1. Analysis of CASPA Data summer 2016-Summer 2017
The number of pupils who have 2 or more years of data (i.e. start and end data) and for whom comparison is possible is 71 pupils from 79. Levels range from P 5.2 – National curriculum level 5
For this analysis of Progress versus Expectations- for nation comparative benchmarking from CASPA.
(Ignoring category of need)

2. Progress versus expectations for ALL pupils in Overall: English, Maths, Science, ICT, PSHE.
39% of pupils made above expected progress.
58% of pupils made expected progress.
3% of pupils made below expected progress
97% of pupils made expected or above significantly expected progress ‘OVERALL’

3. Progress versus expectations for ALL pupils in Core: English, Maths, PSD.
46% of pupils made above expected progress.
46% of pupils made expected progress.
8% of pupils made below expected progress
92% of pupils made expected or significantly above expected progress ‘OVERALL’

4. Progress versus expectations for ALL pupils in individual subjects:

5. Literacy
94% of pupils who have made expected progress or significantly above expected progress in English

6. Numeracy: Maths
99% of pupils who have made expected progress or significantly above expected progress in Maths

7. Personal and Social Development: PSD
99% of pupils who have made expected progress or significantly above expected progress in Interacting and working with others
98% of pupils who have made expected progress or significantly above expected progress in Independent and organisational skills
100% of pupils who have made expected progress or significantly above expected progress in Attention

8. Individual subjects have been analysed in each ASPECT of the subject:

9. Individual subjects have been analysed in each ASPECT of the subject:
English:
93% of pupils who have made expected progress or significantly above expected progress in Reading
95% of pupils who have made expected progress or significantly above expected progress in Writing
95% of pupils who have made expected progress or significantly above expected progress in Speaking
93% of pupils who have made expected progress or above expected progress in Listening
Maths:
96% of pupils who have made expected progress or significantly above expected progress in Number
95% of pupils who have made expected progress or significantly above expected progress in Using and Applying
95% of pupils who have made expected progress or significantly above expected progress in Space Shape & Measure
PSD:
99% of pupils who have made expected progress or significantly above expected progress in Interacting and working with others
98% of pupils who have made expected progress or significantly above expected progress in Independent and organisational skills
100% of pupils who have made expected progress or significantly above expected progress in Attention

10. Maths summary
Review of the year: Numeracy - 30% of pupils have made above expected progress; 69% have achieved expected progress; 1% has made less than expected.
Number:· Many of the pupils have made expected progress due to a more focused teaching approach throughout the school. Staff have been made aware of pupil’s targets which enabled them to promote pupils understanding and challenge pupils to make above expected progress.
Using and Applying:· The introduction of new resources has enabled pupils to make progress and be more enthusiastic to learn new concepts. They have been introduced to a more practical way of learning which incorporates independent activities.
Shape, Space and Measure: Pupils have been able to make progress by transferring their skills learnt in numeracy into ASDAN and vice versa, as ASDAN allowed him to use (experience) measuring, estimating, weighing, buying & selling. This is further supported by his OPEN AWARDS work in catering using and applying a wide range of measures, weight, volume, repeated addition and subtraction. The use of Design Technology has helped pupils with shape and measurement. Staff throughout the school have been able to assess pupils when completing cross-curriculum activities.
Impact of leadership/interventions
The co-ordinator has organised training for staff and purchased new resources to develop staff confidence to deliver a multi-sensory approach to teaching numeracy. Staff have been made more aware of individual pupil’s targets which enable pupils to achieve their objectives.
A long-term plan has been created to enable teachers to cover all topics throughout the year. The medium term plans reflect the introduction of the schools new assessment tool. The daily planning meets the needs of all pupils.
Meeting with class teacher has taken place to review targets and support. Explored ways of learning concepts linked to pupils needs. Support given to teachers to improve their own professional development in teaching numeracy
Next steps:
Review and set appropriate targets. Encourage pupils to maintain or exceed progress. Continue to challenge high-achievers.
Review the impact of numicon and analyse targets.
Continue with staff training – numicon, bar modelling.
Research and purchase new resources to continue to drive forward the curriculum.
Link to parents via web/newsletter. Information of pupil’s targets passed to parents/carers to encourage cooperation of working at home.
Medium Terms Plans to incorporate progression of numeracy topics. The objectives will be linked to PIVATS 5.

11. Literacy summary Reading
In Squirrels class the class leader is aware which pupils did not reach expected progress Clicker 7 is being used in this class as a way of personalising reading activities for these pupils. Colourful Semantics is also being used which helps children; who are starting to develop language and have limited vocabulary organise sentences into key levels.
MAPP is now being used to monitor progress for these pupils to ensure targeted small steps of progress are monitored.
In Robins class the pupil who did not make expected progress in reading finds it difficult to engage in reading itself. Small bits he does do is not often enough to meet PIVATS steps. The teacher reports that this may be different with Pivats 5, so will have better idea when formally assess in December. He does lack confidence in reading as I feel he does not want to get things 'wrong' so reluctant to try out phonic strategies
Writing
In Squirrels class the pupil who did not make expected progress has severe learning difficulties.
‘Dance Write’ is being used to help to develop the prerequisite physical skills and co-ordination for writing, it also encourages creativity, self-expression and confidence'
Clicker 7 is also being used to personalise literacy activities.
In Badgers class the pupils who did not make expected progress are also using ‘Dance Write’, Clicker 7. It should be noted that one of the pupils has significant time off school due to medical reasons – see CASPA notes section
Speaking and Listening
In Squirrels and Hedgehogs class the pupils not making expected progress in both speaking and listening has severe communication difficulties. The class leader feels that he is making progress however this is not reflected in the PIVATS levels. The SCERTS assessment framework is being used to set realistic targets and monitor progress in social communication.
In Badgers and Owls class the teachers are confident that pupils who did not make expected progress last year will this year.

12. PSD summary
Review of year so far: from a review progress vs expectations for the it is possible to see that across the subject pupils have made between 98%-100% across all aspects of PSD
Why is this: from review of subject leadership role it has been highlighted that the Academy has implemented ZONES of regulation (blurb to follow) and embedded the TEACCH (blurb to follow) approaches across all classes. Additionally the promotion of independence and challenge is evident across the staff team and the environment. This is supported by visual structure and an enabled environment.
It is also worth reviewing past target setting and expectations given prior attainment. As such the Subject lead for PSED will attend both internal/external moderation sessions and initial target setting meetings to further challenge staff expectations and pupils outcomes.
Next steps for the subject:
Introduction of PIVATS 5 PSED, to improve and set meaning full learning intentions that reflect the current curriculum.
MAPP: Use of MAPP to track and evidence pupil progress and highlight progression for semiformal learners (breadth over depth) linked to PLIM and parent voice
Introduction of Boxall: An approach and assessment tool to support pupils with Behavioural and Emotional needs. The aim of the approach is highlight possible strategies and interventions to remove barriers to learning for key pupils. For pupils identified by staff as needing additional focused interventions and approaches on: ??? Why now? To support and evidence current practices and drive future practice via diagnostic and developmental strands of the pupils profile.
Introduction of SaLT/SCERTS sessions: for KS3/4: It is a long standing identified need of students that have ASC and SLCN to have SMART focused support. This will be achieved through a partnership with Speech and Language therapists (with specialist ASC knowledge) underpinned by the SCERTS ethos. Pupils with the greatest need will be streamlined using an adapted SCERTS assessment.
For more information please see Rachel Loftus subject leader action plan.

13. Yr 7 literacy Primmum impact progress vs expectations.
13 pupils were eligible for the Yr 7 pupil premium (literacy and numeracy catch up )When progress from 2016 to 2017 is compared against personal targets it is possible to show that 77% made expected progress with 23% making significantly higher than expected progress.

14. Yr 7 Numeracy Primmum impact progress vs expectations.
13 pupils were eligible for the Yr 7 pupil premium (literacy and numeracy catch up )When progress from 2016 to 2017 is compared against personal targets it is possible to show that 62% made expected progress with 38% making significantly higher than expected progress.

15. Key Stage: progress versus expectations for ALL pupils in core subject

16. Key Stage: progress versus expectations for ALL pupils in core subject
50% of KEY STAGE ONE pupils who made expected progress or significantly above progress.
77% of KEY STAGE TWO pupils who made expected progress or significantly above progress.
97% of KEY STAGE THREE pupils who made expected progress or significantly above progress.
100% of KEY STAGE FOUR pupils who made expected progress or significantly above progress.

17. LAC: progress versus expectations for LAC pupils in core subjects.
100% made expected progress or above progress. 50% significantly above 50% expected

18. EAL: progress versus expectations for EAL pupils in core subjects.
66.6 % (2) EAL pupils made expected progress or significantly above progress.

19. Free school meals : progress versus expectations for pupils Entitled to free school meals of pupils in core subjects.
44 pupil are entitled to free school meals. With 5 pupils missing start or end data due to admission throughout the year and 3 pupils Out Of Range (OOR).
75% of pupils entitled to free school meals /Pupil premium made significantly above expected progress.
11% made expected progress
14% made below expected progress.

20. Data to show progress vs expectations of pupils eligible for free school meals for reading, writing, maths and PSD
Reading progress vs expectations for free school meals (44 pupils, 4 missing start of end levels 3 OOR and 36 for comparison)
Above: 25%
Expected: 69%
Below: 6%
Writing progress vs expectations for free school meals(44 pupils, 5 missing start of end levels 1 OOR and 38 for comparison)
Above: 21%
Expected: 71%
Below: 8%

21. Data to show progress vs expectations of pupils eligible for free school meals for reading, writing, maths and PSD
Maths progress vs expectations for free school meals (44 pupils, 4 missing start of end levels 3 OOR and 37 for comparison)
Above: 41%
Expected: 57%
Below: 2%
PSD progress vs expectation for free school meals(44 pupils, 5 missing start of end levels 1 OOR and 38 for comparison)
Above: 34%
Expected: 66%
Below: 0%

22. progress vs expectation for gender : in core subjects.
•90% of Boys made expected progress or significantly above progress.
•96%p of Girls made expected progress or significantly above progress.

23. Summary of review of data for: EAL/LAC/Gender/free school meals
85% of pupils entitled to free school meals /Pupil premium made expected progress or significantly above progress. Compared to 97% for rest of school.
90% of Boys made expected progress or significantly above progress.
96%p of Girls made expected progress or significantly above progress
66.6 % (2) EAL pupils made expected progress or significantly above progress. 100% of LAC pupils made expected progress or significantly above progress. 50% above 50% expected
Data follows trends outlined in “outcomes for children looked after by local authorities in 2016”
Available from:

24. Attendance: progress versus expectations for pupils with less than 93% attendance of pupils in core subjects. From September 2016 until 22nd July 2017 (27 pupils)
83% of pupils with <93% attendance made expected progress or significantly above progress in Core.
87% of pupils with <93% attendance made expected progress or significantly above progress in English.
96% of pupils with <93% attendance made expected progress or significantly above progress in Maths.

25. Review of targets vs actual progress
Whole school development

26. Targets vs actual
When reviewing targets set by staff compared to actual progress. It is clear to see that pupils have significantly exceeded staff expectations. (above 80% of pupils exceeding targets) It is acknowledged that this may only be by 0.01pt above target threshold (+5 or -5).
However It is felt that this is still to high and that subject leaders and class leaders will seek to further challenge pupils where a learning pattern is established and can be predicted.
What does this mean for process of staff target setting?
From reviewing current practices and changes made in light of the above information the school has developed an improved tracking and assessment TME’s/PLIMS and changes to targets setting via termly meetings.
The school has reviewed and altered its assessment policy and cycle to further enhance a robust system of monitoring and assessment

27. Changes to assessment cycle

28. Next steps Why have pupils made above expected progress?
Introduction of TME folders and target setting.
Impact of close monitoring from subject leaders. (staff feed back) increased accurate tracking of pupils
Impact of resources shown via subject leaders folders
Impact of training and staff development.
How will this be sustained ?
Subject leaders to set personalised targets following review of pupil learning behaviour.
Changes to Assessment cycle and tracking tools.
What next ?
See SDP
Subject leaders action plans.

29. Summary
CASPA data shows that in the 3 subject s CORE (LIT/NUM/PSD) 92% pupils made expected or significantly above expected progress.
When analysed by whole subject 94%-99% of pupils made expected or significantly above in English (94%) Numeracy (99%) PSD (99%)
When analysed by each ASPECT of each Subject 93%-99% made expected or significantly above. The weakest aspects of subjects were reading 93% and 93% for listening.
Pupils were analysed by Gender, Ethnicity, LAC, EAL , Free school meals ,Attendance and Key Stage. With the only noticeable differences in progress identified within Gender where female pupils out preformed males by 6% (90% -96%) and Key stag one where only 50% of pupils made expected or significantly above progress. (4 pupils analysed thus 1 pupil= 25% )
A small % of individual pupils were highlighted as not making expected progress within some aspects of different subjects. These pupils will be monitored via subject leaders across the year. Please see termly data and curriculum leader action plans.