Monitoring School Performance

Pupil Progress and Performance Data
 
As a special school supporting pupils with learning difficulties and disabilities, our learners typically work below the national test expectations for their key stages. For this reason, it is almost always not appropriate for them to take national assessments.
 
Although Progression Guidance is no longer used as a national benchmark for special schools, we continue to refer to it as a comparative measure to help us review progress over time. We are also part of the North West Specialist Curriculum, Assessment and Pedagogy Group (NWSCAP), which works to develop a consistent approach to assessment without levels within the special school sector. Through NWSCAP, we are able to compare our pupils’ attainment and progress with those of children of similar age, prior attainment, and identified Special Educational Needs.
 
Our assessments rely on the professional judgement of staff. Teachers draw on their knowledge of each pupil, consider the learning context, and use evidence from a range of sources. Their judgements reflect everyday learning as well as ongoing monitoring and assessment. These assessments are moderated both within school and externally with colleagues from other schools.
 
In contrast to the National Curriculum, special schools do not expect pupils to reach specific levels by particular ages or to progress at a fixed rate. However, identifying pupils’ attainment at certain points helps us estimate their likely progress using the NWSCAP Progression Guidance.
 
End of Key Stage Pupil Progress
 
As noted above, pupils’ progress is compared with NWSCAP data and categorised as either Expected Progress or Exceeding Expected Progress. Each pupil has individual targets informed by teacher assessment and professional judgement.
The outcomes achieved by each learner are personalised and documented in our annual end of year outcomes report "Measuring what Matters".