We have high expectations of all our pupils, this covers both their academic and personal development. The school strives to provide the skills and experiences necessary to prepare pupils for the next step of their education. A high level of transition support and preparation is put in place for both pupils and their families/carers.
Pupils are given a baseline assessment on entry into the school in order that their progress can be accurately measured. There is a wide range of attainment within school varying from pre-subject specific learners to children working at Lower KS2 year group expectations.
Teachers set annual targets for all children in September; these are challenging but realistic. Progress is monitored throughout the year in regular Pupil Progress meetings where staff/ SLT highlight specific children and the need for particular intervention strategies. Targets are continually moderated and evaluated throughout the year to ensure that pupils are continually making good progress.
The progress of each pupil in school is tracked and monitored from their baseline on initial entry into school. Over the past few years the profile of our pupils has changed with increasing numbers now having a more complex profile. All individual progress is sent during the summer term to the LEA and DfE; this forms part of the data analysis evaluated in the annual report to the Governing Body from which actions based on data are set for the following year.
In 2017-18, our children made at least good and outstanding progress, over 95% in English, 95% in Maths and 93% in Science met or exceeded end of year targets and expectations.
Evidence and assessed examples of levelled work are collected regularly throughout the year based on our school’s Assessment Calendar and stored in children’s Individual Assessment Files for pupils in Year 1 to Year 6. EYFS children are assessed and a baseline set within 6 weeks of arrival in school and their progress is monitored via a visual progression chart. The EYFS and pre-subject subject learners use ‘Tapestry’, an online learning journal and assessment tool.
End of year data highlighted in the table below indicates the vast majority of children have been on target, achieved or exceeded their individual end of year expectations.
|Below expected level at end of year||Working towards end of year target||Exceeded end of year target||On target, met or exceeded expected level|
This year we had 3 children (out of 12) in Year 6 who were able to access the end of KS2 SAT’s papers. The remaining 9 children in Year 6 were all working below the expected level for the assessment (P4 through to low Yr1) and therefore were unable to sit the papers. 5 out of the 23 Year 2 children attempted the KS1 SAT’s papers for either English and Maths or both.
This year we will be updating our assessment systems to reflect the results of the Rochford Review, in line with the DfE recommendations for Maths, Reading and Writing; we are currently developing this system in order to accurately monitor the progress of our learners.
Lisburne looks at the needs of individual learners, developing individual education plans for the pupils encouraging independence, confidence and assertiveness through a programme of life skills and specific targets helping them apply this proficiency at both home and school. The individualised learning programmes have greatly contributed to the self-esteem of the learners and have also reduced the number of behaviour incidents within school. We assess all KS1 children using the Year 1 DfE Phonics Assessment Tool. This year none of our Yr1 children scored at the prerequisite level to gain the required mark.
School is continuing to develop children’s confidence and monitor individual’s self-esteem. All classes look at self-help and developing children’s levels of independence over the academic year. Displays of pupil progress are prominent in all classes and staff collect both visual and annotated evidence to assess progress. Pupils are aware of their progress and actively challenge themselves to achieve personal targets. All of our pupil’s academic progress is also supported by a comprehensive program of enrichment activities tailor made to address the needs of the individual.
The breadth and range of education we provide gives pupils a positive educational experience and prepares them for a wide range of secondary school settings. We strive to encourage independence, confidence and assertiveness through a programme of pupil pathways and learning intention maps into which the children state / plan their own targets. All children and staff work towards challenging personal targets; these incorporate a range of academic, social, life skills and specific personal objectives