2014-15 Achievement at Priestley Smith School

2014-15 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 six 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 is used to measure individual progressfor Key Stages 2, 3 and 4 and identifies whether this progress falls within the lower quartile nationally (bottom 25% of students), median (middle 50%) 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): 2 students

Progress for Foundation Stage students is measured against their baseline levels within Development Matters of the Foundation Stage Profile. A large proportion (50%+) of our students start at 0-11 months on entry but makeexcellent progress within the Foundation Stage, although for many their attainment may still be described as ‘emerging’ at the end of the Foundation Stage.

Progress within the Foundation Stage is measured and recorded against the following stages:

0-11 months

8-20 months

16-26 months

22-36 months

30-50 months

40-60 months

Beyond 40-60 months

The table below shows the progressmade against these stages by the students in 2014-15 within each aspect of learning. The table shows actual pupil numbers and percentages of the cohort.

Aspect of Learning / Number of students progressing by
less than one stage / Number of students progressing by one stage / Number of students progressing by two or more stages
Personal Social and Emotional Development / 0 (0%) / 0 (0%) / 2 (100%)
Physical Development / 0 (0%) / 1 (50%) / 1(50%)
Communication and Language / 0 (0%) / 0 (0%) / 2 (100%)
Literacy / 0 (0%) / 1 (50%) / 1 (50%)
Maths / 0 (0%) / 1 (50%) / 1 (50%)
Understanding the World / 0 (0%) / 1 (50%) / 1 (50%)
Expressive Arts / 0 (0%) / 0 (0%) / 2 (100%)

At the end of the Foundation Stage pupils are assessed against the Foundation Stage profile and their attainment is described accordingly as ‘emerging’ if they are below nationally expected levels, ‘expected’ if they are in line with national expectations or ‘exceeding’ if they are achieving at levels higher than national expectations.

At Priestley Smith School, the attainment of Foundation Stage students in 2014-15in the prime areas of learning wasassessed as:

Aspect of Learning / Number of students assessed as ‘emerging’ / Number of students assessed as ‘expected’ / Number of students assessed as ‘exceeding’
Personal Social and Emotional Development / 2 (100%) / 0 (0%) / 0 (0%)
Physical Development / 2 (100%) / 0 (0%) / 0 (0%)
Communication and Language / 2 (100%) / 0 (0%) / 0 (0%)

Overall achievement by this group of students, relative to their starting points,is considered to be outstanding.

End of Key Stage 1 (Year 2): 5students

Targeted progress for these students was 1-2 levels’ progress from their individual starting pointsat the beginning of Year 1. The table below shows the results achieved. 100% of students made at least two levels’ progress and four of the five students made progress of three or more levels in at least two areas. One student made four levels’ progress in reading and two students made four levels’ progress in writing. 60% of all assessments improved by three or more levels across the Key Stage.

Considering the very complex needs of these students, outcomes in reading, writing, maths and science are considered outstanding in all cases.

Progress of
< 1 level / Progress of
1 level / Progress of
2 levels or more / Progress of
3 levels or more / Progress of
4 levels or more
Reading / 0 (0%) / 0 (0%) / 5 (100%) / 3 (60%) / 1 (20%)
Writing / 0 (0%) / 0 (0%) / 5 (100%) / 2 (40%) / 2 (40%)
Maths / 0 (0%) / 0 (0%) / 5 (100%) / 3 (60%) / 0 (0%)
Science / 0 (0%) / 0 (0%) / 5 (100%) / 3 (60%) / 0 (0%)

End of Key Stage 2 (Year 6): 3 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 (a four year period) 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
< 1 level / Progress of
1 level / Progress of
2 levels or more / Progress of
3 levels or more / Progress of
4 levels or more
Reading / 0 (0%) / 1 (33%) / 2 (67%) / 2 (67%) / 1 (33%)
Writing / 0 (0%) / 1 (33%) / 2 (67%) / 2 (67%) / 2 (67%)
Maths / 0 (0%) / 2 (67%) / 1 (33%) / 4 (0%) / 0 (0%)
Science / 0 (0%) / 1 (33%) / 2 (67%) / 1 (33%) / 1 (33%)

As can be seen, all students made at least 1 levels’ progress in all subjects, with 67% making two or more levels’ progress in reading, writing and science. One child made five levels’ progress in reading and science and two children made four levels’ progress in writing. These results are all the more exceptional in that two of the three students have three or more areas of special need. Two are completely blind and two have Autistic Spectrum Disorder and moderate learning disabilities in addition to blindness.One child entered the school in Year 5 as a non-reader and non-writer. The gap in learning for these children has been narrowed extremely effectively and all have the potential to make continued strong rates of progress.

Lower quartile / Median quartile / Upper quartile / Above upper quartile
Reading / 0 (0%) / 1 (33%) / 1 (33%) / 1 (33%)
Writing / 1 (33%) / 0 (0%) / (0%) / 2 (67%)
Maths / 2 (67%) / 0 (0%) / 133%) / 0 (0%)
Science / 1 (33%) / 0 (0%) / 0 (0%) / 2(67%)

As can be seen, 67% of all assessment outcomes were in the upper quartile or above in reading, writingand science.Progress across the phase is considered outstanding. Results were lower in maths for this particular cohort due to particular difficulties with abstract learning of concepts. Two students are heavily dependent upon concrete methods of learning in mathematics and, while both have made significant progress, they continue to expedience considerable difficulty in this area.

End of Key Stage 4 (Year 11): 5 students

The expected national progression between the end of Key Stage 2 and the end of Key Stage 4 for a student without special educational needs is three National Curriculum levels.

The school progress shown below is measured in complete National Curriculum levels or within sublevels for pupils working at P levels or level 1 at the end of Key Stage 2.

Progress within National Curriculum levels KS2-KS4: 5students

1-2 sublevels / 1 level
(3 sublevels) / 2 levels
(6 sublevels) / 3 levels
(9 sublevels) / 4 levels
(12 sublevels)
English / 0 (0%) / 1 (20%) / 3 (60%) / 0 (0%) / 1 (20%)
Maths / 0 (0%) / 1 (20%) / 2 (40%) / 2 (40%) / 0 (0%)

This cohort of 5 children have very complex and diverse needs.

2 of the 5 children (40%) are blind and use braille as their medium. Three (60%) have additional or associated learning disabilities and were working at lower levels at the end of Key Stage 2. 3 of these 5 students have three or more areas of need e.g. visual impairment, physical disability, learning disability, medical needs, Autistic Spectrum Disorder and severe social and emotional difficulties.

For three of these 5 students the rate of learninghas necessarily been slower then for their more able peers in all key stages but very good progress has still been seen, with progress of between 5 to 9 sublevels being made by all of these students in maths and English between Key Stages 2 and 4. Two blind students working at age appropriate levels in all areas achieved between 6 and 12 sublevels’ progress in maths and English by the end of Key Stage 4.

All students gained a wide range of accreditation at the end of Key Stage 4 (see below).

GCSE or equivalent accreditation: 5 students

• 100% of KS4 students gained Entry Level, GCSE, Functional Skills or BTEC accreditation Entry Level, Level 1 and 2 in 9/10 different subject areas.
• 100% of students gained at least 2 GCSE or equivalent at grade A-G.
• 1 student (20%) gained 11 GCSEs or equivalent at A-C, four at A/B grades.
• 1 student (20%) gained 9 GCSEs or equivalent at A-C, with 7 at grades A*/B grades.
• 3 students (60%) gained 4 or more GCSEs or equivalent at grade A-E.

When the examination results for the five Key Stage 4 students are considered, their capped point scores in relation to other special schools nationally place two children at the 60th percentile, and 3 children on the 80th percentile and above.One student achieved significantly above the 80th percentile for progress between key stage 2 and key stage 4 in comparison to mainstream schools.

In this context achievement by this Key Stage 4 cohort, relative to their starting points, is considered excellent.

End of Key Stage 5 (Year 13): 7students

This group of students have extremely complex needs, four being late entrants to the UK during the Secondary phase and having no spoken or written English on entry, three having significant additional needs including moderate learning disability and Autistic Spectrum Disorder. One student has a degenerative condition, necessitating a transfer to braille in Key Stage 4.

Within Key Stage 5 some of our students are not able to take a vertical progression within qualifications as they have reached the highest level of which they are capable with regard to their learning ability. They are, however, able to extend their learning laterally i.e. taking additional qualifications at level 1 or 2 or increasing the breadth of learning e.g. by studying for diplomas or extended certificates.

National progression guidance is not available for Key Stage 5 students.

End of Key Stage 5 accreditation

• All Year 13 students made very good progress from their starting points at the end of Key Stage 4 and successfully passed all courses undertaken.
• 100% of KS5 students extended their learning by gaining Entry Level, GCSE, Functional Skills or BTEC accreditation Entry Level, Level1 and level 2 in 7-10 subject areas.
• 6 of the 7 students (86%) gained at least 2 GCSE or equivalent at grades A-G. These six students gained 8, 7, 5, 5, 3,and 2 such qualifications respectively.
• All improved their level of working in English and maths, 4 members of the group achieving GCSE or equivalents within Key Stage 5 in English and 5 in mathematics.

The Sixth Form has a 100% retention and completion rate for all students.

All students gained their chosen further education courses and have transferred successfully.

What did our Key Stage 5 students achieve and where did they go next?

One student gained English language Functional skills Level 2, GCSE mathematics grade C, First National ICT Merit at level 1, Music Pathways award Entry level 2, Business Admin BTEC Diploma Level 1, City and Guilds Level 1 in Workskills and Entry level 3 in PSD. This student is able to use the Braille note proficiently and has completed some work on UEB changes. He carried out a Work experience placement at a repair shop and is now attending Royal National College studying Psychology GCSE and Level 2 Business Administration.

A second student gained GCSE English language grade D, Mathematics Functional skills Level 2, Business Level 2 extended certificate, Level 2 certificate in Instructing Fitness, City and Guilds Level 1 in Workskills, Level 1 award in PSD,German merit Entry Level, Spanish Entry level 3 and Music pathways Entry level 2 award. He successfully completed a work experience placement in a business setting, travelling independently by public transport to and from the placement. He is now attending South and City mainstream college studying Level 3 Business studies independently and travelling to and from college independently.

A third student gained GCSE English language grade E, Mathematics Functional skills Level 2,GCSE German grade A, Spanish Entry level 3, Cambridge national ICT merit at level 1, Music pathways Entry level 2 award, Business Level 2 extended certificate, City and Guilds Level 1 in Workskills and Level 1 award in PSD. This student is able to use the Braille note proficiently and has completed some work on UEB changes. He successfully completed work experience in a charitable business setting, travelling independently by public transport to and from his placement. He gained a place at Royal National College to study Business Studies.

A fourth student gained English Language Entry level 3 and Functional Skills level 3, Mathematics Functional skills level 1,Level 1 AOPE, ICT entry level 2, Music pathways Entry level 2 Award GCSE Art grade C, City and Guilds Entry Level 3 Certificate in Workskills and Entry Level 3 award in PSD. He successfully completed work experience in a sports centre setting, travelling independently by public transport to and from his placement and has taken up a place at Royal National College studying Instructing exercise and fitness level 2.

A fifth student, who joined the Sixth Form in September 2013, gained English Language functional skills level 1, Mathematics functional skills Level 1, Cambridge National ICT merit at level 1, Music pathways entry level 2 award, Entry 3 award in PSD, BTEC Business Admin Level 1 diploma and Level 1 City and Guilds Certificate in Workskills. She successfully completed a work experience placement in a mainstream nursery setting and is now attending Queen Alexandra College studying Hospitality.

A sixth student gained English language functional skills entry level 1, Mathematics entry level 2, Functional skills mathematics entry level 2, ICT entry level 1, Music pathways entry level 2 award, Entry level 3 award in PSD, gained 6 credits in Foodwise and City and Guilds Entry Level 2 certificate in Workskills. She studied Braille at grade 1, including UEB maths code and carried out a successful work experience placement in a retail setting. She is now attending Queen Alexandra College studying Preparation for Working Life.

A seventh student gained English language functional skills entry level 3, Functional skills mathematics entry level 3, FCSE Level 1 German pass, Level 1 AOPE, Entry level 1 Spanish, ICT entry level 1, Music pathways entry level 2 award, Entry level 3 award in PSD and City and Guilds Entry Level 3 in Workskills. She successfully completed a work experience placement in a retail setting and is now attending Queen Alexandra College studying Preparation for Working Life.

Foundation Stage - Key Stage 5

Analysis of our achievement data for the six key stages shows no trend differences by gender, ethnic background or social circumstances. Students of both sexes and all ethnic backgrounds are achieving well as a result of high quality teaching. Children receiving Pupil Premium 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.

The single determining factor upon overall achievement is the nature and complexity of the child’s disability. Where a child has a degenerative and often life-limiting condition affecting cognitive function and attendance, achievement is sometimes based upon maintenance of skills and knowledge rather than progression. Where a child has a complex range of disabilities i.e. three or more areas of need including visual impairment, cognition, physical development and communication difficulties, their pace of learning, while still good in relation to their starting point, is often slower than their peers.