Our principles for Assessment purport that it is an integral part of learning and teaching. We ensure that we collect, analyse, utilise, share and evaluate our assessment data because it helps to provide a picture of a child’s or young person’s progress and achievements and to identify next steps in learning. This is done on a daily, weekly, three weekly and termly basis.
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The average complete cohort on roll over the last 4 years has been 11. That means that we typically have 11 pupils on roll at the start of Year 11. The average number pupils that are regular attenders by the end of year 11 is 7. The average number of pupils, over the last 4 years, that complete their education at AEP but remain on our roll is 3. On average, over the last 4 years, 64% of our pupils complete their full education at WHS.
How well do we do in English and Maths?
The percentage of pupils gaining a qualification at GCSE (A*-G) is decreasing over time. In 2015 54% of the whole cohort gained a qualification in this range. However, 100% of the regular attenders gained a qualification in this range. The proportion of pupils that made expected progress in English was 33%. In Maths the figure was 83 % and of that percentage 50% made better than expected progress by an average of a 1 and 2/3 of a grade.
Attainment in other subjects.
The number of pupils, that attend regularly, that are attaining 5 or more GCSE’s (A*-G) is increasing over time. The figure in 2015 for the complete cohort was 45%. For those pupils that attended regularly and completed all of their education at Woolton High the figure was 83%.
The proportion of pupils from the whole cohort that attained a qualification at A*- G in Science was 66% Of those pupils that regularly attend 83% gained a qualification and of that group 33% made expected progress or better.
- In ICT/Media 66% of the whole cohort and 83% of the regular attenders attained a qualification at A*-G and of that group 16% made expected progress.
- In Art 27% of the whole cohort and 50% of the regular attenders gained a qualification and of that group 33% made expected progress.
- In PE 45 % of the whole cohort and 83% of the regular attenders, gained a qualification and of that group 83% made expected progress and 75% made better than expected progress.
- In Business Studies 45% of the whole cohort gained a qualification and 83% of the regular attenders, gained a qualification and of that group 83% made better than expected progress.
In each of the vulnerable categories (LAC, BREM and FSM) pupils achieve broadly in line with their peers. The pupils that attend regularly have APS that are in line with progress indicators commensurate with pupils in the 80th percentile for Special School pupils with similar prior attainment.
For Vulnerable pupils, not all with similar attendance, their APS is toward the bottom end of the 60th percentile. It is important to note, however that with one exception, our most vulnerable pupils made up our entire AEP cohort 2015.
- Given their relative starting points, significant needs and disrupted education, the robust tracking of pupil progress indicates that most learners make good to outstanding academic and behavioural progress over time.
- All learners are baselined on entry using standardised testing procedures, any standardised prior attainment data and examples of work from previous schools. All teacher assessments and examples of pupils work from their previous schools are cross-moderated within school and between other similar partner schools.
- All teachers attend LA Subject Adviser and Awarding body standardisation meetings. For BTEC the school is internally and externally monitored and verified.
- Targets are set by using FFT baseline data, Teacher Assessments based on standardised testing procedures, CASPA and National progression data expectations wherever appropriate.
- We begin to transition Y6 learners throughout summer term to prepare them for Y7. This has had a dramatic impact on both progress and behaviour in KS3.
- The attainment of almost all groups of learners is broadly in line with the national average. Where attainment is below the national average, it is improving rapidly.
- 100% of the Yr. 11 leavers left with a qualification in English and Maths.
- 100% of the Yr.11 leavers that followed a school based curriculum left with a GCSE A-G in English and Maths.
- 100% of the Yr.11 leavers that followed a school based curriculum attained at 5 or more qualifications, A*- G across a range of subjects at GCSE or approved equivalencies.
- In Science 100% of the school based cohort gained a qualification at GCSE A-G.
- In ICT/Media 100% of the school-based curriculum, learners gained a qualification at A-G.
- In PE and Business Studies 100% of the school-based curriculum learners, gained a qualification; and of that group, 60% of pupils exceeded expected progress.
- Of the learners that followed an AEP curriculum. Each pupil gained a qualification in English and Maths at Entry Level and gained vocational qualifications that supported their next destination. A noteworthy point to mention, is that one of those pupils was a LAC pupil that had not attended school for 2 years previous and joined the school in February 2016.
- Despite learners having complex needs and low prior attainment, in 2015/16 the comparison against expected progress estimates, shows that we diminished differences to the point that school-based learners achieve broadly in line with National progression 80th percentile expectations and FFT 50 estimates. The actual APS for those 5 pupils was 170. For National progression data, the expected APS for this group was 179.
- In relation to CASPA figures, our learners are placed in the 95th percentile.
- Of the Yr. 11 leavers’ cohort of summer 2016, 100% were eligible for Pupil premium and gained a qualification in English and Maths.
- The progress of the Yr. 11 leavers that followed a school-based curriculum Summer 2016 indicated that 60% of pupils that were eligible for Pupil premium made medium-quartile progress or better in English and exceed upper quartile progress in Maths.
- The percentage of learners gaining a qualification at school is increasing. In 2014/15, 81% of the whole cohort gained a qualification. In 2015/16 100% of all learners gained at least one qualification.
- The average Yr. 11 complete cohort on roll over the last 4 years has been 11. Compared with the national average for all learners, higher proportions of learners and disadvantaged learners, progress on to a range of further education.
- Continued careful monitoring through our AEP/EHAT liaison officers ensures that learners are safe, happy, healthy and learning in their chosen educational placement.
- In 2015/16, 38% of learners were below the benchmark reading age of 10 years 0 months. There are 23 pupils that need specific help to make improvement in reading and spelling. The average reading age on entry for those 23 pupils is 7 Years 7 Months.
- Progress rates differ because of the year of entry, their barriers to learning and age related progress indicators. However, recent summative assessments, indicate that current rates of progress for reading show that pupils make minimum gains of 24 months.
- This trend is repeated for spelling. Recent investment in an ‘on-line phonics programme’ indicates that for the pupils that have reading ages of <6, progress is rapid and sustained.
- Learners read widely and often across subjects to a high standard, with fluency and comprehension appropriate to their age. This was evidenced through our recent Silver Reading for pleasure award.
- For the FSM Boys and Girls, learners that were in Yr. 7-10, 88% of learners that followed a school-based curriculum made expected progress in English and Maths.
- For LAC pupils 75% made expected progress or better.
- For pupils in a BREM category that followed a school-based curriculum 80% made expected progress of better.
- Currently AEP learners attend the main school at set times each week and work specifically on developing English and Maths that will assist their progress.
- Throughout each year group and across the curriculum, including in English and mathematics, current learners are making substantial and sustained progress, developing excellent knowledge, understanding and skills, considering their different starting points.
- For new curriculum initiatives for groups such as ‘Nuture’ and ‘Girls’, for some learners progress was hampered by the attitude to learning of learners within those groups. Through the strategic use of resources, close monitoring and working in partnership with multi-agencies, progress is now rapid and sustained.
- Most notably one of the biggest outcomes that we have achieved has been to reduce diagnosis time and subsequent prescription of medication for learners with neuro-developmental conditions such as ADHD, from 12 months to 6 weeks. This has had a tremendous impact on the academic progress of many of our learners.