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Manor SchoolProgress Tracking 2012-2013

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Contents

Introduction 3

Summary of Findings 2012-2013 4

Free School Meal Progression 5

Gender Progression 6

Special Educational Needs Progression 7

Ethnicity Progression 8

English as an Additional Language 9

Summer Born Progress 10

Attendance Progress 11

Conclusions 12

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Introduction• The following is a summary of attainment, progress and

achievement by pupils at Manor school during the academic year 2012/13.

• It shows how our assessments measure pupil progress and how data is used to support the setting of SMART targets which are achievable and challenging for our learners.

• The data collected supports identification of resources and /or interventions needed to support progress for each pupil as an individual learner.

• Pupil progress is measured summatively using P levels descriptors and B² stepping stones .

• B² small steps are recorded systematically every half term in key curriculum areas identified in the school improvement plan.

• Formative assessment is used continually in class and feeds into planning for progress and consolidation of learning.

Manor School Population 2012-2013

Number of Pupils Percentage

MLD 21 16%

SLD 100 78%

ASD 45 35%

Boys 105 79.6%

Girls 27 20.4%

Number of Pupils

MLD 18 16.22%

SLD 93 83.78%

ASD 42 37.84%

Boys 86 77.48%

Girls 25 22.52%

KS1 and KS2 Pupils2012-2013

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Results are a measurement of attainment of P-Levels using G.A.P. The progression is measured between 15 September 2012 and July 31st 2013. The school uses progression guidance to set targets at Key stage 1 and Key stage 2.Expectations of progress is one level within KS1 and two levels within KS2. ( which translates as approximately 80% KS1 and 40% KS2 per academic year subject to starting point) There are similar results for the overall progression in Literacy and Numeracy. However PSHE Citizenship has a significantly slower progression rate, with a particularly low result in KS1. Overall the progression is consistently higher in KS2, though this can be partly attributed to a lower progression target. When looking at the separate strands of Literacy the progression in Speaking in KS1 is clearly lower than the other strands. However by KS2 the progression in speaking has levelled out to a similar result to the other strands.

Summary of Findings2012-2013

No. of Pupils Strands of LiteracyKS1 37 61.49%KS2 74 66.22%

No. of Pupils Strands of NumeracyKS1 37 50.45%KS2 74 68.02%

No. of Pupils Strands of PSHE CitizenshipKS1 37 43.24%KS2 74 59.46%

Pupils Meeting Expected Progression

No. of Pupils Strands of Literacy2012-2013 111 64.56%

No. of Pupils Strands of Numeracy2012-2013 111 62.16%

No. of Pupils Strands of PSHE Citizenship2012-2013 111 54.05%

Pupils Meeting Expected Progression

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Free School Meal Progression

A high percentage of our pupils receive Free School Meals (FSM), 45% compared to a National Average of 26.7%*.We track our students carefully as part of our school premium data. The overall progression of our FSM pupils is positive in Literacy, where pupils have a higher progression rate. In Numeracy the results are similar, whilst in PSHE Citizenship pupils have a significantly lower progression rate. When comparing the differences between the Key Stage groups pupils’ progression is at the lowest in KS1 Numeracy and KS2 PSHE & Citizenship when compared to pupils not receiving free school meals.

No. of Pupils Strands of LiteracyFSM 51 66.67%NON-FSM 60 62.92%

No. of Pupils Strands of NumeracyFSM 51 62.09%NON-FSM 60 62.78%

No. of Pupils Strands of PSHE CitizenshipFSM 51 49.02%NON-FSM 60 58.33%

Pupils Meeting Expected Progression

* Raise Online

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Gender Progression

There is a very high ratio of boys to girls at Manor School. The national average is 49.6% girls*, compared to 22% girls at Manor. The number of girls effects our comparative data on gender. Girls have a higher overall progression in all focus areas in both KS1 and KS2. Progress in ‘number’ for girls at KS2 needs monitoring.Progress in ‘Speaking ‘for boys at KS1 needs monitoring.

No. of Pupils Strands of Literacy

Boys 86 62.79%Girls 25 71%

No. of Pupils Strands of NumeracyBoys 86 60.47%Girls 25 68%

No. of Pupils Strands of PSHE CitizenshipBoys 86 50%Girls 25 68%

Pupils Meeting Expected Progression

* Raise Online

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Special Educational NeedsAll our pupils have a statement of special educational needs. The ratio of pupils with Severe Learning Difficulty (SLD) is high compared to pupils with Moderate Learning Difficulty (MLD). Many of our Autistic pupils (ASD) will also be among these two groups but have been compared as a third group. The percentage of KS1 and KS2 pupils classified as • MLD 16%,• ASD 38% • SLD 84%. Number of MLD pupils may effect data. MLD pupils have a significantly higher progression rate in both Literacy and Numeracy throughout KS1 and KS2.ASD pupils have similar results to SLD pupils through out KS1 and KS2 Literacy and Numeracy.In KS1 all three groups have similar results with SLD pupils having the highest achievement rate. KS2 is similar for all three groups, but MLD pupils do have a slightly higher progression by a small percentage. PSHE Citizenship result is very different to Literacy and Numeracy.

No. of Pupils Strands of LiteracyMLD 18 90.23%SLD 93 59.68%

Also ASD 42 60.12%No. of Pupils Strands of Numeracy

MLD 18 83.33%SLD 93 58%

Also ASD 42 57.14No. of Pupils Strands of PSHE Citizenship

MLD 18 44.44%SLD 93 53.76%

Also ASD 42 50%

Pupils Meeting Expected Progression

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EthnicityManor school has a high percentage of pupils from an Ethnic Minority background (95.5%) compared with the national average (23.5%*) Ethnicity has been grouped along the following categories: Asian, Black, Mixed, Other, Refused and White. Groups other than Black and Asian remains low for an accurate comparison. Black and Asian pupil progression is similar in all core subject areas. Black pupils make good progress in the Listening but a lower rate of progression in Speaking in Literacy at KS1. Asian pupils rate of progression is lower in Shape Space Measure and Using and Applying strands of Numeracy. Asian pupils rate of progression is lower in PHSE & Citizenship KS1.

No. of Pupils Strands of LiteracyBlack 60 63.75%Asian 22 59.09%White 12 56.25%Mixed 13 78.85%Other 2 87.50%Refused 2 75%

No. of Pupils Strands of NumeracyBlack 60 55.56%Asian 22 54.55%White 12 58.33%Mixed 13 69.23%Other 2 66.67%Refused 2 83.33%

No. of Pupils Strands of PSHE CitizenshipBlack 60 51.67%Asian 22 50.00%White 12 58.33%Mixed 12 75%Other 2 50%Refused 2 50%

Pupils Meeting Expected Progression

* Raise Online

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English as an Additional Language

Manor school has a high percentage of pupils who are classified (EAL) having English as an additional language 51% of pupils at KS1 and KS2. The national average is 13% * EAL pupils have a slightly higher average progression rate than the non-EAL pupils in all core subjects .In KS1 EAL pupils have a lower progression rate, this result is then reversed in KS2 where EAL pupils have a higher progression rate than the non-EAL pupils. In KS1 Speaking has the lowest progress rate for EAL and non-EAL groups. In KS2 progress in the strands of Literacy for the non-EAL pupils is comparable whilst Speaking still has the lowest progression rate.

No. of Pupils Strands of LiteracyEAL 57 65.79%NON-EAL 54 63.435

No. of Pupils Strands of NumeracyEAL 57 63.74%NON-EAL 54 60.49%

No. of Pupils Strands of PSHE CitizenshipEAL 57 54.39%NON-EAL 54 53.70%

Pupils Meeting Expected Progression

* Raise Online

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Summer BornChildren born during the summer months are more likely to have a lower progression rate* in school. This has been attributed to the chronological age difference, as summer born students will be significantly younger than their peers when they begin the academic year in September. The definition of Summer Born are those pupils born during May-August inclusive.Manor Summer Born pupils have a lower average progression rate in Numeracy and PSHE &Citizenship. Comparing results between KS1 and KS2 in PSHE &Citizenship shows a lessening of the gap between the two groups but Summer Born have consistently lower results across both Key Stages.In KS1 Summer Born pupils have a slow progression rate in Numeracy , which turns around in KS2 with Summer Born pupils having a higher progression rate than Non-Summer Born. In Literacy Summer Born pupils achieve a higher progression rate in both KS1 and KS2.

No. of Pupils Strands of LiteracySummer Born 36 71.53%Non-Summer Born 75 61.33%

No. of Pupils Strands of NumeracySummer Born 36 60.19%Non-Summer Born 75 63.11%

No. of Pupils Strands of PSHE CitizenshipSummer Born 36 50%Non-Summer Born 75 56%

Pupils Meeting Expected Progression

* Research Report DFE-RR017

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AttendanceAttendance is monitored closely at Manor School and interventions are in place to support with poor attendance.In Literacy and Numeracy where attendance is < 90% progression is lower, with the difference in Numeracy being quite significant. KS1 and KS2 progress of pupils with poor attendance is lower in Literacy. In Numeracy at KS1 attendance does not appear to impact on progress but in KS2 a significantly slower progression rate is recorded.In PSHE& Citizenship the gap between the two groups of pupils is marginal.

No. of Pupils Strands of LiteracyAttendance >90% 85 65.59%Attendance <90% 26 61.54%

No. of Pupils Strands of NumeracyAttendance >90% 85 58.43%Attendance <90% 26 48.72%

No. of Pupils Strands of PSHE CitizenshipAttendance >90% 85 45.88%Attendance <90% 26 53.85

Pupils Meeting Expected Progression

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Conclusions• In some cases pupil progression rate is lower than

expectations.• MLD pupils are achieving expected progress.• KS1 progression is generally lower than KS2

progression.There is, however, a difference in progression targets for KS1 and KS2 which could account for the results.

• More pupils progress within 0-19% than expected. This is possibly an issue with the consistency of our staff inputting the data.

• Results below expectations in subject strands at KS1 generally even out and achieve expectations at KS2.

• Poor attendance of pupils has a detrimental effect especially in Numeracy.

• Progress of Summer Born and EAL pupils at KS1 does not make a significant difference to average progression rate because of achievement at KS2.

This suggests that in these areas the interventions are working.

• Results for pupils receiving Free School Meals are inconsistent which suggests that interventions are working in Literacy and Numeracy but may need evaluating in PSHE Citizenship.