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Performance Tables and Assessment Results

Pupil Progress

'Pupils' achievement is outstanding.  The skills they master in communication, physical development and in social and personal development often astound their parents and are a source of great joy.'  Ofsted 2015

In general schools are expected to publish their Key Stage and exam results.


For Special School Academies this is modified as ‘these schools should publish their Key Stage assessment data and information about access to the performance tables on line where appropriate’.


Since our pupils do not take the Key Stage tests and GCSE exams the tables do not provide relevant information.  The link to School Performance Tables is however:



Currently the Academy has to submit school ‘P’ scale data to the DfE annually.


This is due to change in 2018/19 following a national review.  We will keep parents/carers informed on how this affects the assessment process as soon as the results of this review are confirmed.

The information provided below is a summary of the analysis of the schools data on pupil achievement using measures which are relevant to our pupils.


Comparative data [CASPA] 2016-2017

Whole school Progress across all subjects is good with:

  • 81% of pupils made expected and above expected progress in all strands of English
  • 84% of pupils made expected and above expected progress in Maths
  • 85%of pupils made expected and above expected progress in Science
  • 78% of pupils made expected and above expected progress in PSHE

Comparative progress CASPA 2016-2017 Need groups:

  • All need groups make good progress with the PMLD group making outstanding progress [96% making expected and above expected progress]

Comparative progress LAC/Free school meals /gender/Key Stage:

  • LAC pupils are achieving very well with 79% making expected or above progress in English and Maths
  • Pupils who have FSM perform better in 5 out of the 7 strands in English & Maths, than those who are not FSM
  • Gender – there is no significant difference in gender across subjects /subject strands with girls demonstrating marginally greater progress in 3 strands of English, 1 strand of Maths, Science and PSHE.​​​
  • Pupils starting KS3 at P2ii are very unlikely to make 2 levels of progress as measured by P Scales, however on going lateral and linear progress is evident though a robust assessment system using assessments such as DUNST (Cognitive assessment) and PVCS [Pre verbal communication Assessment]
  • The schools  'My Day' approach where work is planned across all aspects of the pupils day has impacted on skill acquisition and generalization across different settings
  • The work of the SALT and Physiotherapist developing staff skills in Integrated Practice has assisted pupils to make both lateral and linear progress.
  • Our pupils do not have attainment comparable to NC age related expectations, however, our pupils demonstrate good achievement not only in linear areas measured by P Scales but also in terms of lateral progression and functional development measured by the My Day approach and IEP data.
  • The ongoing emphasis on engagement has assisted measurable progress alongside the work of the Integrated Practice and assisting pupils to make lateral progress.

'Assessments of pupils' needs are very thorough.  They are used to make precise plans which promote learning and progress extremely effectively.'  Ofsted 2015