Welcome to St George´s Special School

Student Data

Analysis of summary data for Outcomes 2016-17

How we monitor progress at St. George’s School

    • Students at St. George’s School have access to the full range of subjects which would be found in a mainstream school. A list of subjects by Key Stage can be seen in Appendix 1 and 8.
    • The school uses alternative methods of monitoring to capture progress made by students in other ways than purely academic (Appendix 2).
    • All outcomes are monitored to ensure vulnerable groups are not being disadvantaged in any way (Appendix 3).
    • All students who join the school participate in a full base line process to establish initial data (Appendix 4).

KS3 outcomes

Summary data can be found in Appendix 5

KS4 outcomes

Summary data can be found in Appendix 6 and Appendix 7

KS5 outcomes

Summary data can be found in Appendix 7

Sensory outcomes

Summary data can be found in Appendix 5 and 7 depending on key stage.

Sunflower outcomes

Summary data can be found in Appendix 5 and 7 depending on key stage.

KS3 Summary analysis:

Outcomes and progress in KS3 for 2016-17 are good to outstanding. Any under achievement was spotted early and remediated ensuring the large majority of students were able to meet not only the school’s robust targets and expectations but to supersede key stage progress made by others with similar age and starting points nationally. CASPA show strong outcomes across the board.
For every young person who has not achieved a year-long dialogue of enquiries, responses, actions and review can be seen to identify what the barrier if and overcome it.
There is no subject where achievement across a cohort is a concern and no patterns of underachievement across any vulnerable groups.

Students in Sensory and Sunflower classes respond to robust target setting and show good outcomes. We need to revise our curriculum in the light of the Rochford Review and in turn assessment for those young people who are not able to learn in a subject specific way. Our current curriculum works in a combined way but assessment is subject specific which does not allow our young people to show their skills in the most effective way. This will be a target in the School Improvement Plan.

KS4 Summary analysis:

Students in KS4 make good progress. They are all entered for the appropriately challenging level and bias of accreditation i.e. academic/ vocational/ life skills. All entries are moderated by senior leaders (KS leads, 14-19 lead, Intervention Manager and Headteacher) in the first instance and then evidence is moderated by KS leads throughout the year alongside outcome data. Outcome data shows that student’s attainment closely matches robust predictions. We have no ceiling for individuals and if they complete a level early, they sit the exam and move up midyear. This is evidenced throughout the strong data. There was one area of concern in relation to a teacher with competency issues. The teacher is no longer working for the school and the students were credited with an interim award with the expectation they gain their accreditation early in the new year.

KS5 Summary analysis:

As students start their accreditation in KS4 the context in KS5 is identical to the above. Progress and attainment has been outstanding this year and varied with accreditation enabling them to move on to the next stages of education, employment or training. In KS5 students are able to choose Options and retention and attainment rates are very high.

Sensory outcomes analysis

Students in Sensory class are assessed in a variety of ways to ensure progress is as or better than expected. Those who are working at lower P-levels are tracked using Quest and all are making expected progress.

Students working in KS3 on the higher P-Levels follow a semi-formal curriculum in class. B Squared has been used up to now but this tool assesses a formal curriculum. We have found a mismatch in appropriateness for these students and have been exploring alternatives such as a commercial package provided by B squared for a semi-formal approach but to no avail. The teacher has therefore decided to create a bespoke curriculum like the ‘I cans’ and a supporting assessment system.

Sunflower outcomes analysis:

All students have shown progress across their areas of learning through the I Can statements. Expectations are high so some students have not met their targets however as the steps are so small it is not possible to gain a full insight into how close they were without looking at each individual’s outcomes. For example within 10% of 5 points would be half a point and this is not possible to track in a clear way and the cohort size would be too small to analyse for trends. It can be seen however through observation of behaviour, resilience, happiness and independence levels have soared through these pupils engaging in a purpose designed life skills model.

Vulnerable Groups overall:

Analysis across all data shows we have no patterns of trends of under achievement. The only issue was with one class of mixed Y5 students who were being taught by a teacher being taken through a competency procedure. They did not gain expected outcomes at the end of the school year but will catch up early in this year when they are able to demonstrate their learning through high quality portfolios of evidence.

Appendix 1

Academic and vocational monitoring:

All students in KS3 are assessed and monitored in the following subjects at an individual level via B squared:

  • English all strands
  • Mathematics all strands
  • Science
  • Computing
  • PSHE
  • E Safety
  • Citizenship
  • PE
  • Art

Students in KS4 are monitored via their accreditation and art via B Squared:

Students in KS5 are monitored via their accreditation:

(For a list of accreditation offered, see Appendix 1)

Appendix 2

Additional/alternative methods of monitoring:

  • I Can statements (SLD)
  • Quest (PMLD)
  • SCERTs (ASD) Summer 2017
  • PSHE/SRE school curriculum Summer 2017

Appendix 3

Summary analysis
All data for the above is also tracked on a summary basis for:

  • Year group
  • Key stage
  • Girls/boys
  • Main presenting need
  • LAC/Adopted/Both
  • Pupil Premium/FSM

Appendix 4

New student base lining:
All new students go through a period of base lining where they are assessed (from September 2016) using:

Maths age – Sandwell
Reading age – DRA/WRAT
Spelling age – SWST
Vocabulary level – BPVS
Question ability – Blanks

This gives us the ability to re-assess at a later date and assess progress.

Appendix 5

Analysis outcomes

Key stage 3:

Year group

Subject

Strand

Exceeded

Achieved

Within 10%

Not achieved

Achieved or within 10%

7

English

Reading

19

1

0

4

83%

8

8

1

1

2

83%

9

18

0

1

3

86%

7

Writing

18

0

0

6

75%

8

9

1

0

2

83%

9

13

1

4

4

82%

7

Spoken Language

17

0

1

3

86%

8

8

0

0

1

89%

9

16

2

0

4

82%

7

Expressive communication

2

0

0

1 27/40%

67%

8

2

0

0

1
46/60%

67%

9

0

0

0

0

7

Receptive communication

2

0

1

0

100%

8

2

0

0

1
46/60%

67%

9

0

0

0

0

Year group

Subject

Strand

Exceeded

Achieved

Within 10%

Not achieved

Achieved and within 10%

7

Maths

Number

19

0

0

5

79%

8

8

0

1

3

75%

9

14

1

2

5

77%

7

Measurement

19

0

0

5

79%

8

7

2

0

3
(1 student in Sensory did not do this area)

75% included the student who did not participate.

9

17

1

4

0

100%

7

Geometry

19

1

0

4

83%

8

6

1

2

3

75%

9

18

0

1

3

86%

7

Statistics

21

0

0

3

100%

8

8

0

1

3

82%

9

15

0

1

6

73%

Science:

Year group

Strand

Exceeded

Achieved

Within 10%

Not achieved

Achieved or within 10%

7

Plants

21

0

0

0

100%

8

11

0

0

0

100%

9

4

6

3

9

59%

7

Every day materials

18

0

0

0

100%

8

2

0

0

1

67%

9

7

Use of everyday materials

18

0

0

0

100%

8

2

0

0

0

100%

9

7

Animals including humans

16

2

0

6

100%

8

9

0

0

3

100%

9

18

0

0

4

82%

7

Forces

8

9

20

0

2

0

7

Seasonal changes

3

0

0

18

14%

8

2

0

0

0

100%

9

7

Sound

6

0

0

0

100%

8

9

0

0

1

90%

9

7

Light

15

1

1

1

94%

8

2

0

0

0

100%

9

7

States of matter

3

0

0

0

100%

8

7

0

0

0

100%

9

7

Rocks

3

0

0

0

100%

8

6

0

0

0

100%

9

7

Properties and changing materials

8

9

19

0

1

2

91%

7

Earth and space

8

9

20

0

2

0

100%

7

Forces and magnets

3

0

0

0

100%

8

6

0

1

1

88%

9

7

Electricity

18

0

0

2

90%

8

2

0

0

0

100%

9

22

0

0

0

100%

7

Evolution and inheritance

1

0

0

0

100%

8

9

7

Living things and their habitats

12

0

1

9+2

54%

8

2

0

1

0

100%

9

Computing

Year group

Exceeded

Achieved

Within 10%

Not achieved

Achieved or within 10%

7

21

0

0

2

91%

8

9

1

0

2

83%

9

21

0

1

0

100%

E Safety

Year group

Exceeded

Achieved

Within 10%

Not achieved

Achieved or within 10%

7

18

0

1

2

90%

8

9

0

0

2

82%

9

22

0

0

0

100%

PE

Year group

Exceeded

Achieved

Within 10%

Not achieved

Achieved or within 10%

7

21

0

1

1

96%

8

10

0

0

1

91%

9

11

1

2

6

70%

Art and design

Year group

Exceeded

Achieved

Within 10%

Not achieved

Achieved or within 10%

7

17

3

2

2

92%

8

8

2

1

1

92%

9

19

1

0

2

91%

PSHE

Year group

Exceeded

Achieved

Within 10%

Not achieved

Achieved or within 10%

7

16

0

0

7

70%

8

10

0

0

2

83%

9

15

1

1

5

77%

PSHE – Self-help

Year group

Exceeded

Achieved

Within 10%

Not achieved

Achieved or within 10%

7

1

0

0

2

33%

8

2

0

0

0

100%

9

Citizenship

Year group

Exceeded

Achieved

Within 10%

Not achieved

Achieved or within 10%

7

17

0

0

7

71%

8

10

0

0

2

83%

9

15

1

1

5

77%

Sensory

Some students who are working on the upper P-Levels have had their outcomes captured through B Squared so will not be accounted within this data.

KS3 Quest


Number of students in KS3

Number achieved against their predictions

Number within 10% of prediction

Number not achieved against their targets

Analysis

2

1

1

0

Group too small to analyse

Sunflower:

Exceeded Achieved within 10% Not achieved

Student

KS

Module 1

Module 2

Module 3

Module 4

Module 5

Module 6

Module 7

1

3

2

3

46/53

3

3

4

3

13/17

25/28

42/47

23/27

39/45

5

3

56/68

20/25

38/45

38/45

70/79

32/41

Appendix 6

KS4 NC subjects:

Art and design

Year group

Exceeded

Achieved

Within 10%

Not achieved

Achieved or within 10%

10

9

3

1

2

87%

11

6

1

2

0

100%

Appendix 7

KS4/5 Accreditation

Students are entered for accreditation based on stage not age. Target setting varies across need types i.e. MLD targets every term, SLD targets twice a year, therefore we are able to assess if a young person is on track to achieve.

English

NP=New pupil/no prediction

Year group

Subject

Strand

Level

Number entered

Number achieved

Number who exceeded prediction

Number who did not achieve

Year 10

English

Speaking and Listening

Entry 1

7

5 (+2NP)

0

2

Entry 2

5

3 (+3 NP)

0

2

Reading

Entry 1

7

7 (+2NP)

0

0

Entry 2

5

4 (+3NP)

0

1

Writing

Entry 1

7

7 (+2NP)

0

0

Entry 2

5

3 (+3NP)

0

2

Students were entered for more then one level and passed the lower where they failed to attain the higher. This was their first attempt at accreditation.

Year 11

Speaking and Listening

Entry 1

5

5

0

0

Entry 2

5

5

0

0

Entry 3

5

4

0

0

Reading

Entry1

3

3

0

0

Entry 2

5

5

0

0

Entry 3

5

3

0

0

Writing

Entry 1

3

3

0

0

Entry 2

5

4

0

0

Entry 3

5

4

0

0

Year 12

Speaking and listening

Entry 1

3

3

0

0

Entry 2

4

4

0

0

Entry 3

10

8

2

2

Level 1

1

1

0

0

Reading

Entry 1

3

3

0

0

Entry 2

2

2

0

0

Entry 3

11

10

1

1

Level 1

1

1

0

0

Writing

Entry 1

3

3

0

0

Entry 2

2

1

0

0

Entry 3

11

9

1

0

Level 1

1

1

0

0

Year 13

Speaking and Listening

Entry 1

0

0

0

0

Entry 2

1

0

0

0

Reading

Level 2

1

1

0

0

Writing

Level 1

1

1

0

0

Year 14

Speaking and Listening

Entry 3

2

2

2

0

Reading

Entry 3

1

1

0