Learner Progress

At Springside, we believe in measuring what we value. Progress is reviewed through termly progress meetingsinvolving teachers and parents, focusing on each individual learner and their family. These discussions are underpinned by the learner’s Personal Learning Plan (PLP).

Personal Learning Plans are informed by EHC Plan outcomes, annual targets agreed through the annual review process, and smaller, termly targets that support ongoing progress and responsiveness.

As learners at Springside are working significantly below national expectations, they require a curriculum that is highly differentiated and tailored to individual need. Progression is therefore personalised, and while we maintain high expectations for all learners, these are set in the context of the whole child and their individual starting points.

Due to the individual nature of our cohort, assessment at Springside is individualised, while also maintaining a consistent whole-school framework. This enables us to track progress over time, analyse progress across different groups of learners, and ensure that outcomes reflect each learner’s unique developmental profile.

Progress at Springside is measured in a range of ways. This may include:

• progress towards EHC Plan outcomes and PLP targets

• progression through curriculum pathways

• reintegration into mainstream settings, where appropriate

• feedback from families regarding learners’ increased ability to access family life and community activities meaningfully

Learners who join Springside typically present with severe, profound and multiple learning difficulties. All learners enter and leave their Reception year working significantly below national expectations.

INTERVENTIONS

Our analysis of progress, alongside a holistic approach that incorporates professionals, families and research-informed approaches, forms the foundation of our intervention provision. This ensures that learners who require additional support are identified and prioritised appropriately.

We offer a wide range of targeted and individualised interventions, which are reviewed regularly to ensure they remain effective and responsive to need. Interventions may support:

• medical and physical needs (e.g. hydrotherapy)

• the removal of barriers to learning

• progress across curriculum and developmental areas, as appropriate

The most suitable interventions are identified and implemented based on advice from health professionals, educational professionals, and parental input, often through a collaborative combination of all three. Interventions are selected using research-informed approaches and are monitored to evaluate their impact on learner progress and wellbeing.

Link to the DfE Performance Tables - please click here