Manor School Progress Tracking

Contents Introduction3 Summary of Findings Free School Meal Progression5 Gender Progression6 Special Educational Needs Progression7 Ethnicity Progression 8 English as an Additional Language9 Summer Born Progress 10 Attendance Progress 11 Conclusions12 2

Introduction 3 The following is a summary of attainment, progress and achievement by pupils at Manor school during the academic year 2012/13. It shows how our assessments measure pupil progress and how data is used to support the setting of SMART targets which are achievable and challenging for our learners. The data collected supports identification of resources and /or interventions needed to support progress for each pupil as an individual learner. Pupil progress is measured summatively using P levels descriptors and B ² stepping stones. B ² small steps are recorded systematically every half term in key curriculum areas identified in the school improvement plan. Formative assessment is used continually in class and feeds into planning for progress and consolidation of learning. Manor School Population Number of PupilsPercentage MLD2116% SLD10078% ASD4535% Boys % Girls2720.4% Number of Pupils MLD % SLD % ASD % Boys % Girls % KS1 and KS2 Pupils

Results are a measurement of attainment of P-Levels using G.A.P. The progression is measured between 15 September 2012 and July 31 st The school uses progression guidance to set targets at Key stage 1 and Key stage 2. Expectations of progress is one level within KS1 and two levels within KS2. ( which translates as approximately 80% KS1 and 40% KS2 per academic year subject to starting point) There are similar results for the overall progression in Literacy and Numeracy. However PSHE Citizenship has a significantly slower progression rate, with a particularly low result in KS1. Overall the progression is consistently higher in KS2, though this can be partly attributed to a lower progression target. When looking at the separate strands of Literacy the progression in Speaking in KS1 is clearly lower than the other strands. However by KS2 the progression in speaking has levelled out to a similar result to the other strands. Summary of Findings

Free School Meal Progression 5 A high percentage of our pupils receive Free School Meals (FSM), 45% compared to a National Average of 26.7%*. We track our students carefully as part of our school premium data. The overall progression of our FSM pupils is positive in Literacy, where pupils have a higher progression rate. In Numeracy the results are similar, whilst in PSHE Citizenship pupils have a significantly lower progression rate. When comparing the differences between the Key Stage groups pupils’ progression is at the lowest in KS1 Numeracy and KS2 PSHE & Citizenship when compared to pupils not receiving free school meals. * Raise Online

Gender Progression There is a very high ratio of boys to girls at Manor School. The national average is 49.6% girls*, compared to 22% girls at Manor. The number of girls effects our comparative data on gender. Girls have a higher overall progression in all focus areas in both KS1 and KS2. Progress in ‘number’ for girls at KS2 needs monitoring. Progress in ‘Speaking ‘for boys at KS1 needs monitoring. 6 * Raise Online

Special Educational Needs All our pupils have a statement of special educational needs. The ratio of pupils with Severe Learning Difficulty (SLD) is high compared to pupils with Moderate Learning Difficulty (MLD). Many of our Autistic pupils (ASD) will also be among these two groups but have been compared as a third group. The percentage of KS1 and KS2 pupils classified as MLD 16%, ASD 38% SLD 84%. Number of MLD pupils may effect data. MLD pupils have a significantly higher progression rate in both Literacy and Numeracy throughout KS1 and KS2. ASD pupils have similar results to SLD pupils through out KS1 and KS2 Literacy and Numeracy. In KS1 all three groups have similar results with SLD pupils having the highest achievement rate. KS2 is similar for all three groups, but MLD pupils do have a slightly higher progression by a small percentage. PSHE Citizenship result is very different to Literacy and Numeracy. 7

Ethnicity Manor school has a high percentage of pupils from an Ethnic Minority background (95.5%) compared with the national average (23.5%*) Ethnicity has been grouped along the following categories: Asian, Black, Mixed, Other, Refused and White. Groups other than Black and Asian remains low for an accurate comparison. Black and Asian pupil progression is similar in all core subject areas. Black pupils make good progress in the Listening but a lower rate of progression in Speaking in Literacy at KS1. Asian pupils rate of progression is lower in Shape Space Measure and Using and Applying strands of Numeracy. Asian pupils rate of progression is lower in PHSE & Citizenship KS1. 8 * Raise Online

English as an Additional Language Manor school has a high percentage of pupils who are classified (EAL) having English as an additional language 51% of pupils at KS1 and KS2. The national average is 13% * EAL pupils have a slightly higher average progression rate than the non-EAL pupils in all core subjects. In KS1 EAL pupils have a lower progression rate, this result is then reversed in KS2 where EAL pupils have a higher progression rate than the non-EAL pupils. In KS1 Speaking has the lowest progress rate for EAL and non- EAL groups. In KS2 progress in the strands of Literacy for the non-EAL pupils is comparable whilst Speaking still has the lowest progression rate. 9 * Raise Online

Summer Born Children born during the summer months are more likely to have a lower progression rate* in school. This has been attributed to the chronological age difference, as summer born students will be significantly younger than their peers when they begin the academic year in September. The definition of Summer Born are those pupils born during May-August inclusive. Manor Summer Born pupils have a lower average progression rate in Numeracy and PSHE &Citizenship. Comparing results between KS1 and KS2 in PSHE &Citizenship shows a lessening of the gap between the two groups but Summer Born have consistently lower results across both Key Stages. In KS1 Summer Born pupils have a slow progression rate in Numeracy, which turns around in KS2 with Summer Born pupils having a higher progression rate than Non-Summer Born. In Literacy Summer Born pupils achieve a higher progression rate in both KS1 and KS2. 10 * Research Report DFE-RR017

Attendance Attendance is monitored closely at Manor School and interventions are in place to support with poor attendance. In Literacy and Numeracy where attendance is < 90% progression is lower, with the difference in Numeracy being quite significant. KS1 and KS2 progress of pupils with poor attendance is lower in Literacy. In Numeracy at KS1 attendance does not appear to impact on progress but in KS2 a significantly slower progression rate is recorded. In PSHE& Citizenship the gap between the two groups of pupils is marginal. 11

Conclusions In some cases pupil progression rate is lower than expectations. MLD pupils are achieving expected progress. KS1 progression is generally lower than KS2 progression. There is, however, a difference in progression targets for KS1 and KS2 which could account for the results. More pupils progress within 0-19% than expected. This is possibly an issue with the consistency of our staff inputting the data. Results below expectations in subject strands at KS1 generally even out and achieve expectations at KS2. Poor attendance of pupils has a detrimental effect especially in Numeracy. Progress of Summer Born and EAL pupils at KS1 does not make a significant difference to average progression rate because of achievement at KS2. This suggests that in these areas the interventions are working. Results for pupils receiving Free School Meals are inconsistent which suggests that interventions are working in Literacy and Numeracy but may need evaluating in PSHE Citizenship. 12