2011-12 ACHIEVEMENT AT PRIESTLEY SMITH SCHOOL
Students at Priestley Smith have a wide range of needs and ability. Some students are working at age appropriate levels but many (approximately 75%) have additional needs which include learning disabilities and are working significantly below their chronological age. Their progress against their starting points is, however, excellent, as is reflected below in the summary data for the five key stages across the school.
The following data show achievement by actual pupil number and by percentage of the cohort in brackets.
National progression guidance, where available, is used to measure individual progress and identifies whether this progress falls within the lower quartile nationally (bottom 25% of students), median (middle 50% of students) or upper quartile (top 25% of students.) On some occasions results shown are higher than progress shown within upper quartiles.
End of Foundation Stage (Reception Year): 4 students
Progress for Foundation Stage students is measured against their baseline scores within the Foundation Stage profile on entry and the levels they achieved at the end of the Foundation Stage.
The table below shows the point progressmade within each aspect of learning. The table shows actual pupil numbers and percentages of the cohort. For Physical Development, Knowledge and Understanding of the World and Creative Development the total possible score is 9; for the other three aspects, each containing three separate strands, the total possible score is 27.
Aspect of Learning / Number of students progressing by< 1 point / Number of students progressing by
1-3 points / Number of students progressing by 4-8 points / Number of students progressing by 9-12 points / Number of students progressing by >12 points
Communication,Language and Literacy
(27 possible pts) / 1 (25%) / 0 (0%) / 2 (50%) / 1 (25%) / 0 (0%)
Problem solving, reasoning and numeracy
(27 possible pts) / 1 (25%) / 1 (25%) / 2 (50%) / 0 (0%) / 0 (0%)
Personal Social and Emotional Development
(27 possible pts) / 1 (25%) / 0 (0%) / 1 (25%) / 1 (25%) / 1 (25%)
Knowledge and Understanding of the World
(9 possible pts) / 1 (25%) / 3 (75%) / 0 (0%) / 0 (0%)
Physical Development
(9 possible pts) / 1 (25%) / 2 (50%) / 1 (25%) / 0 (0%)
Creative Development
(9 possible pts) / 1 (25%) / 3 (75%) / 0 (0%) / 0 (0%)
The four students scored totals of 2, 37, 47 and 58 out of a possible total of 117. This showed progress of 1, 21, 29 and 38 points respectively. It also reflects the enormous difficulty in recognising the achievement of children with multiple, very complex difficulties through The Foundation Stage Profile. The progress of these students is best shown through the school’s own in-house small step assessment tools rather than the very broad measures of the Foundation Stage profile.
Overall achievement by this group of students, relative to their starting points, is considered to be good with particularly strong progress being seen in Communication and Personal, Social and Emotional Development.
End of Key Stage 1 (Year 2): 1 pupil
Targeted progress for this student was 2 levels’ progress from his starting point of P4-6 at the beginning of Year 1. The table below shows that 4 and 5 levels’ progress were achieved in reading and writing, 3 levels’ progress was achieved in maths and 2 in science. This progress reflects the student’s excellent progress in early braille and is considered outstanding.
Progress of1 level / Progress of
2 levels / Progress of
3 levels / Progress of
4 levels / Progress of
5 levels
Reading / 0 (0%) / 0 (0%) / 0 (0%) / 1 (100%) / 0 (0%)
Writing / 0 (0%) / 0 (0%) / 0 (0%) / 0 (0%) / 1 (100%)
Maths / 0 (0%) / 0 (0%) / 1 (100%) / 0 (0%) / 0 (0%)
Science / 0 (0%) / 1 (100%) / 0 (0%) / 0 (0%) / 0 (0%)
End of Key Stage 2 (Year 6): 6 pupils
Pupil progress over Key Stage 2 (a period of four years) is expected nationally to be at least 2 levels.
End of Key Stage 2 achievements are measured against national progression guidance. Individual student progress between the end of Key Stage 1 and the end of Key Stage 2 is compared with national data. This comparison places each student’s results within lower, median or upper quartiles of progress nationally. At Priestley Smith Key Stage 2 results were as below:
Progress of< 2 levels / Progress of
2 levels / Progress of
3 levels / Progress of
4 levels
Reading / 0 (0%) / 3 (50%) / 3 (50%) / 0 (0%)
Writing / 0 (0%) / 1 (17%) / 4 (67%) / 1 (17%)
Maths / 0 (0%) / 4 (67%) / 2 (33%) / 0 (0%)
Science / 2 (33%) / 2 (33%) / 1 (17%) / 1(17%)
As can be seen, all students made at least 2 levels’ progress in English and maths. 50% made three levels’ progress or above in reading, 83% made three levels or above in writing, 33% made three levels or above in mathsand 34% made three levels or above in science. In terms of national progression guidance this data is reflected in the following table:
Lower quartile / Median quartile / Upper quartileReading / 0 (0%) / 3 (50%) / 3 (50%)
Writing / 0 (0%) / 1 (17%) / 5 (83%)
Maths / 0 (0%) / 1 (17%) / 5 (83%)
Science / 2 (33%) / 0 (0%) / 4 (67%)
As can be seen, 92% of all assessment outcomes werein the median or upper quartile. 71% of these were in the upper quartile.
In writing and maths83% of pupils achieved in the upper quartile i.e. showing better than expected progress but progress was lower in science for two students.
Progress across the phase is generally considered outstanding.
End of Key Stage 4 (Year 11): 8 pupils
The expected national progression between the end of Key Stage 2 and Key Stage 4 is three National Curriculum levels or three sublevels for pupils working at lower levels.
The school progress shown below is measured in complete National Curriculum levels for pupils working at level 2 or above at the end of Key Stage 2 and within sublevels for pupils working at P levels or level 1 at the end of Key Stage 2.
Progress within sublevels KS2-KS4: 4 pupils
1 sublevel / 2 sublevels / 3 sublevels / 4 sublevels and aboveEnglish / 0 (0%) / 0 (0%) / 2 (50%) / 2 (50%)
Maths / 0 (0%) / 0 (0%) / 0 (0%) / 4 (100%)
Progress within National Curriculum levels KS2-KS4: 4pupils
1 level / 2 levels / 3 levels / 4 levels and aboveEnglish / 0 (0%) / 0 (0%) / 3(75%) / 1 (25%)
Maths / 0 (0%) / 2 (50%) / 2 (50%) / 0 (0%)
At the end of Key Stage 4 100% of all students had made progress of at least three National Curriculum levels or sublevels in English, with 38% exceeding this.
In maths75% of all students achieved at least three National Curriculum levels or sublevels’ progress, with 50% exceeding this.
GCSE or equivalent accreditation:
100% of KS4 students gained Entry Level, GCSE or GCSE equivalent accreditation.
88% of students gained at least 2 GCSEs or equivalent at grade A-G.
50% of students gained 8 or more GCSEs or equivalent at grade A-G.
50% of KS4 students gained at least 3 GCSEs or equivalent at grade A-C, with 25% gaining 6 or more GCSEs or equivalent at grade A-C.
Achievement by this Key Stage 4 cohort, relative to their end of Key Stage 2 starting points, is considered outstanding.
Foundation Stage - Key Stage 4
Analysis of our achievement data for the five key stages shows no trend differences by gender, ethnic background or social circumstances. Students of both sexes and all ethnic backgrounds are achieving well. Children receiving Free School meals are achieving at the same level as other students and in some cases at higher levels and students who are ‘Looked after’ children are achieving within upper quartiles.