Performance Data

The school has a comprehensive system for collating and analysing data; this reflects the progress that all pupils make, whatever their levels of attainment.

Data analysis Summer 2015

  1.    Attainment on entry for the majority of pupils is well below average, due to their disabilities and associated learning and medical needs.

2.    Across the school, children are working from well below national average to within national average, to above due to their wide ranging needs.

3.    Pupils’ progress is recorded consistently in order to facilitate tracking.

4.    Teachers make accurate and informed assessments of pupil progress through the assessment and tracking schedule, led and monitored by the Leadership Team. The Assistant Headteacher works closely with senior leaders and teachers across the four sites and coordinates assessment and tracking under the direction of the LT. An annual assessment and tracking schedule includes teacher ‘pupil progress’ meetings with the AHT and DHT, moderation of levels, prediction of progress using CASPA data.

5.    Individual pupils’ progress is closely monitored, informally and formally three times a year and next steps for learning inform future planning and teaching.


**Summer 2015- The overall outcome levels for pupils (English, Maths and Science, PSHE and ICT) at Vale school range from P1 (i) to Level 5a with the distribution as follows:

a.      The percentages below show the range of need of all students across the school (91 pupils), who are grouped according to need.

·         PMLD 41%

·         SLD 37%

·         MLD 22%

b.      Pupils working within P levels P1-8 are assessed using the schools own Vale Small Steps assessment framework; for pupils working at national curriculum levels (level 1 and above) the B Squared Assessment Framework is used.

c.       Pupils who are in the foundation stage are assessed using the EYFS framework, their progress is tracked throughout the year and compared year on year.

d.      Once a pupil’s Early Years Profile for tracking progress is complete, they are given a baseline P-level or NC level for transfer into Year 1 (Spring term). Pupils who transfer to the Vale from other schools in KS1 or KS2 are given a baseline using our assessment framework and baselining tools by December. Pupils are assessed termly, and pupil progress meetings held to facilitate accurate analysis with teachers as part of an ongoing process.

e.      In Autumn term the Assistant Head Teacher and Deputy Head Teacher meets with all teachers to set targets for July end of year for all aspects of English, Maths and Science, PSHE and ICT. The Assistant Head Teacher and Deputy Head Teachers then meet with teachers termly to analyse the targets set.


Overall Analysis of data July 2015 includes 61 pupils with comparative data.

f.        After analysis of the data collected for our students we were able to identify that there were no discernible differences when looking at progress between boys and girls, those students who are looked after or ethnicity.


6.    PMLD

g.      When using main need for comparing progress v expectation it was identified that 6 out of 23 children with PMLD made above expected progress this year, and 16 out of 23 made expected progress. These successes can be attributed to the following:

·         The continued use of target setting using the Early Years Foundation Stage across the primary department.

·         The use of the smaller steps booklets, which has now been established for three consecutive years.

·         The ongoing work around the sensory curriculum and the sharing of good practice.

·         The second year of the use of PODD communication systems and the impact on pupils communication.

·         Robust cycle of moderation/prediction of targets with teachers and senior leaders.

h.      1 out of 23 children with PMLD made below expected progress. It was identified that this particular student had specific health needs.


7.    SLD

i.        5 out of 24 students with SLD made above expected progress and 17 made expected progress, with 2 pupils making below expected progress (Health needs/change of setting) These successes can be attributed to the following:

·         The use of the smaller steps booklets, which has now been established for two consecutive years for pupils with SLD.

·         The ongoing work around the introduction of interventions eg  Numicon and PODD and the sharing of good practice.

·         Robust cycle of moderation/prediction of targets with teachers and senior leaders.

8.    MLD

j.        Of the 14 pupils with MLD whose data can be compared 9 students made expected progress, with 5 meeting school targets but when compared nationally making below expected progress. School targets took into account specific circumstances  eg planned surgery, health.

k.       100% of our KS4 students (MLD/SLD) who were working through the OCN curriculum have had success in their exams. 6 students passed Entry level 1 and for the one student passed entry level 2.


In conclusion the continued use of PODD has impacted on individual pupils’ progress, alongside the continued refinement of the curriculum and reflection/evaluation of pupils’ progress, the introduction of Numicon and a variety of other interventions across the school.


In addition, performance data published by the DfE can be seen by clicking HERE