Outcomes and Results

Outcomes and Results

Beaumont Hill Academy 2015-16– Progress towards whole school targets

End of KS analysis

KS1 = Beginning Yr1 - End Yr2

KS2 = End Yr2 – End Yr6

KS3 = End Yr6 – End Yr9

KS4 = End Yr6 – End Yr11

Target Setting Guidance before 15-16

When analysing progress for pupils with SEN the Ofsted Subsidiary guidance states; “The starting point for evaluation is that expected progress is the median level for pupils’ age and starting point.” (Ofsted, 2014)

Expected progress in Beaumont Hill Academy is based upon Median Quartile progression in relation to Progression Guidance (2011). Where this is not available the school has identified appropriate measures to calculate expected progression.

Expected progress in Key stage

EYFSReception - KS1KS1-KS2KS2 - KS3KS2 - KS4KS5
Based on
individual
evaluations
and
knowledge of
the pupil
Expected - 1 levels
of progress from
Reception to KS1

Exceeding - >1
levels of progress
from Reception to
KS1

PMLD – Based on
CASPA progress
measure
Expected - Median
Quartile

Exceeding - Upper
Quartile

Foundation - 1/2
evels of progress -
Good/Outstanding
Expected - Median
Quartile

Exceeding - Upper
Quartile

Foundation - 1/2
levels of progress -
Good/Outstanding
Expected - Median
Quartile

Exceeding - Upper
Quartile

Foundation - 2/3
levels of progress -
Good/Outstanding
Based on CASPA
Analysis of expected
progress

Includes all year groups
and comparison is based
on progress from the last
years data input.

Target Setting from 15-16

We have developed a set of progression steps to clearly demonstrate progress over time and outline expected progress for pupils based on their age and starting points.

The new assessment model designed by Beaumont Hill Academy is informed by principles of previous national SEN progression trajectories and data sets and is supported by expert professional knowledge of pupil progress. We have highlighted what expected progress looks like against the new curriculum outcomes and have set realistic and challenging targets for expected and above expected progress for pupils with a range of different starting points and learning capacities.  Classroom Monitor and B Squared are used by staff as formative assessment tools to support professional judgements. Current ‘progress stage’ judgement data will be recorded termly, to show pupils’ progress over time.

EnglishPupils making
expected /
(exceeded)
progress – 2015 
Result
Pupils making
expected /
(exceeded)
progress –
Target for
Summer 2015=6
Pupils making
expected /
(exceeded)
progress –
Current results
based on Autumn
term data
collection
Pupils making
expected /
(exceeded)
progress –
Current results
based on Spring
term data
collection
Pupils making
expected /
(exceeded)
progress –
Current results
based on
Summer term
data collection
Target 
Met?
KS1

83% (83%)

75% (35%)

100% (37%)

100% (55%)

100% (72%)

Yes
KS279% (47%)

75% (35%)

100% (21%)
98% (32%)
95% (58%)

Yes

KS376% (55%)

75% (35%)

90% (14%)
89% (42%)
87% (49%)

Yes

KS487% (57%)

75% (35%)

81% (15%)
91% (48%)
89% (54%)

Yes

KS5 (Re)
100% (86%)*

75% (35%)

N/A100% (11%)
100% (48%)

Yes

KS5 (Wr)100% (86%)*75% (35%)N/A100% (12%)96% (32%)Yes
KS5 (S+L)100% (86%)*75% (35%)N/A100% (4%)80% (20%)No


Expected Progress in English 15-16 (Pupil Premium/Group Analysis).

PPNon PPGapFSMNON FSMGapLACNon LACGap
89% 91%-2%

90%

89%
+1%
84%
89%
-5%
MaleFemaleGap

87%

98%
-11%
MathsPupils making
expected /
(exceeded)
progress – 2015
Result
Pupils making
expected /
(exceeded)
progress –
Target for
Summer 2016
Pupils making
expected /
(exceeded)
progress –
Current results
based on
Autumn term
data collection
Pupils making
expected /
(exceeded)
progress –
Current results
based on Spring
term
data collection
Pupils making
expected /
(exceeded)
progress –
Current results
based on
Summer term
data collection
Target
Met?
KS1100% (100%)75% (35%)75% (63%)75% (63%)100% (84%)Yes
KS2100% (80%)75% (35%)63% (31%)63% (31%)65% (53%) *
Yes
KS381% (38%)
75% (35%)43% (14%)41% (14%)68% (21%) *Yes
KS459% (13%)75% (35%)79% (41%)79% (31%)79% (31%)Yes
KS5
(Number)
100% (42%)75% (35%)100% (71%)Yes


Expected Progress in Maths 15-16 (Pupil Premium/Group Analysis).

PPNon PPGapFSMNon FSMGapLACNon LACGap
79%85%-6%

77%

84%
-7%
82%
82%
0%
MaleFemaleGap

82%

98%
-16%
GCSE or equivalent achievementsEnglish
Maths
No on
Roll
5+A*-C
(inc Eng
and Ma)
5+A*-C

5+A*-G

5+A*-G
(inc Eng
and Ma)

1+A*-C

1+A*-G

Entered

%entered
attaining
A*-C
% entered
attaining
A*-G

Entered

% entered attaining A*-C

%entered attaining A*-G
Number

28 (18 pupils working at level 1 or above)

1

1
10
5
4
16
9
2
9
13
2

5

PercentageN/A

5.5%

5.5%
55.5%
27.7%
22%
88%
50%
11%
50%
72%
11%

38.5%

The SEN breakdown of the KS4 cohort is as
follows;

•       8 students - SEMH

•       7 students - MLD

•       3 students – ASC – HF

•       1 Students ASC - LF

•       4 students – SLD

•       5 students – PMLD

18 of the 28 students were given the opportunity to enter for level 1 accreditation's, despite some having very low starting points at KS2.

N B: Pupils who have significant and severe SEN, where possible were entered for courses specific to their personalised pathways, 2 of these pupils achieved certifications in ASDAN accredited courses.

KS4 headline results 2015-16;

-       9 students (100% of pupils entered) passed GCSE English or equivalent including 8 entered for both GCSE Literature and Language Grades D-G

-       5 students gained GCSE or equivalents in at least 5 subjects including English and Maths

-       7 students gained GCSE or equivalents in at least 8 subjects.

-       2 students gained A*-C GCSE or equivalents in English and Maths

-       3 students gained Distinctions in ICT Nationals

-       13 students passed Art GCSE––3 A*-C

-       3 students – Level 2 A*-C GCSE equivalent in BTEC Food.

-       3 students achieved a Level 2 A*-C GCSE equivalent in PSE.

KS5 headline results 2015-16;

·          100% of KS5 leavers enrolled in college course or social care placement.

·          100% of leavers gained external accreditation appropriate to their pathway.

·         ASDAN qualifications: 7 Entry Level 1 certificates in Personal Progress; 4 students gained Entry level 2 qualifications in Personal and Social Development; 3 students gained Entry Level 3 qualifications in Personal and Social Development.

·         28 OCR Cambridge Progression Entry level unit passes in Maths, from Entry Level 1 to 3. (20 at Entry Level 1; 4 at Entry Level 2; 4 at Entry level 3.)

·         7 OCR Cambridge Progression Entry level unit passes in Maths, from Entry Level 1 to Level 1. (3 at Entry Level 1; 2 at Entry Level 2; 1 at Entry level 3 and 1 at level 1.)

EYFS Progress towards targets 2015-16

During the 2015-16 academic year there were 4 EYFS pupils.  3 pupils with PLMD as their primary need and 1 pupil with ASC. The following table is a breakdown of the percentage of pupils who met or exceeded their good progress targets;

Prime / Specific area

Pupils making expected / (exceeded) progress target for Summer 2016

Personal Social and Emotional Development (PSED)100% (75%)
Communication and Language (C&L)75% (50%)
Physical development (PD)100% (100%)
Literacy (L)75% (75%)
Mathematics (M)100% (75%)
Understanding the world (UW)75% (25%)
Expressive arts and design (EAD)100% (75%)

Performance data for the school can be accessed by visiting the Department for Education’s website at;

http://www.education.gov.uk/cgi-bin/schools/performance/school.pl?urn=138093