Assessment/Achievement

Whole school progress and achievement data

Judging overall progress and achievement of pupils with a wide range of needs; profound, multiple and complex conditions, autistic spectrum conditions and severe learning difficulties is complex as pupils all have different starting points and a very wide range of personal needs.  The number of pupils in each year group is variable and the cohort size is small.  It is not possible to compare one year group or key stage due to the different profile of each group.  Progress is measured using a range of indicators.  These include:

  • Progress made from the starting point at West Oaks.  Pupils are assessed against their own prior learning.  Targets are formally reviewed and re-set accordingly three times a year and are shared with parents and carers.  These targets are described in the Individual Education Plans (IEPs)
  • Pupils are assessed regularly throughout the year across all areas and aspects to ensure that the progress is being made and that as a school we are doing the best we can to support learning.
  • Annual review of the ‘Statement of Special Educational Needs’ or ‘Education Health and Care Plan’.
  • At the end of each academic year parents and carers receive an Annual School Report detailing their child’s progress and achievement in each curriculum area.  At the end of each key stage, parents receive a report on the levels attained in the core subjects at that point in the year.
  • Parent/carer level of satisfaction on the achievements and progress of their child
  • Senior leadership observations as part of teacher appraisal
  • The views of pupils in school
  • External validation from consultants/inspectors

We also compare our progress to a national data set in the National Progression Guidance. This data is made up to a small number pupils working on P levels.  The data is summarised into the number of pupils who are achieving at Lower Quartlie, Medium and Upper Quartiles.  It is acknowledged by Ofsted that pupils who are achieving in the Lower Quartile can be making good progress due to their individual needs and challenges.

 

Qualification achieved 2015 – 2016

Key Stage 4

Functional Skills

Functional Skills qualifications in English and maths are designed to give learners the essential, practical skills they need to get on in life, and work effectively.

Functional Skills at West Oaks are accredited by NOCN.

  Entry 1 Entry 2
Speaking and Listening 6 3
Maths 7 3


NOCN Independent Living

Independent Living has been designed to address the needs of learners working at Entry Level. The qualifications ensure that all learners are given the same opportunities to access appropriate and relevant education and improve their life chances. The qualifications are designed to meet the requirements of the Foundation Learning Independent Living Strand by providing a foundation for lifelong learning focussing on transferable social and life skills which are essential for living and working in the community.

  Entry 3
Exploring Dance 9
Health and Fitness 9
Gardening for Pleasure 9


ASDAN Personal Progress

The Entry 1 qualifications in Personal Progress are approved qualifications, eligible for use in Foundation Learning provision. They are made up of units which can be broadly divided into the following areas: Literacy, Numeracy, IT, Independent Living Skills, Personal Development, Community Participation and Preparation for Work.

These qualifications have been completed by pupils working between P Levels 1-8.

  Entry 1
Making requests and asking questions 9
Early Maths – Shape 10
Getting out and about 9


16+

Functional Skills

  Entry 1 Entry 2 Entry 3
Reading 7
Speaking and Listening 2 7
Maths 1


NOCN Independent Living

  Entry 1 Entry 2 Entry 3
Understanding relationships 3 7
Getting about safely 3 7
Everyday food and drink preparation 3 7
Looking after yourself and your home 10


Skills for Employment Training and Personal Development

This is a QCF Entry Level qualification that will enable learners to improve their confidence and learn skills relevant to employment and personal development, which will help them to make informed career and progression choices.

  Entry 1
Undertaking and enterprise activity 6


ASDAN Personal Progress

  Entry 1
Making requests and asking questions 14
Early maths – Shape 21
Taking part in daily routine activities 18
Following instructions 18
Getting out and about 19

In total 36 pupils achieved 116 units

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