Greenfields Specialist School for Communication

Progress and Attainment including Performance Information at GSSC

At GSSC, all pupils are working below national expectations

How we track and Monitor Progress and Attainment at GSSC:

As a school we have invested heavily in developing a system that will record, track and monitor pupil engagement alongside gaining knowledge and applying skills.  We also track:

• Accreditation attained over the last three years
• Leavers’ Destination Data
• Achievement of vulnerable groups or other sub-groups against whole school data
• Individual progression and achievement
• Progress towards EHC Outcomes

Overall Judgement:  the Senior Leadership Team are confident that all pupils make at least good progress given their starting points

Key Priorities:  To embed new RIDE curriculum and EARWIG assessment package to enable pupils to develop engagement through aspects and areas of learning from across the new curriculum

Progress and Attainment at GSSC

Assessment information is received from ‘feeder’ schools when pupils move to GSSC.  This is usually in Year 7 but some pupils do join other year groups.  Staff at GSSC also baseline pupils on entry and both of these assessments are used as a basis for future assessments through performance information against the new RIDE Curriculum. 

EARWIG Assessment Software Package

We use EARWIG to assess our pupils’ engagement with their learning through ‘Carpenter et al’ Aspects of Engagement.

 GSSC RIDE Curriculum

Aspects of Engagement

Persistence:  continued effort (may be in short burst), perseverance, determination, refusing to give up or let go

Initiation: a self-directed request, movement or indication which can be considered to express an intention, want or need

Anticipation:  shows expectancy or predication as a result of previous knowledge, experience or skill

Discovery:  ‘Light bulb’ moment, a new or repeated action or experience (planned or spontaneous) that causes clear realisation, surprise or excitement an effect/response from an action performed

Investigation:  actively trying to find out more within or about an activity or experience

Curiosity:  the need, thirst or desire to explore, know more about, earn or make connection with objects, people or experiences

Responsiveness:  shows response, consciousness, acknowledgement or recognition

The 7 aspects are graded from 0-4 to show the level of engagement with 0 being the lowest and 4 the highest

We monitor and analyse ‘Working Level’ across and the curriculum subject/area/objective (stage of learning).

Outcome Setting

• At GSSC we EARWIG (from September 2018) as our overall tracking tool.
• Outcomes are based on our extensive knowledge of our pupils after discussions between the Class Teacher and Subject Area Leads and are linked to pupils’ EHC Outcomes
• For pupils who arrive mid-year they will undergo a process that follows the same procedures for our Year 7 intake
• In January we monitor progress towards Outcomes and adjustments are made to the delivery of the curriculum to ensure that pupils are able to engage fully with their curriculum. This is done in collaboration with the Class Teacher, Curriculum Area Lead and the Senior Leadership Team to address under achievement
• We now set (Sept 17) action plans for pupils who need to build their resilience for learning
• In June we moderate and evaluate progress against Outcomes
• Evaluations are made using the process of: individual, Year Group, Key Stage and vulnerable group progress
• In the Autumn term, subject coordinators interrogate the data through subject monitoring (EARWIG)and review individual progress and if necessary set Action Plans through whole school teaching staff professional conversations
• New Performance Information Data is being developed for all pupils within GSSC that tracks from entry to exit including personalised data i.e. mobility, SALT, Sensory Diets Pupil Premium, Year 7 Catch-up Premium and Accreditation at Key Stage 4 and 5

Performance Information

As a school we monitor progress against non-curriculum areas e.g. sensory diets, conductive education, mobility, SaLT through EARWIG. EHC targeted outcomes are also monitored and evidenced within EARWIG to record progress towards Outcomes.   

Reporting

Every pupil has an Annual Review of their Outcomes towards theirEHC Plan. As part of this process, parents and carers receive a school report containing information about achievements and progress towards EHC Outcomes, whilst highlighting outcomes for the forthcoming year/Key Stage.  There are also 3 Parent/Carer evenings held each academic year

 Assessment and Progress for all learners:  

• Teachers use their knowledge and skills to plan ‘can do’ statements so that pupils are clear about what they are learning.
• Review of marking, feedback and implementation of new ‘marking procedure’ through EARWIG has ensured that pupils know what they do well and how to improve
• Pupils in receipt of additional funding are targeted to receive additional interventions to    ensure that they are achieving at least in line with their peers
• Governors undertake learning walks to challenge judgements impacting on standards and pupil progress by regular monitoring and auditing.
• Specialist provision (Sensory Circuits and Conductive Education) are in place to ensure that pupils are always ready to learn.
• The school had developed a curriculum based on the cognition and communication level of all of its pupils focusing on engagement with learning and depth of learning
• Our RIDE Curriculum has been designed to provide all pupils across Key Stages 3, 4 and 5 with an accessible learning experience, which allows pupils to take ownership of and lead their own learning, encouraging thinking and problem solving skills.
• Learning encompasses our pupils EHCP outcomes and provides pupils with a holistic learning experience focusing on aspects of engagement, and stage of learning within and across subjects/areas of their bespoke curriculum.
• This curriculum aims to ensure that our pupils are ready to continue their learning post GSSC.
• Accreditation at Key Stage 4 and 5 builds on prior skills through personalised learning pathways following OCR Life and Living Skills and the Duke of Edinburgh Bronze Award
• Options at Key Stage 4 and 5 ensure that pupils’ interests are included within their individual learning pathways.
• The effective use of Pupil premium ensures that FSM pupils and others targeted for support is rigorously accounted for and published ensuring there is evidence of diminishing the difference.
• Year 7 catch up funding is used effectively to raise attainment through communication across the curriculum interventions by a specialist teacher.

Summary and Progress:

Pupils at GSSC have always made at least good progress given their starting points against P Level and NC National Level data, whilst also acknowledging that National Data Sets provided limited comparison of progress due to size and complexity of cohorts.

Our new assessment system has been designed and implemented to provide each pupil with a bespoke package to meet each pupil’s individual curriculum and learning needs.  GSSC are now embedding its new assessment package (EARWIG) and collating and analysing evidence and data to provide a clear route of learning against outcomes for each of our pupils, using the recommendations from Rochford to develop best practice across the school.

Accreditation achieved at the end of Years 11 and Years 13

100% of Pupils in Years 11 and Year 13 work towards and achieve a range of external accreditation including:

OCR Life and Living Skills at Entry Levels 1-3

OCR Entry Level Science

OCR Entry Level Maths

Duke of Edinburgh Bronze Modules or Award

Arts Award Discover and Explore

Arts Award Silver

AQA Unit Awards

Due to the small number within cohorts it is not possible to report individual exam results.  However, this information is held within school.