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Northamptonshire Special Schools : Agreed approach to analysis and presentation of whole-school pupil progress data. The Northamptonshire Quads (with acknowledgements to Kingsley School for the original concept).
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Northamptonshire Special Schools : Agreed approach to analysis and presentation of whole-school pupil progress data.The Northamptonshire Quads(with acknowledgements to Kingsley School for the original concept)
The Northamptonshire Special Schools data development group have agreed a common approach to analysing pupil progress data in special schools over a year and over a key stage. • All schools will be able to adapt this approach to suit their own circumstances and their own internal assessment and data collection processes. • Schools are requested to take their data through a four stage process - the Northamptonshire Quads - arriving at an overall judgement and action plan. • There is a suggested, logical order to this process which is indicated by the 1,2,3,4 numbering on the accompanying diagram. • The only compulsory element here is that schools will, as the first task in quadrant 1, use the national progression guidance for pupils with SEN/LDD, annually, against their end of key stage outcomes. • Schools are requested to report their evaluation of pupil progress data in this way to their School Improvement Partner. The School Improvement Partner form for special schools has been adapted to reflect this approach. • Schools may also find this to be a useful approach when reporting to governors. • Schools may also wish to promote this approach with subject coordinators, so that they use the same template for their analysis of subject data. • There is also an agreed approach to the SIP’s evaluation of non-statutory target-setting processes.
2.Using own internal data, compare achievement of vulnerable groups or other sub-groups against whole-school data. (Different schools will wish to focus on different sub-groups) 1 Attainment and Progress (all pupils/whole school) compared against : a.National progression guidance. b. Another source of external comparative data eg CASPA, FFT c. Also prepare a summary of accreditations achieved over the last year, Overall judgement and Action (Focus of conversation with SIP after taking SIP through each quadrant) 4. Professional judgement, contextual interpretation including context of year, context of class, context of individual learner 3.Individual progression and achievement compared against own targets Northamptonshire Quads
Northamptonshire Quads : additional detail 1a (blue box) Progress compared against National progression guidance. • Minimum requirement would be key stage progress for Years 6, 9, 11 in English, Maths, Science • eg. How many in the cohort? How many meet or exceed the expected levels laid out in the progression guidance, in each area, in each key stage? 1b (blue box) Progress against CASPA expectations • Minimum requirement would be progress of all pupils/whole school group, each end of Key Stage group and each year group over the past year in English, Maths, Science PSD. • Eg How many in cohort? How many met or exceeded Caspa expected level? • Schools will also wish to share with the SIP those other reports from CASPA which are most interesting to them as a school – ie which illustrate success against a school priority, highlight a subject area or group of pupils where action needs to be taken or identify a trend which merits further investigation. 1c Summary of accreditations attained by students in last year. 2. (white box) Using own internal data, compare achievement of vulnerable or other sub-groups against whole-school data in English, Maths, Science, PSD. Some sub-groups will be common to most schools – FSM, EAL, boy/girl etc. Some sub groups will be particular to certain schools and schools will wish to identify these and highlight their progress with the SIP. 3. (red box) (self-explanatory) 4. (yellow box) Professional Judgement and contextual interpretation. Recommended approach is as follows: • Look at progress of each pupil in each core subject (Eg Johnny went from P4-P5 in Maths) • Using all your multi-professional and contextual knowledge about Johnny, in your professional judgement as a school, was this inadequate, satisfactory, good or outstanding progress over the last year? • Tot up all pupils scoring good or better for Maths and express this as a percentage : ie over the last year 40% of our pupils made good or better progress in Maths • Do this for each Core subject.
Whole school target-setting for special schools • There is also an agreed approach to whole-school target-setting. • Use of Local Authority’s target-setting form : all schools are expected to submit this form even though, legitimately, there may be nil returns. The attendance target section of this form is compulsory for all schools and must be discussed with, and signed off by, the School Improvement Partner. • With regard to non-statutory target setting, the SEN Data Development Group (ratified by the SEN Disability Strategy Group) has agreed the following : • Schools will set targets for individual pupils at least in English, Maths, Science PSD. • They will share these targets with the School Improvement Partner • On the report the SIP will : • Provide a brief description of the process the school uses to set challenging targets for individuals or groups. • Provide an evaluation of the rigour and challenge of this process • Comment on whether the targets for the forthcoming year are personalised and ambitious • It was agreed that schools will not be expected to engage in largely artificial exercise of setting whole-school or key stage non-statutory targets.