1. The Village School Assessment Analysis – July 2017

2. Introduction
On the 5th and 6th October 2016 The Village School was inspected by OFSTED.
This was a full inspection with a total of five inspectors over the two days. Our official grading was 'OUTSTANDING'. 
"Pupils make excellent progress from very low starting points because there is no ceiling placed on what they can achieve."  
"Pupils enjoy learning and demonstrate a tremendous sense of delight as they learn new skills."
"Inspiring, colourful and thoughtfully resourced learning environments motivate pupils to achieve extremely well."
We strive to maintain these standards. The following slides show the analysis of the interim assessment of pupils from Summer 2016 to February 2017 and how the children and young people at The Village School are progressing against their summer 2017 target.

3. End of year Summary 2017
All Key Stages Literacy 73% of pupils above expected progress – 93% of pupils achieving expected progress or above – July 2017.
Key stage 1 is showing at 59% above expected progress and plans are in place to look art those pupils working at below expected progress as well as accelerating progress for some identified pupils.
Language and Literacy – Progress against Summer 2017 Target. All key stages are on target with key stage 2 slightly below but looking to be on target by the end of the year.
Mathematics – Progress against Summer 2017 Target. All key stages on target – greater progress at key stages 3, 4 and 5 but pupils are on target in both key stages 1 and 2.
Science levels are being reworked – greater emphasis on applied Science at key stage 4 and 5 (Science assessed within both the horticulture pathway and food technology/catering pathway). Science has been targeted as a discrete subject within class 22 (KS3 Lanes class) and there looks to be significant progress towards the pupils’ target this year.
Progress in ICT is projects by the end of this academic year to show an 8% improvement in progress for those exceeding and meeting their targets (76% for 2015/16 to 84% 2016/17). There has been significant training and investment in ICT this year (Tablets/IWBs/PPG)
Overall improvement for PSD of 10 % (in line with SIP) for overall PSD target (85% to 95% See PSD external analysis 2016)
Overall Progress 8 target now includes new Physical Education pathways (SP1, SP2 and SP3) and improved ICT progress has also contributed to an uplift in projected target of 90% from 82% from Summer 2016.
Both Pupil premium grant non FSM and FSM are making similar progress when compared with each other (allowing for the discrepancies in cohort samples) and boys and girls also make broadly similar rates of progress (girls showing slightly greater levels of progress this year but the overwhelming majority of boys are on target to meet their Summer outcomes).
There is no significant difference across core subjects for all ethnic groups (small sample size for some groups e.g. one girl of Chinese ethnicity – JL will show not achieving so far but on target for end of the year).

4. No significant difference between the different groups of SEND pupils
No significant difference between the different groups of SEND pupils. Pupils on the Autistic Spectrum are continuing to make progress in PSD
All early years are on target with the Development Matters assessment scale bar one (SE) whose target is under review due to ill health absence.
All Pupils working towards accreditations this academic year are on track to achieve their qualifications with the exception of one pupil (KM)
Pupils who made expected or greater than expected progress against their SALT GAS goals = 88%. This is in line with their EHCP/IEP target achievement for Spring 2017
Pupils who made expected or greater than expected progress against their OT GAS goals = 82%.. This in line with their EHCP target achievement for Spring 2017

5. As shown in the table above, if we compare high level incidents with the previous year we can see a dramatic reduction in every month. This continues to demonstrate the impact of positive behavioural support and the development of the abilities and practice of the individual class teams.
The table above compares results from CASPA showing last summer’s results with students’ targets for this year in the area of PSD, ‘interaction’ and ‘working with others’. This demonstrates the high expectations of teachers and staff in attempting to reduce challenging behaviour and increase positive social interaction and relationships. Positive behaviour relates very closely to this area of the curriculum and reflects the significant effect of the reduction in challenging behaviour across the school.

6. Language and Literacy – May 2017
Language and Literacy progress at The Village School by Key Stage
The overall progression for Language and Literacy at May 2017 is shown here.
Key Stage
% of pupils above expected progress – February 2017
% of pupils achieving expected progress or above – February 2017 1
59%
92% 2
77%
94% 3
68%
91% 4
79% 5
96%
Whole School
73%
93%

7. Language and Literacy – Progress against Summer 2017 Target
The below table shows progress towards Summer 2017 target in Language and Literacy by key stage.
Language and Literacy progress towards summer target by Key Stage
Key Stage
% of pupils on track to exceed summer 2017 target
% of pupils on track to achieve or exceed summer 2017 target 1
95%
99% 2
75%
100% 3
90% 4 5
98%
Whole School
92%

8. Mathematics – May 2017 Mathematics progress at The Village School
The overall progression for Mathematics at May 2017 at The Village School is shown here.
Mathematics progress at The Village School
Key Stage
% of pupils above expected progress – February 2017
% of pupils achieving expected progress or above – February 2017 1
56%
92% 2
69%
94% 3
66%
96% 4
97% 5
Whole School
75%
95%

9. Mathematics progress towards summer 2017 target
The below table shows progress towards summer 2017 target in Mathematics by key stage.
Mathematics progress towards summer 2017 target by Key Stage
Key Stage
% of pupils on track to exceed summer 2017 target
% of pupils on track to achieve or exceed summer 2017 target 1
87%
95% 2
75%
100% 3
88% 4 5
98%
Whole School
90%
99%

10. Science – May 2017 Science progress at The Village School by Key Stage
The overall progression for Science at May 2017 at The Village School in 2016/2017 is shown here.
Key Stage
% of pupils above expected progress – February 2017
% of pupils achieving expected progress or above – February 2017 1
51%
92% 2
64%
96% 3
46%
94% 4
73%
86% 5
Whole School
93%

11. Science progress towards summer 2017 target
The below table shows progress towards summer 2017 target in Science by key stage.
Science progress towards summer 2017 target by Key Stage
Key Stage
% of pupils on track to exceed summer 2017 target
% of pupils on track to achieve or exceed summer 2017 target 1
92%
97% 2
70% 3
73%
100% 4 5
98%
Whole School
86%
99%

12. ICT – May 2017 ICT progress at The Village School
The overall progression for ICT at The Village School at May 2017 is shown here.
Key Stage
% of pupils above expected progress – February 2017
% of pupils achieving expected progress or above – February 2017 1
46%
95% 2
59%
93% 3
57%
96% 4
63%
92% 5
69%
83%
Whole School

13. ICT progress towards summer 2017 target
Mathematics progress towards summer 2017 target by Key Stage
The below table shows progress towards summer 2017 target in ICT by key stage.
Key Stage
% of pupils on track to exceed summer 2017 target
% of pupils on track to achieve or exceed summer 2017 target 1
89%
97% 2
69%
100% 3
78% 4
95% 5
Whole School
84%
99%

14. Personal and Social Development - May 2017
PSD progress at The Village School by key stage
The overall progression for Personal and Social Development at May 2017 at The Village School by key stage is shown here.
Key Stage
% of pupils above expected progress – February 2017
% of pupils achieving expected progress or above – February 2017 1
79%
100% 2
93% 3
71%
96% 4
68%
97% 5
76%
98%
Whole School
75%

15. Personal and Social Development - Progress towards summer 2017 Target
The below table shows progress towards summer 2017 target in PSD by key stage.
Personal and Social Development progress towards summer 2017 target by Key Stage
Key Stage
% of pupils on track to exceed summer 2017 target
% of pupils on track to achieve or exceed summer 2017 target 1
95%
100% 2
97% 3
94% 4 5
96%
Whole School
99%

16. Progress of different cohorts of pupils
Progress by degree of learning difficulty - Core Subjects at May 2017
Progress by degree of learning difficulty - Core Subjects - against summer 2017 target
Curriculum
% of pupils achieving above expected progress
% of pupils achieving expected progress or above
Stepping Stones
81%
98%
Tracks
71%
96%
Lanes
86%
Curriculum
% of pupils on track to exceed summer 2017 target
% of pupils on track to achieve or exceed summer 2017 target
Stepping Stones
99%
100%
Tracks
79%
Lanes

17. Progress of different cohorts of pupils
Progress by Gender - Core Subjects at May 2017
Progress by Gender- Core Subjects - against summer 2017 target
Gender
% of pupils achieving above expected progress
% of pupils achieving expected progress or above
Boys
71%
96%
Girls
84%
Learning Need
% of pupils on track to exceed summer 2017 target
% of pupils on track to achieve or exceed summer 2017 target
Boys
90%
100%
Girls
87%
99%
*NB – cohort of boys considerably larger than girls – (157 boys, 91 girls)*

18. Progress of different cohorts of pupils
Progress by pupil premium eligibility - Core Subjects at May 2017
Progress by pupil premium eligibility- Core Subjects - against summer 2017 target
Pupil Premium Eligibility
% of pupils achieving above expected progress
% of pupils achieving expected progress or above
Eligible for pupil premium - YES
68%
93%
Eligible for pupil premium - NO
79%
98%
Pupil Premium Eligibility
% of pupils on track to exceed summer 2017 target
% of pupils on track to achieve or exceed summer 2017 target
Eligible for pupil premium - YES
89%
100%
Eligible for pupil premium - NO
88%
99%
The tables above show that by the end of this academic year we expect there to be no gap in the progression of those not entitled to pupil premium and those that are.

19. Mid-Year ‘Progress 8’ Analysis
The Village School has devised a ‘Progress 8’ model appropriate to our setting, to monitor and evaluate the progress of our pupils across a wider range of indicators. The below tables show our pupils end of year performance against these measures and how they are performed against their summer 2017 target in regards to ‘Progress 8’.

20. Early Years Foundation Stage (EYFS) – July 2017
The below shows the mid-year progress of Early Years Foundation Stage pupils from their starting points. EYFS pupils continue to make good progress and their final Development Matters score in July 2017 will be used to form the baseline at the start of year 1.
Continued…

21. Early Years Foundation Stage (EYFS) – July 2017

22. Pupil Accreditations 2016-2017
A number of our pupils have been working towards various qualifications, awards and accreditations this year. These include the following:
Art GCSE
Discover Arts Award (Pre-entry level)
Explore Arts Award (Entry Level)
Bronze Arts Award (Level 1 Qualification)
OCR Developing Independent Living Skills
OCR Developing skills for the workplace: following instructions
AQA maths Entry level 3
OCR Health and safety procedures at work
OCR Food hygiene and safety
OCR Early Mathematics: developing number skills
Entry 3 Diploma. AQA Entry Level English and Maths
OCR Early Mathematics: Developing use of common measures
OCR Early Mathematics: Developing number skills
OCR Carrying out Routine Tasks at Work
OCR Developing Writing Skills
OCR Engaging in Early Reading Activities
OCR Developing Communication skills
OCR Developing Reading Skills
OCR Following a simple recipe
OCR Caring for Plant Material
OCR Shopping for daily living
OCR Asking questions and making requests in everyday situations
OCR Providing personal information in writing
OCR Food safety & storage
OCR Estimating and measuring
*Breakdown of students and qualifications can be viewed in the document ‘End of year qualifications.xlsx’

23. Expressive Arts Qualifications
KEY STAGE 4:
2 x Art and Design GCSEs Grades D and F
KEY STAGE 5:
1 x Art and Design GCSE Grade E
COMBINED ARTS:
KEY STAGE 2:
1 x EXPLORE LEVEL ARTS AWARD (Entry Level)
KEY STAGE 3:
2 x DISCOVER LEVEL ARTS AWARDs (Pre-Entry)
6 x EXPLORE LEVEL ARTS AWARDs (Entry Level)
1 x BRONZE LEVEL ARTS AWARD (Level 1)
10 x DISCOVER LEVEL ARTS AWARDs (Pre-Entry)
2 x EXPLORE LEVEL ARTS AWARDs (Entry Level)
6 x BRONZE LEVEL ARTS AWARDs (Level 1)
6 x DISCOVER LEVEL ARTS AWARDs (Pre-Entry)

24. TVS Progress Monitoring Going Forward…….
We are currently in the process of how changing how we record and monitor progress going forward. This is a result of the ever changing landscape of assessment and to fit in with our holistic approach to the progress of our pupils.
2 Simple's 2 Build a Profile supports teachers and assistants in capturing information across our curriculum and to also capture EHCP/IEP progress.
2 Build a Profile integrates directly (without middleware) with Classroom monitor. The intention is to load observations to 2 build a profile and for those observations and levels to be automatically copied into Classroom monitor. Classroom monitor will then replace Onwards and Upwards and CASPA. Our data validation will now be organised through internal and external moderation and external scrutiny e.g: Challenge Partners and partner schools.
Continued…

25. TVS Progress Monitoring Going Forward…….
Behaviour Watch supports the recording of all our Therapeutic information (including GAS goals), behaviour management and EHCP/IEP goals (key stage, annual and termly. It also then supports the production of a wide range of reports).
We are continuing to develop Sounds of Intent in conjunction with Professor Adam Ockelford.
We continue to use SIMS to store pupil data and as a document server.