How do we do?


Performance Tables

Key Stage 2

Reading

Pupils at KS 2 secure evidence of progress via P levels and qualitative/narrative progress tracking. They do not undertake any form of formal testing

Writing

Pupils at KS 2 secure evidence of progress via P levels and qualitative/narrative progress tracking. They do not undertake any form of formal testing

Maths

Pupils at KS 2 secure evidence of progress via P levels and qualitative/narrative progress tracking. They do not undertake any form of formal testing


Key Stage 4

Progress 8

This is not applicable to learners within this school because of their ranges of complex physical and cognitive needs

.

Attainment 8

This is not applicable to learners within this school because of their ranges of complex physical and cognitive needs.

GCSE%

Learners do not undertake GCSE’s because of their ranges of complex physical and cognitive needs.

English Bacc

Learners do not undertake the English Baccalaureate because of their ranges of complex physical and cognitive needs.

Student destinations

Pre 16 learners generally move into an appropriate Post 16 provision. No learners move into employment or training because of their ranges of complex physical and cognitive needs.


Key Stage 5

Asdan Personal Progress

Learners at KS 5 secure evidence of progress via completion of the Asdan Personal Progress qualification. They achieve either a Certificate or Diploma.

2016-2017 Two learners gained the Diploma

Trinity College Arts Award

Learners at KS 5 secure evidence of progress via completion of the Trinity College Arts Award at either Discover or Explore levels.

2016-2017 Two learners gained the Arts Award. One at Explore level ; one at Discover level.


Learner’s Attainment 2016-2017

Attainment is good with outstanding overall with learners achieving very well against challenging targets.

Most learners achieved their targets for the year 2016-17 despite a significant number experiencing very poor health with admissions to hospital and being generally unwell. Only one young person regressed slightly in English in term 3 despite their having been hospitalised for two significant periods.

The quality of learning and achievement is judged as being good with outstanding. Despite the complex nature of their disabilities, medical challenges and learning difficulties, the learners make good to outstanding progress and achieve a very high quality of learning from an individualised, highly sensory curriculum.

‘P’ level data is used to numerically track progress as well as analysis of the % achievement in each P level. Progress is also reflected using more qualitative lateral measures such as target achievement within speech, physiotherapy, support and the day to day context of the health status of young people.

The specific model of curriculum delivery also allows learners to demonstrate consistency of progress across all the areas of daily living. This is particularly important in supporting choices as they move through adolescence into young adulthood.

Changes to the monitoring and assessment of progress will occur in the 2017-18 academic year following a review of progress capture in the light of the Rochford review. It is planned to use a combination of the following to gather as many of the small steps of progress across all areas:

  • P level data
  • qualitative progress reports six weekly
  • MAPP progress will be used.

Using the National Progression guidance as a predictor model(due to tiny cohorts) demonstrates that target setting against predictors is accurate with:

1. Student A predicted median quartile- outcome upper quartile. (P1iib – P2ic).

The learners show obvious enjoyment and enthusiasm for their learning experiences and this is reflected in the displays of their achievements and learning as well as the happy and relaxed atmosphere within the school.


Learner’s attainment analysis 2016-2017

Overview: It is recognised at Hannah’s that there are a series of points across any given period that assessment of progress (data capture and qualitative measures) take place including:

  • data capture of P level progress.
  • annual review or education , health ,care plan reviews(EHC plans)
  • annual report
  • IEP reviews
  • care plan reviews (where appropriate and in place)
  • Multi disciplinary meetings
  • CIC/LAC where appropriate

This process aims to capture all relevant aspects of progression to create an holistic, integrated view of each young person to make sure that they are “ready to engage with learning” and can achieve as much as possible in order to support independent choice making. Targets are set in relation to all aspects of provision. Thus progression for students is viewed as an holistic, integrated progress with opportunities for extensions to learning built into all sessions.

NB. Changes to the monitoring and assessment of progress will occur in the 2017-18 academic year following a review of progress capture in the light of the Rochford review . It is planned to use a combination of the following to gather as many of the small steps of progress across all areas:

  • P level data
  • qualitative progress reports six weekly
  • MAPP progress will be used.

Our target setting process includes the following elements:

  • Individual student assessment and targets set by pre and post 16 teachers and tutors.
  • Whole school targets
  • Challenging targets allied to evaluation of student progress and often set as extension materials within lessons.
  • Analysis according to the following:
    • Whole school data
    • Pre 16
    • Post 16
    • Gender
    • Child in Care /Looked after Child(CIC / LAC)
    • Ethnicity
    • P level groups-P1-P3 and P4-P8 (NC 1or 2 where appropriate)
    • Key stage
  • Progression Guidance has been adapted in order to quantify our student progress and is defined as follows:
    • OUTSTANDING-Progress of two sub levels or more
    • GOOD-Progress of one sub level
    • SATISFACTORY-Maintaining level/horizontal progress
    • INADEQUATE regression unless linked to a contextual explanation such as a period of hospitalisation, health issue
  • Given the subtle changes and progress made by very complex young people an analysis of percentage achievement at each sub level of the relevant P level is carried out.
  • Student progress / targets are reviewed formally six weekly, termly and as appropriate within an integrated model and we view student’s progression as occurring within very small steps.
  • Any students identified as satisfactory are discussed at the education and multi disciplinary team meetings- the reasons for this are explored and challenged. The reason for a satisfactory grade is usually related to health status and the team may well reflect that given health issues the student has done very well to maintain satisfactory progress. Curriculum support is offered by the team when any young person in the school is admitted to hospital. Other issues will be challenged and managed in order to support learner progress.
  • Progress is also evaluated via analysis of IEP aims for Maths, English and PSHCE
  • National Progression guidance is used to look at the “likelihood” of achievement KS4 to inform target setting for relevant young people.

An evaluation of each year’s achievements is made during the autumn term to be:

  • Presented to the governing body.
  • To inform the SEF
  • To inform the SIP
  • To inform the next year’s target setting policy across the school and in terms of individual progress.

Evaluation

The learners within the school present as an extremely vulnerable cohort. For many of them their education will be interrupted by time out of class due to ill health ( e.g seizures) admission to hospital and complex surgery with subsequent rehabilitation. Their daily routines within education time include complex medical and nursing intervention such as gastrostomy feeds, suction, oxygen. If medical needs are not profound levels of SD impact on capacity to progress and curriculum modified to enable learner’s to maximise their chances of learning.

The data presented for 2016-2017 demonstrates that despite these issues learners achieve predominantly good with outstanding results across all curriculum and target areas. It is noted that within small cohort sizes the attainment levels of just one student can significantly impact on the presentation of the data.

Discussions/ meetings with another school which also delivers curriculum to students with this range of complex needs indicates that although they use a different curriculum platform for delivery levels of achievement are within a good degree of tolerance.

Graphical representation of results 2016-17



Whole school - English, Maths, ICT, PHSCE, Science (applies to pre 16 only)

ENGLISH by P level-whole school 2016-17

MATHS by P level whole school -2016-2017

ICT by P level-whole school- 2016-2017

PHSE by P level-whole school-2016-2017

Science by P level- pre 16 only - 2016-2017

Analysis in relation to the following was also carried out:

  1. CIC/LAC 40% of students are Looked After Children/Children in Care due to the number of nights of care received or parental consent to that status due to complexity of need/funding. (ie .over 79 nights short breaks in any one year=sec.20 or sec 17 status) This status is often a benefit in respect of progress tracking and capacity to review and amend curriculum delivery if required based on more regular planned contact with families and a range of professionals.
    There are NO discrepancies in relation to attainment, opportunities to learn and engage and access to supporting therapies between CIC/LAC and those not so defined in law.

  2. GENDER 50% of students are female and 50.0%male. All follow individual timetables tailored to their unique set of educational/support needs. There are no appreciable differences in gender attainment.
  3. ETHNICITY All students are defined as White British within the school at present.
  4. KEY STAGES Representation of key stages is present at KS1,KS2,KS4,KS5during this academic year.

Chris Freestone. Head Teacher. August 2017