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 and learning. 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 constantly being challenged to make 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 2018-19, our children made at least good and outstanding progress, over 80% in English, 85% in Maths and over 80% in Science met or exceeded end of year targets and expectations. Due to the disruptions during 2020 the assessment data is inconclusive but pupils were on target to achieve good progress with 50% reaching their target midyear in reading, 40% achieving their target in writing and 60% on target in maths – note these children were already meeting their end of year projected targets (assessment period completed and analysed from September 2019 – March 2020). Mid-year data therefore indicated the vast majority of children would have been on target, achieved or exceeded their individual end of year expectations.
Evidence and assessed examples of levelled work in English and Maths 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 specific (Engagement) learners use ‘Tapestry’, an online learning journal and assessment tool.
In the academic year 2018-19 out of 12 Year 6 children, 4 were working at a level enabling them to access all or part of the KS2 SATs paper – no children acheived the pass mark. Out of 15 year 2 children, 0 were working at a level enabling them to access the KS! SATs paper.
In 2019-20 no pupils were able to take the end of KS1 and KS2 SAT’s papers. Out of 14 Year 6 children, 1 was working at a level enabling them to access all or part of the KS2 SATs paper. Out of 15 Year 2 children, 2 were working at a level enabling them to access all or part of the KS1 SATs paper.
In 2018-19 Lisburne had 15 Year 1 children of which 3 accessed and scored on the phonics screening test – one child acheived above the pass mark of 32. During June 2019 16 Year 2 children retook the phonics screening test with 5 children scoring and one acheiving above the pass mark.
The Year 1 phonics assessments were postponed in June 2020, these were completed with Year 2 pupils in November 2020. Out of 39 children 3 children acheived a score but only one child acheived a pass mark of 32 (DfE Guidance).
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.
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