Pupil Progress

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Data Report 2019-20

The Accreditation and Destinations 2019-2020 Data Report can be found here. 


Pupil Progress 2018-19

The full Pupil Progress Report for 2018-19 can be found here.

 

Summary of Pupil Progress Report 2018-19

Pond Meadow has a rigorous and robust system in place for monitoring pupil progress. Pupil data is reviewed by the SMT and individual pupils are identified to have their progress monitored if needed. Data analysis shows that pupils have continued to make a high level of progress and Pond Meadow uses cross-county moderation to ensure that these judgements are reliable and accurate. External moderation of statutory frameworks and nationally recognised accreditation has also supported the validity of pupil’s progress and attainment.

As evidenced in the data, most cohort groups are performing in line with the average attainment levels for the school and are not achieving levels that are at a statistical disadvantage to their peers. This demonstrates that methods used to support the teaching and learning of all pupils within these minority groups are successful in facilitating their progress and that they are not disadvantaged. Pupils of an ethnic minority have made progress at levels that are slightly lower than the school average in reading. These pupils were looked at in greater detail by the SMT, and as result most were identified as having external factors that influenced their engagement in lessons. Cultural diversity across the curriculum has been an identified area of development in the SDP, and fully embedding this throughout the planning and teaching across the school may also help to increase the engagement and learning of pupils within the ethnicity cohort. Number and reading are entrenched in all aspects of the school day and not just taught in isolation. Pupils are encouraged to apply and transfer their cognitive skills in these areas to all aspects of their daily life which enables them to fully embed the skills they have learnt and therefore show progress within the classroom.

This year pupil outcomes in number have been slightly higher than reading. Number has only recently been removed as an area of focus in the SDP,and this has clearly had a positive impact on the progress made in this subject area throughout the school. Staff training was provided, and new resources were introduced to encourage greater engagement in this area. Last year outcomes were raised to a level in line with reading, and this year they have continued to raise further.

Over 60 % of pupils across the school fully achieved their IEP target in all three areas of learning and development. Outcomes in all three IEP target areas have been of a consistent level, which shows that Pond Meadow is equally meeting the needs of pupils in all areas of their individual and personal development. The small number of pupils not making progress towards their targets have been identified and discussed with the SMT, these pupils will continue to be monitored this academic year and further interventions will be put in place if this is needed.

Accreditation in the Upper School continues to support and challenge the individual learning needs of all students. The wide variation of module content that is offered enables pupils working at contrasting levels to achieve both nationally recognised accreditation and qualifications.

 

Future Steps

Pond Meadow has identified the need for and implemented a new system for tracking and measuring academic pupil progress. Pupils were baselined in the summer and progress will be monitored throughout the year.

The cross-curricular curriculum is in the process of being re-written and teachers have begun implementing this in class from the beginning of the new academic year. Cultural diversity will be represented and embedded through all aspects of planning and teaching to represent the array of cultures within the school population. The curriculum’s main intent will be to develop the key PSHCE skills that Pond Meadow strongly promotes throughout the pupil’s time in school. These include skills that fall under the four areas of independent life and learning skills, transitions, manging emotions and relationships with others.

A new PSHCE assessment is being devised to measure progress against these four key areas and intends to measure the skills that Pond Meadow has identified as fundamental in preparing pupils for each stage of their education and life. This assessment will measure the intent and impact of the cross-curricular curriculum in developing these skills and best preparing pupils for each stage of their journey.

 

Reports for Past Years

 

Please follow the link below for the 2017-18 report:

Pupil Progress Report 2017-18

 

Summary of Pupil Progress 2017-18
 

The analysis of pupil progress for 2017-18 shows the continuing strong outcomes for our pupils across all age ranges, need types and sub-cohorts.                    

Pupil progress in reading and number has continued to improve across the school. This year new pupils entering the school of nursery and reception age (years -1 and 0) have been at a much lower attainment level than in previous years. Years -1, 0 and year 1 have no pupils that have been identified as ‘able’ this academic year. Those that were identified as being ‘able’ in these year groups in 2016-2017 have now moved onto new settings. This is represented by the lower trend line for the last academic year across these year groups. The school trend line has been consistently exceeding the national average in all year groups across the school since 2014, and from year 9 onwards the level of pupil progress in reading and number has continued to increase and challenge both the national average and school trend lines. Pond Meadow encourages the continued learning and development of reading and number skills for all pupils within the upper school both in and outside of the classroom. The impact of this is clearly represented by the continued rise in the school trend line from year 10 onwards compared to the leveling off of the national average across these year groups.

The following graph shows the reading average trends across all age groups for 2014 -2018 compared to the National trend (grey). The pupil data is very strong, showing not only above the National average in all year groups but year-on-year improvements since our 'outstanding' results in 2014.

 

The next graph shows Number average trends for 2014 -2018 compared to National trend. The graph shows our 'outstanding' results for 2014 and our year-on-year improvements from this date.

 

The tables below shows the comparison of the End of Key Stage results for actual pupil averages in 2017-18 for Reading and Number and the same comparison for the 'trend' data, that is the smoothed average across all age groups.

 

Reading Average Values 2018
Year Group Pupil Actual Pupil Trend National
2 6.7 5.6 5.0
6 7.6 7.4 7.1
9 8.7 8.4 7.8
11 7.3 9.0 8.0
Number Average Values   2018
Year Group Pupil Actual Pupil Trend National
2 6.9 5.6 5.5
6 7.9 7.5 7
9 7.8 8.4 8.0
11 7.8 9.0 8.5

 

 

 

National Performance Tables

To access the National Performance Tables please follow the link below:

National performance tables