Great Arley School, Thornton-Cleveleys

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24th May 20
Trail : home : Pupil Progress

Pupil Progress

For information on end of Key Stage pupil progress in Mathematics, English and Science, please use the links below.

As a special school for pupils with learning difficulties and disabilities, all our pupils are working below the expected levels of the national tests at the relevant key stages. Therefore it would be inappropriate for our children to be entered for these tests. However, to measure progress, we benchmark our pupils’ progress using comparative data from the Comparison and Analysis of Special Pupil Attainment (CASPA), which is a data set compiled from a large range of schools. CASPA allows the attainment and progress of our pupils to be bench-marked against the attainment and progress of other children of the same age, level of prior attainment and categories of Special Educational Need.

Our assessments are based on professional judgment of staff. Teachers use their knowledge of the child, consider the contexts in which learning takes place and gather evidence from a variety of sources, to support their decisions and to make their judgements based on everyday activity and continual monitoring and assessment. These judgements are moderated both internally and externally with professionals from other schools.

Unlike the standard national curriculum, at special schools there is no expectation that a child will achieve a particular level by a given age, or make progress at a predetermined rate. However attainment of a level by a particular age helps identify likely rate of progress using the CASPA assessment tool. 

End of Key Stage Pupil Progress

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As described above, pupils’ progress is bench-marked against a data set from CASPA (Comparison and Analysis of Special Pupil Attainment). "At least expected progress" and "above expected progress" measures are in comparison to the CASPA dataset.

Key Stage 4 (Year 11)

12 pupils completed Key Stage 4 in summer 2019.  

  • In English, all pupils made at least expected progress (in comparison to the CASPA dataset), the same as for summer 2018. 25% made above expected progress 

    • Entry Level Certificate English: 9 pupils achieved their estimated grade, 6 pupils achieved Entry Level 3 and 3 pupils achieved Entry Level 2. 

  • In maths, all pupils made at least expected progress (in comparison to the CASPA dataset), the same as for summer 2018. 8% made above expected progress. 

    • Entry Level Certificate Maths: all pupils achieved their estimated grade, 9 pupils achieved Entry Level 3 and 3 pupils achieved Entry Level 1. 

    • Two pupils achieved Level 1 Functional Skills Mathematics.

  • In science, all pupils made at least expected progress (in comparison to the CASPA dataset), the same for summer 2018.  

    • Entry Level Certificate Science: all pupils achieved their estimated grade; 8 pupils achieved Entry Level 3, 1 pupil achieved Entry Level 2 and 3 pupils achieved Entry Level 1. 

  • All pupils achieved accreditation in English, Maths, Science, PSHE, ICT, DT, FTT, Art and Design, Music, PE and Careers Education.

  • Entry Level Certificates were achieved in Maths, English, Science, DT, FTT, PSHE, ICT and Art and Design. Accreditation was also achieved in the ASDAN Transition Challenge Award, ASDAN Personal Development Programme and Careers Education and Experiencing Work Short Course. 

  • All pupils achieved AQA Unit Awards in Music, PE, PSHE, DT, ICT and through their College Links taster sessions in Digital Photography, Painting and Decorating and Ceramic Wall tiling. They also achieved accreditation through the AQA Unit Awards for their participation in the LCC Travel Training Course which was completed in the summer term.  

  • 9 pupils achieved the ASDAN Short Course Award in Careers Education and Experiencing Work 

  • In the ASDAN Personal Development Programme 9 pupils achieved Gold Award and 3 pupils achieved Silver Award 

Destination of YR 11 Leavers 

All our leavers successfully move on to further education or training. At the end of 2019:

  • Three pupils are moving on to 16-19 provision at a local SEND School. 

  • Four pupils are moving on to Foundation Learning courses at college. 

  • Four pupils are moving on to Level 1 courses at college. 

  • One pupil is moving on to an apprenticeship. 

 

Key Stage 3 (Year 9)

Seven pupils completed Key Stage 3 in summer 2019. 

  • In English 100% of pupils made at least expected progress (in comparison to the CASPA dataset), an increase of 17% since summer 2018. 

  • In maths 86% of pupils made at least expected progress (in comparison to the CASPA dataset), an increase of 22% since summer 2018.  

  • In science 100% of pupils made at least expected progress (in comparison to the CASPA dataset), an increase of 79% since summer 2018. 

 

Key Stage 2 (Year 6)

Nine pupils completed Key Stage 2 (YR6) in summer 2019.  

  • In English, 88% of pupils made at least expected progress (in comparison to the CASPA dataset), a decrease of 1% since summer 2018.  

  • In maths, 100% of pupils made at least expected progress (in comparison to the CASPA dataset), an increase of 20% since summer 2018.  

Formal teacher assessment for eight pupils at the end of KS2 was reported to the DFE as follows:  

  • In reading, all eight pupils were assessed as working in the pre-key stage as follows: two pupils at PK1; three pupils at PK3; one pupil at PK5 and one at PK6.   

  • In writing, all eight pupils were assessed as working in the pre-key stage as follows: three pupils at PK1, three pupils at PK2; one pupil at PK4 and one pupil at PK6. 

  • In mathematics, all eight pupils were assessed as working in the pre-key stage as follows: one pupil at PK1; four pupils at PK3; two pupils at PK4 and one pupil at PK5. 

  • In science, none of the eight pupils have met the expected standard. 

 

Key Stage 1 (Year 2)

Two pupils completed Key Stage 1 in summer 2019.  

  • One pupil made at least expected progress in maths (in comparison to the CASPA dataset). 

  • Both made at least expected progress in English (in comparison to the CASPA dataset). 

Formal teacher assessment for both pupils at the end of KS1 was reported to the DFE as follows:  

  • In reading, one pupil was assessed as working in the pre-key stage standard at PK2; one pupil was assessed at working below the pre-key stage standard but at P4 within PScales.   

  • In writing, both pupils were assessed as working in the pre-key stage standard; one pupil at PK1 and one at PK3.   

  • In mathematics, both pupils were assessed as working in the pre-key stage standard at PK1. 

  • In science, neither pupil has met the expected standard. 

Pupil Performance Data

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Year 6 Swimming

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We believe that swimming is an important life skill and carries numerous benefits for everyone who does it; from developing fitness and confidence to improving self-esteem and personal safety. Throughout every primary class we have swimming lessons in addition to PE every week. We also have a swimming teams who enter competitions and have had national success and lessons for our non-swimmers too.

We are currently very proud National Under 14 and Under 18 swimming champions! Click the photos to read the reports published on the Panathlon website for both competions, held at the London ASquatics Centre:

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The swimming competency of our Year 6 cohort (2018-19) is as follows:

  • 42% can swim competently, confidently and proficiently over a distance of at least 25 metres.
  • 8% can use a range of strokes effectively.
  • 0% can perform safe self-rescue in different water-based situations.

Image result for great arley panathlonImage result for great arley panathlon

 

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