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Pupil Progress

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.

2017 - 2018

End KS2 Results (P Levels/ Pivat Levels (Which can relate to old NC levels after P8)

13 Y6 Pupils

Using Progression Guidance guidelines on progress to demonstrate progress from KS1 – KS2 from individuals starting points the majority of the pupils made progress in the 75th percentile.


  • Maths 100% made expected or outstanding Progress (12 out of 13 making outstanding progress).
  • English 100% made expected or outstanding Progress (12 out of 13 making outstanding progress).
  • PSD 100% made outstanding Progress (All 13 pupils making outstanding progress).

As a whole school we previously set targets against progression guidance guidelines. However, when OFSTED visited it was suggested that these targets were not challenging enough. Therefore, for year beginning 2017/18 much more challenging targets were set for each pupil in PSD, English and Maths.

Against our more challenging targets set over one-year Sept 2017-18


  • Maths 54 % made expected or outstanding progress (7 out of 13 pupils)
  • English 62 % made expected or outstanding progress (8 out of 13 pupils)
  • PSD 85 % made expected or outstanding progress (11 out of 13 pupils)

We made our own criteria for setting these targets and looked at individual cases using PIVAT Data, we then evaluated progress at Pupil Progress Meetings and put interventions in place.

However, due to the ‘PIVAT point score system’ not being electronic, so calculations only happening at PP meetings, we were not highlighting lack of progress/attainment or challenge of progress/attainment early enough as a result of this and through monitoring and evaluation of our assessment Systems it was felt we needed a more robust and consistent approach to setting targets through an up to date electronic system which would lend itself to daily updates on progression and attainment. This way teachers and staff can see at a glance which children are on track or need more challenge and immediately put something in place on a day to day basis without waiting for end of term data to be calculated. 

In addition to this our curriculum is continually evolving and built around meeting the holistic needs of each child including coverage of the four areas of each child’s EHCP, Cognition and Learning, communication and Interaction, Sensory and Physical and SEMH (Wellbeing). In addition to our already established enrichment and intervention programmes, as a result of the staffing restructure, we now have TA4’s in place to deliver interventions under these areas and with the nature of our pupils and the bespoke curriculum we deliver it is felt that our assessment should come in line with this delivery. 

We have therefore invested in an electronic system, ‘Solar’ which will host an assessment framework written bespoke to our curriculum. We will therefore, from Sept 2018-19, assess ‘Maths', ‘English’ and ‘Physical & Wellbeing’ through this system. All Pupils will be base lined on the new framework by October Half term and targets set beginning of Autumn 2.



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