Data 2014-2015

Context For 2014-2015 we decided to use P levels/NC alongside Individual Learning Plans (ILP’s), to explore how pupils achieved on different pathways The data showed more pupils achieved targets against ILP’s and other pathways than NC/P levels, supporting schools approach in developing learning pathways that are personalised to the individual and linked to EHCP Therefore reporting is based upon ILP data across the needs groups Headlines: There was a significant increase in pupils meeting cognition targets, this was a focus of the SDP 2014-2015 Pupil premium pupils achieved above non pupil premium pupils in communication and cognition Ethnic groups did not achieve as well in cognition and this will be the focus of the next SDP Achievement for PMLD pupils in communication was lower than previous year -this was around the use of routes for learning/early skills

Communication, Language and Literacy: Cohort (67) Exceeded Met Not Met % met or Exceeded Targets 2014-2015 % met or Exceeded Targets 2013-2014 Overall 13% 71% 16% 84% 87% Pupil Premium (10) 18% 82% 0% 100% 80% Ethniticity 14% 86% Cognition Headlines Cognition Cohort (67) Exceeded Met Not Met % met or Exceeded Targets 2014-2015 % met or Exceeded Targets 2013-2014 Overall 11% 80% 19% 91% 73% Pupil Premium (11) 18% 9% 67% Ethniticity 7% 72% 21% 79%

Foundation Stage and Post 16 Communication Cohort Exceeded Met Not Met % met or Exceeded Targets 2014-2015 Foundation 50% 40% 10% 90% Post 16 20% 80% 0% 100% Cognition Cohort Exceeded Met Not Met % met or Exceeded Targets 2014-2015 Foundation 0% 90% 10% Post 16 20% 60% 80%

Impact Individual Pathways which lead to personalised targets mean pupils are judged against their own targets and not national data. Each pupil will follow an Individual Learning plan that will be made up of pathways relevant to the pupil, from which termly targets will be set. Plans will be informed by families, staff and professional and will be key in supporting pupils Education and Health Care Plans Assessment will be captured by a range of indicators eg Routes for Learning, EYFS, ASDAN Moderating and monitoring these plans will be crucial to ensure pathways and targets are robust/challenging.