Assessment, Attainment and Progress

As a specialist school, we pride ourselves in providing a broad rounded holistic education that caters for the needs of all of our pupils. Our curriculum is flexible and dynamic and allows us to provide an extensive platform from which pupils make progress in skills, knowledge and positive behaviours, in addition to and as well as towards their Education and Health Care outcomes. The curriculum is at the heart of our provision and each pupils’ access points will be individual. Careful assessment indicates what a pupil’s curriculum will look like. It is that curriculum that we assess and track for each pupil ensuring progress towards their individual objectives. As we believe in a holistic approach we only measure what we value, and have created a menu of assessments which reflect this. Teachers use these in a targeted way to capture and demonstrate progress, which also underpins their planning.

We work with other Lancashire special schools to moderate pupil’s work to ensure that our judgement is accurate when assessing learning. We use progression charts (NWSAG) to support our judgement of pupils progress at the end of each key stage alongside assessments against pupil’s personalised learning outcomes. Pupil progress is tracked and monitored formally using these systems but also via learning walks and work sampling undertaken by SLT. Outcomes are analysed and action taken as needed.

Our use of data supports school improvement planning and actions for 2023/24 will include:
• Developing and refining cross-curricular opportunities in the use of technology to enhance the holistic curriculum offer and improve skill development across the cohort.
• Enhancing our Music offer in school to support engagement, communication, interaction, behaviour and the cultural richness of the holistic curriculum offer.
• Ensuring that all teachers feel confident in the delivery of writing, including emergent writing, throughout school through a comprehensive training schedule, led by English curriculum leaders.
• Developing staff competence around the communication of emotions, including a recognition of the physical sensation of emotions and how this impacts upon behaviour.

For further information please read Assessment at the Loyne Specialist School

 

Statutory End of Key Stage Assessment
EYFS

(3 pupils)

When pupils first join EYFS the class team spend the first half term completing baselining assessments which is then recorded on their individual personalised assessment profiles in order to support tracking of progress from their starting points. All pupils were assessed as not yet reaching expected levels of progress (due to the significance of their learning needs).

Year 1 Phonics Check

(9 pupils)

All pupils dis-applied as identified as working below phase 2 phonics (letters & sounds).

End of Key Stage 1

(7 pupils)

Due to pupils’ severe and profound learning difficulties all pupils are working at the pre-key stage standards or the engagement model.

For information relating to the standard descriptors please see –

https://www.gov.uk/government/publications/pre-key-stage-1-standards

End of Key Stage 2

(4 pupils)

Due to pupils’ severe and profound learning difficulties all pupils are working at the pre-key stage standards or the engagement model.

For information relating to the standard descriptors please see –

https://www.gov.uk/government/publications/pre-key-stage-2-standards

End of Key Stage Assessment (NWSAG)
English and Maths - End of Key Stage 1

7 pupils

English

  • 86% (6/7) of pupils made better than good progress.

Maths

  • 86% (6/7) of pupils made better than good progress.

English and Maths - End of Key Stage 2

4 pupils

English

  • 75% (3/4) of pupils made better than good progress.

Maths

  • 75% (3/4) of pupils made better than good progress.
English and Maths - End of Key Stage 3

7 Pupils

English

  • 86% (6/7) of pupils made better than good progress.

Maths

  • 100% of pupils made better than good progress (7/7)
English and Maths - End of Key Stage 4

2 Pupils

English

100% (2/2) of pupils made better than good progress.

Maths

100% (2/2) of pupils made better than good progress.

*Pupils were not benchmarked against NWSCAP Progression KS4 Charts due to accessing the FE curriculum.

Intervention

Where pupils have made less progress than expected, this is discussed with senior leaders and a course of action decided. This may include focused teaching within class or accessing a more bespoke intervention. Pupil participation in interventions are recorded and evaluated on the school’s provision map. It may be that the assessment tool used is not appropriate to capture sufficiently small steps progress in which case an alternative and more purposeful tool will be used. All assessment information relating to a pupil is recorded on their Personalised Assessment profiles and in their Key Information File.

Assessment information relating to groups of pupils

Pupils with EAL/CLA or who access pupil premium funding are not compared against pupils who are not, as it is not meaningful or relevant to do so. Rather pupil progress is tracked individually for these pupils and interventions identified as appropriate.

Accreditation
Further Education
Accreditation gained across FE 2022-2023
C&G Functional skills LiteracyEL16 students
C&G Functional skills LiteracyEL22 students
C&G Functional skills NumeracyEL16 students
C&G Functional skills NumeracyEL22 students
C&G Functional skills ICTEL111 students
C&G Functional skills ICTEL22 students
ASDAN Personal Development ProgrammeBronze Award10 students
ASDAN Personal development ProgrammeSilver Award6 students
ASDAN Personal ProgressPre-Entry Award9 students
ASDAN PSDEL18 students
ASDAN PSDEL28 students
ASDAN EmployabilityEL28 students
City & Guilds skills for working life PotteryEL27 students
City & Guilds skills for working life WoodworkEL27 students
Duke of EdinburghBronze4 students
Duke of EdinburghSilver2 students
Arts AwardBronze22 students
Arts AwardDiscover & Progression9 students

 

“The centre’s Teaching and Learning Policy identifies tutors systematically check pupils’ understanding throughout lessons, intervening where needed to develop pupils’ understanding. Tutors use observation, questioning and discussion to assess the effectiveness of teaching and learning, in addition to open questioning techniques to challenge pupils’ thinking. Tutors mark pupils’ work and provide constructive feedback in addition to teaching pupils to evaluate their own learning.”

Quality Assurance Reviewer

Leavers’ Destinations

Leaver’s destinations at the end of year 14 provision:

2023:

  • 2 students left to attend local mainstream college provision. 
  • 4 students left to attend independent specialist provision.   
  • 1 student has a temporary further educational provision. 
  • 1 student left with access to a vocational voluntary placement  
  • 4 students left to attend local social care provision.