At Springside we have made some significant improvements to the data handling at Springside. Whilst we will continue to use the comparison tool CASPA to provide year on year comparisons with other Special Schools, this will now only supplement our analysis.
We have begun to analyse pupil progress in relation to the government’s progression guidance and are therefore able to provide consistent expected progress targets that ensures our data and analysis is robust.
Pupils joining Springside for EYFS are generally those with more severe and profound and multiple learning difficulties. All pupils started and ended their Reception year operating significantly below National Expectations.
Progress - academic year 2015-2016
Most pupils, including our most able and most dependent pupils make above expected progress. Where pupils did not make expected progress this was largely due to absence from school as a result of long term health issues.
Key Stage 2
At Key Stage 2, whilst the school recognises that Progression Guidance is no longer used to benchmark special school data, in the absence of alternative national data the school does use this as a comparative indicator to compare data over time. The National data sets from Progression Guidance are used to benchmark our pupils’ progress. These data sets indicate lower, median and upper quartile progress. Expected progress is median quartile progress (i.e. progress made by 50% of pupils nationally with same staring point over KS2) where progress exceeds this expectation we record this as exceeding expected progress.
English - 90% of pupils made expected or above expected progress (38 out of 42 pupils).
Maths - 86% of pupils made expected or above expected progress (36 out of 42 pupils).
PSD - 98% of pupils made expected or above expected progress (41 out of 42 pupils).
83% of pupils made outstanding progress in English.
81% of pupils made outstanding progress in Maths.
96% of pupils made outstanding progress in PSD (Personal & Social Development)
At Year 6 (End of Key Stage 2)
English - 67% of pupils made expected or above expected progress (6 out of 9 pupils).
Maths - 67% of pupils made expected or above expected progress (6 out of 9 pupils).
PSD - 89% of pupils made expected or above expected progress (8 out of 9 pupils).
56% of pupils made outstanding progress in English.
56% of pupils made outstanding progress in Maths.
89% of pupils made outstanding progress in PSD (Personal & Social Development)
The increased detail within our analysis has enhanced our intervention programmes, allowing us to ensure the pupils who require intervention are effectively prioritised. We continue to offer a variety of interventions, individualised to each pupil and are confident of the impact they are making. The Th.Inc intervention has been particularly successful; this continues to ensure that pupils have an improved ability to regulate their emotions. This will increase the pupils’ engagement within lesson that ultimately will transfer to their progress academically.
Link to DfE performance tables - please click here