1. End of Key Stage Progress Report

2. Percentage of school population
Key Groups
Category
Number
Percentage of school population
Gender (B/G)
84 boys
15 girls
85%
15%
FSM
27 boys
6 girls
27% 6%
CiC
3 boys
0 girls 3% 1%
CiN
8 boys
3 girls 8%
Ethnic Minority
4 boys
1 girl 4%
EAL 0%

3. Key Headline Judgements
There has been a significant difference in the profile intake of students over time.
Year
% MLD
% SLD
% ASC
% BESD
44.3 8 32
11.4
12.3
3.7
82.7
2.5
100
Key Headline Judgements
Teaching and Learning across school is judged as Outstanding. A well-established programme of Lesson Observations and Learning Walks completed by the Senior Management Team and staff holding TLR 2 positions confirm this.
Student behaviour across school is Outstanding. Attendance for = 95.6 %; Termly Behaviour Reports indicate that 98% of students attain Gold Behaviour or better. No fixed term / permanent exclusions were issued for
Termly Learning Goal targets (now Short Term Outcomes- STO’s) are well judged with students make outstanding progress towards their objectives.
The range of attainment in KS3 and 4 is wide in English (P8 to L5*).
* All reference to levels relate to the B2 recording system.

4. End of KS3 Outcomes % Reading Target (R) % Writing Target (R)
% Spoken Language Target (R)
The range of attainment in KS3 is wide in English (76% of P7 to 69% of L4).
% Number Target (R)
% Measure Target (R)
% Geometry Target (R)
% Statistics Target (R)
The range of attainment is wide in Maths (50% of P8 to 55% of L4).
Outstanding ( Target exceeded)
Good (Target met)
Require Improvement (Working within sub-level of target)
Inadequate (Working outside target level)
1 student = 7.7%

5. End of KS4 Outcomes % Reading Target (R) % Writing Target (R)
% Spoken Language Target (R)
The range of attainment in KS4 is wide in English (64% of 1A to 23% of L5).
% Number Target (R)
% Measure Target (R)
% Geometry Target (R)
% Statistics Target (R)
The range of attainment in KS4 is wide in Maths (21% of 1Bto 55% of L5).
Outstanding ( Target exceeded)
Good (Target met)
Require Improvement (Working within sub-level of target)
Inadequate (Working outside target level)
7% = 1 student.

6. End of KS5 Outcomes % Reading Target (R) % Writing Target (R)
% Speaking and Listening Target (R)
The range of attainment in KS3 and 4 is wide in English (100% of M4 to 70% of L2).
% Contexts for Number Target (R)
% Measure , Shape and Space Target (R)
% Handling Data Target (R)
The range of attainment is wide in Maths (100% of M4 to 92% of L2).
Outstanding (Target exceeded – 1 sub-level of progress)
Good (Target met – 0.5 sub level of progress)
Require Improvement (<0.5 sub level of progress)
Inadequate (No progression/regression *see contextualised statement for detail)
12.5% = 1 student.

7. End of KS5 Outcomes: 2016-17 % English Functional Skills
% Maths Functional Skills
% ICT Functional Skills
% WJEC Entry Level English
Data shows the external accreditation gained by the leavers. The vulnerable students gained the following: CiC1 – NE for Maths, English & ICT. CiC2 – L1 in Maths, English & ICT. CiN1 – L1 in Maths, English & ICT.
% ASDAN Employability
% ASDAN PSD
% ASDAN WorkRight
% ASDAN TI
% WJEC Entry Pathways Humanities
NE - Not Entered (See Contextualisation Sheets)
EL1 - Entry Level 1
EL2 - Entry Level 2
EL3 - Entry Level 3
L1 - Level 1
L2 - Level 2
11% = 1 student
Data shows final destinations of our leavers. The vulnerable students gained the following: CiC1 – NE for Employability, WJEC; EL1 in PSD, PE in WorkRight & TI. CiC2 – EL3 Employability, EL3 WJEC English & Humanities. CiN1 – NE for WJEC; EL3 Employability.

8. End of KS- vulnerable groups (FSM/CiC/CiN/TAF/CAF: 2016-17
% Reading Target (R)
% Writing Target (R)
% Spoken Language Target (R)
The range of attainment for vulnerable groups is wide in English ( B2 60% 1A of to L1* (* the level above E3).
% Number Target (R)
% Measure Target (R)
% Geometry Target (R)
% Statistics Target (R)
The range of attainment for vulnerable groups is wide in Maths (80% of 1C to L1* (* the level above E3).
There is no significant difference in attainment between
vulnerable groups and their peers.
Outstanding ( Target exceeded)
Good (Target met)
Require Improvement (Working within sub-level of target)
Inadequate (Working outside target level)
1 student = 7.7%

9. Key Groups
Child in Care/Child in Need:
There were 2 students designated as ‘Child in Care’ at the end of KS5 and 1 in KS3.
There were 11 ’Child in Need’ students across the end of KS3-5.
Free School Meals:
The cohort consists of 33 students.
Progress for this cohort of vulnerable students was good or outstanding in English and Maths.
There is no significant difference in their progress to that of other students.

10. EXTERNAL ACCREDITATION
Cohort= 14 students.
% pass rate= 100%*
Art- 1 student did not meet the required standard
to pass E1, despite significant support.

11. Key Stage 5
OCR Functional Skills Qualifications
Subject
Level
No. of Students Entered
Percentage Pass Rate
WJEC Entry Pathways Qualifications
Functional Skills English
Level 2 1
100
ASDAN Qualifications
Level 1 2
Entry Level 3 4
Entry Level 1
Functional Skills Maths 75 7
Functional Skills ICT 3
Entry Pathways Humanities
Entry Level 2 6 5
Entry Level English
Towards Independence
Pre-Entry Level
PSD Award
Employability Award
WorkRight
Students are entered for the relevant level based on prior attainment at the start of the
course.
Pass rate= 100%

12. Destinations- Post 18
The 2017 leavers cohort consisted of 9 students. Each segment represents 1 student0
There was a 0% NEET population.

13. Sustaining progress:
1. Planned programme of CPD within Numeracy /literacy (supported by subject
action plans).
2. ½ termly book scrutinies to evaluate consistent application of Marking and Spelling
Policy, pride in work and contribution of TA’s to Afl.
3. Pilot GCSE Maths and English form Yr 9.
4. ½ term subject updates to parents within Maths/English for GCSE students.
5. Develop a new AR&R system using Arbor that better evidences the curriculum
being delivered (by Sept. 2019).
6. Rigorous examination of Termly subject reports auctioning interventions
(with evaluations) where appropriate.
7. Provide training for the governing board in order that they can better understand
the AR&R process and provide challenge to the progress data evidence.

14. Appendix 1 Numerical proportions when expressed in words. Proportion
Description
97-100%
Vast/overwhelming majority or almost all
80-96%
Very large majority, most
65-79%
Large majority
51-64%
Majority
35-49%
Minority
20-34%
Small minority
4-19%
Very small minority, few
0-3%
Almost none/very few.

15. Appendix 2
Judgement criteria on progress (set against 2 other outstanding SEN schools).
Attainment at the End of KS3
Attainment at Start of KS3
(Y7 B2 baseline)
Requires Improvement
Good Progress
Outstanding Progress P5
<P6 P6
P7+
<P7 P7
P8+
<P8 P8
L1C+
<L1C
L1C
L1B+
<L1B
L1B
L1A+
<L1A
L1A
L2C+
<L2c
L2C
L2B+
<L2B
L2B
L2A+
<L2A
L2A
20% L3+
<20% L3
20% L3
40% L3+ 3
<20% L4
20% L4
40% L4+ 4+
<50% L5
50% L5
L5+
Attainment at the End of KS4
Attainment at Start of KS4
(Yr10 B2 baseline)
Requires Improvement
Good Progress
Outstanding Progress P5
<50 % P6
50% P6
P6+ P6
<50% P7
50% P7
P7+ P7
<50% P8
50% P8
P8+ P8
<50% L1C
50% L1C
L1C+
L1C
<50% L1B
50% L1B
L1B+
L1B
<50% L1A
50% L1A
L1A+
L1A
<50% L2C
50% L2C
L2C+
L2C
<50% L2B
50% L2B
L2B+
L2B
<50% L2A
50% L2A
L2A+
L2A
<27% L3
27% L3
33% L3+ 3
<27% L4
27% L4
33% L4+ 4+
<50% L5
50% L5
L5+
Attainment at the End of KS5
B2 Adult Curriculum
Attainment at Start of KS5
(Yr11 B2 baseline)
Adult Curriculum
Requires Improvement
Good Progress
Outstanding Progress M4
<50 % M5
50% M5
M5++ M5
<50% M6
50% M6
M6+ M6
<50% M7
50% M7
M7+ M7
<50% M8
50% M8
M8+ M8
<50% E1
50% E1
E1+ E1
<50% E2
50% E2
E2+ E2
<50% E3
50% E3
E3+ E3
<L1
50% L1
L1+ L1 L2