored in different ways dependent on the severtity of or level of need. Some of these include; hearing and

visual imparement, physical disability, English as an additional language, Black and Minority ethnic, Postcode deprivation, pupil premium, looked after

children, single parent family, bereavement, medical need, eating and drinking concern, attendance concern, behaviour support, cause for concern and

attainment. The students final score is then calculated and those with the highest score become ‘red’ students or the most vulnerable. The next group

become ‘amber’ and the third group ‘green’. The last group have low scores and are ‘white’.

English and Maths – this analysis includes Reading, Writing, Speaking & Listening, Number, Using & Applying and Shape, Space & Measure for all

students across the vulnerability groups for the whole school.

Chart 106 Chart 107

Chart 108 Chart 109

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Percentage of students achieving in each quartile dependent on Vulnerable Plus Status for Number

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Percentage of students achieving in each quartile dependent on Vulnerable Plus Status for Using & Applying AUQ

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Percentage of students achieving in each quartile dependent on Vulnerable Plus Status for Shape Space & Measure

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The graphs indicate that the most vulnerable (red) students are more likely to

be working in the LQ and MQ, especially in English.

The red and amber students have a higher rate of achievement in LQ and MQ,

although attainment concerns are factored into the scoring system there are

many other influencing factors which appear to be having a significant effect on

the students learning in these groups.

Amber students appear to be a particularly vulnerable group across all subjects.

Most students in all groups are making outstanding progress with the exception

of a few who are making good progress in some areas.

Vulnerable plus is a good measure of our ability to raise attainment and narrow

the gap in attainment for all students, where several needs are taken into

account, not just pupil premium. This is a new subset of groups for us to be

analysing and therefore this is effectively our baseline result. The leadership

team should consider how best to support these groups – especially red and

amber, and what interventions can be put in place to raise attainment.

Chart 110

Chart 111

Chart 112

46

Final Commentary

Strengths

1. Whole school achievement is Outstanding in all areas. The students at Briarwood have continued to achieve highly, making outstanding progress in

comparison to National Standards (when using National Progression Guidance). Page 5, Tables 1 and 2.

2. Intervention strategies across all subjects are working and the number of students working in the LQ and MQ has significantly reduced because of this.

These should continue and aim to support those students working in the LQ as well as some students who may be dropping into the MQ to support

students to make the best possible progress. Page 5, Tables 1 and 2 and subject specific pages 7-13.

3. The implementation of classroom monitor, (although, due to the now systematic monitoring of students, has had an impact on this year’s results), has

had an incredibly positive impact on the close monitoring and assessment of all students and it has supported teachers to have a greater understanding

of next steps. Subject pages 7-13.

4. The PMLD cohort was an area of development for the school last year. With the exception of Reading the PMLD cohort have increased achievement in

the upper and above upper quartiles across all areas. This is a great achievement and highlights the hard work everyone has put in. The PMLD

cohort’s achievement in the upper quartiles is still not in line with other cohorts and it would be good to continue the hard work to continue to raise the

attainment. Additional curriculum initiatives such as ‘Move (an activity-based program giving the student many opportunities to improve sitting, standing

and walking skills while participating in activities of daily living), are currently being researched to see if these will have an impact for our PMLD

students. Page 6, Tables 3 and 4 and subject specific pages 7-13.

5. Next year will see the implementation of a new curriculum at Briarwood. This will not affect the English and Maths core provision at Briarwood, but

brings with it new opportunities for assessment and the monitoring of progress outside of the P-levels. There are also greater opportunities for the

triangulation of data sources including behaviour data, attendance and engagement. Much of this progress will be measured through the new

Briarwood Assessment Tool (BAT) – more guidance and information will follow on the use of this.

6. Vulnerable plus acts as a very useful measure of the most vulnerable students at Briarwood who are not necessarily Pupil Premium students. This

needs to support the identification of interventions (not only related to learning), that may aid students to overcome some of the most significant barriers

to them making progress. Pages 44-45, charts 106 – 112.

47

Areas for Development

1. The Reading results across all ages and cohorts make this an area for development. There are several factors which may have impacted on the

Reading results this year including; the implementation of new phonics expectations, the new National Curriculum and uncertainty around the level

descriptors and the implementation of Classroom Monitor. The ASD cohort should be particularly noted in this with a potential differentiated Reading

Curriculum or these students. Page 7, charts 1 – 3.

2. “Challenge” - KS1 needs a new national benchmark as many students exceed the expectation of 1 level across 2 years and this measure does not

take into account the previous achievement of the student. CASPA – national benchmarking software specifically for special education would be

able to support this. This would also be beneficial for all key stages and to support target setting. Pages 16-19

3. For individual student’s targets, our aim is that students will meet 80% of their single target and that 80% of targets will be met overall. We have

fallen below this threshold this year and the percentage of targets has dipped on last year. We believe this is due to more robust monitoring of target

achievement in classroom monitor. Page 5, Tables 1 and 2 and subject specific pages 7-13.

4. KS2 and KS3 continue to show a dip in results as compared to other Key Stages. This is due to the fact that they are much larger cohorts and

therefore more likely to have a wider spread of achievement and anomalies; however these groups should be a priority for the coming year, to

ensure continued achievement. The new tools such as Vulnerable Plus identification and Classroom Monitor will support this. Pages 20 – 27.

5. KS3 Maths is an area for development. Pages 26 – 27 Charts 59 – 63.

6. Several of the cohorts analysed as part of the EAL analysis (KS1, KS3, KS4), are underachieving in comparison to their peers at Briarwood. Support

packages need to be put in place for these students. Pages 33 – 36.

7. This year the new analysis of BME students brings with it the need to research and subsequently support BME students, whose achievement is

outstanding by national standards but worse than peers at Briarwood in English. Pages 37 - 39

48

ACTIONS

1. ASD English – especially phonics, reading and writing to be developed so that teachers can support this group of students in a way that best meets their

learning style. Page 6 Table 4, Page 7

2. Implementation of the new Curriculum for foundation areas that will support the achievement in English and Maths.

3. Implementation of the new Briarwood Assessment tool, to support monitoring of achievement towards a particular task.

4. Vulnerable plus to be developed further to identify those who are most vulnerable and support the identification of appropriate intervention. Page 44-45.

5. Develop the use of CASPA to support benchmarking and target setting.

6. The Government are implementing a non-compulsory baseline assessment for Early Years students from September 2015. Whilst it will not be

compulsory next year, it will become a legal requirement. There are several options for Briarwood to consider in moving forward with this, including the

use of several systems that have been commercially produced. These are unlikely to be suitable for our students; therefore the Senior Leadership Team

will need to consider the options, possibly looking into a cognitive or developmental option.

7. With the Government initiative of ‘Life without levels’ Briarwood has put temporary measures in place to support those students working above P8. Whilst

P-levels have remained in place for the majority of students, for those working at an old Level 1 and above, we have worked on creating our own level

descriptors to ensure students are receiving similar input to their mainstream peers, but at a pace to suit our students. This have been useful, but

requires formalising, therefore we have purchased the ‘Progress Ladders’ software to support this process. This will break down targets into manageable

chunks that students can also access themselves and support the teachers in target setting and next steps. This will also be directly compatible with

Classroom Monitor, so will only act as a support for teachers rather than additional workload.

8. Matched ability groups to continue and also consider primary need and learning style.

9. Analysis of KS3 Maths. Page 26 - 27

10. Research into the most effective strategies to use with EAL and BME students. Page 33 – 39.

11. There is a group of students, especially in some Maths strands that are exceeding targets that are set in the UQ and AUQ. These students are Gifted

and Talented in terms of their achievement compared to national expectations. The school should develop support structures, programmes or

interventions which support these students to achieve to their fullest potential.

progress report september 2014 july 2015 - … · final comments including whole ... assessment of...

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