Pupil Progress
We have high expectations of all our Lisburne pupils, this is important for both their academic and personal development. The school strives to provide the skills and experiences necessary to prepare them for the next step of their education and learning with a focus on developing independence. 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 (pre-formal curriculum) to pupils working within the National Curriculum (formal curriculum).
Teachers set annual end of year targets for all pupils; these are challenging but realistic. Progress is monitored throughout the year and scrutinised within regular Pupil Progress meetings where staff/ SLT highlight specific pupils and the need for particular intervention strategies to support progress. Pupils individual targets are continually evaluated throughout the year to ensure that everyone is constantly being challenged in order to make good progress and able to access all areas of the curriculum.
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 for many of our pupils has changed with increasing numbers having more complex needs. 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. As a school we continue to monitor and track progress to ensure that any gaps in learning are addressed, appropriate interventions implemented and that all progress analysis is actioned.
Each year our pupils make at least good progress with many achieving outstanding improvement by achieving or exceeding their individual end of year expectations. We work to ensure that all learning is generalised supporting this with a variety of life skills and outdoor learning which allows learning to be used in relevant, real life situations.
Evidence and assessed examples of levelled work in core subjects are collected and stored regularly throughout the year for pupils in Year 1 to Year 6 following the school Assessment Calendar. EYFS pupils are assessed and a baseline set within 6 weeks of arrival in school, their progress is monitored via a visual progression tool and personal development chart.
School ensure that the pupils have the opportunity to sit part or all of DfE and national assessments where this is felt appropriate. Lisburne looks at the needs of individual learners, developing individual education plans for the pupils encouraging independence, confidence and assertiveness through a program 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 our learners and building their resilience has reduced the number of behaviour incidents within school.
School is continuing to develop pupil confidence and monitor self-esteem. All classes look at self-help and developing levels of independence throughout the academic year. Displays of pupil progress are prominent in all classes and staff collect both visual and annotated evidence in order to accurately assess this. Pupils are aware of their learning journey and actively challenge themselves to achieve personal targets. All of our pupil’s academic progress is also supported by a comprehensive program of bespoke enrichment activities which addresses the needs of individual learners.
The breadth and range of education experiences we provide gives pupils a positive educational environment and prepares them for a wide range of secondary school settings. We strive to encourage independence, confidence and assertiveness for all our Lisburne community.
