Pupil Progress and Targets 2019-20
From September 2019 we agreed to track pupils’ progress towards achieving their Education, Health & Care Plan (EHCP) Outcomes. At the end of Terms 1 and Term 3, Teachers reviewed EHCP targets - Pupils' progress was graded as ‘achieved’, ‘partially achieved’ or ‘not achieved’.
|
EHCP Target Area
|
% of pupils who have made progress towards their EHCP Outcome Term 6 – Term 1 |
% of pupils who have made progress towards their EHCP Outcome Term 2 – Term 3 |
|
Cognition and Learning – English |
83% |
84% |
|
Cognition and Learning – Maths |
95% |
87% |
|
Communication and Interaction |
91% |
91% |
|
Social, Emotional and Mental Health |
88% |
87% |
|
Sensory and Physical |
84% |
87% |
Pupil progress towards achieving Pupil Asset Targets:
|
Pupil Asset Subject |
% of pupils who have made progress Terms 1 and 2 |
% of pupils who have made progress Terms 3 and 4 |
|
Cognition and Learning – Reading |
84% |
82% |
|
Cognition and Learning – Writing |
85% |
87% |
|
Cognition and Learning – Maths |
80% |
85% |
Home Learning, Terms 5 and 6.
When Schools closed on 20th March, it was no longer possible to accurately evaluate pupil work, therefore Pupil Asset Data for Maths and English and progress towards EHCP outcomes was not evaluated. A decision was made for Teachers to evaluate Pupil engagement in Home Learning as a qualitative measure of engagement and wellbeing. The following is a summary:
|
Pupils exceeding home-learning expectations |
Pupils achieving home-learning expectations |
Pupils partially achieving home-learning expectations |
Pupils Not achieving home-learning expectations |
Children in school |
|
|
221 |
19 |
73 |
82 |
37 |
10 |
|
100% |
9% |
33% |
37% |
17% |
5% |
Accreditation:
Following school closures on 20th March, no exams took place in summer 2020 due to the coronavirus (COVID-19) outbreak. To enable students to receive qualifications, Teachers were required to submit a calculated grade taking into account a range of evidence, for example, subject coursework.
Phase 3
|
Accredited Course |
Subject |
Entry Level 1 |
Entry Level 2 |
Entry Level 3 |
Level 1 |
Level 2 |
Total |
|
Functional Skills |
English |
3 |
8 |
2 |
|
|
13 |
|
Functional Skills |
Maths |
3 |
7 |
3 |
|
|
13 |
|
BTEC Award |
Art and Design |
|
|
11 |
|
|
11 |
|
BTEC Award |
Home Cooking Skills |
|
|
|
|
7 |
7 |
|
BTEC Award |
Land Based Studies |
|
|
|
9 |
|
9 |
|
Certificate |
Life and Living Skills |
6 |
|
7 |
|
|
13 |
Number of Year 11 Pupils = 14
Number of Year 12 Pupils = 1
2 x Pathway One pupils are working below the level required to access Entry Level Accreditation requirements.
Phase 4
|
Accredited Course |
Subject |
Entry Level 1 |
Entry Level 2 |
Entry Level 3 |
Level 1 |
Level 2 |
Total |
|
GCSE |
Art and Design |
1 x Grade 2, 1 x Grade 4, 2 x Grade 6 |
4 |
||||
|
BTEC Award |
Art and Design |
|
|
|
1 |
|
1 |
|
BTEC Certificate |
Art and Design |
|
|
|
7 |
|
7 |
|
BTEC Award |
Home Cooking |
|
|
|
|
5 |
5 |
|
Entry Level Award |
Personal and Social Development |
|
1 |
13 |
|
|
14 |
Number of Year 12 Pupils = 18
Number of Year 13 Pupils = 15
Number of Year 14 Pupils = 1
As a member of the Kent Special Educational Needs Trust (KSENT), Oakley School uses Pupil Asset and the KSENT frameworks to measure progress in Reading, Writing and Maths. The KSENT frameworks are adaptations of the National Curriculum, introduced in September 2014. One of the key differences is that the age or year group bands have been replaced with ‘Stages’ and are preceded by P-levels 1 to 9.
Each P-level and Stage are sub-divided to indicate where a pupil is ‘Beginning’ to learn at a particular stage, ‘Developing’ their learning, or they are confidently working with a stage and their knowledge is ‘Embedded’. Each subdivision has the option of adding a plus sign to indicate smaller steps of progress which pupils sometimes make.
Please see below for results and progress.