John Grant School has been using CASPA since September 2008, to compare and analyse the performance of our students with other students with similar needs. It provides us with an increasingly large data set, and enables us to identify key areas for development and to implement appropriate interventions. CASPA is also used to provide a starting point for staff when target setting. We use SOLAR an assessment tracking tool to gather evidence and track progress. This tool allows teachers to set individualised targets for pupils. We use evidence from SOLAR as well as CASPA to inform us as to how pupils are progressing, identify areas for development across the school, and identify areas of strength.

All class teachers attended a pupil progress meeting with a member of SLT in the Spring and Summer Terms 2018. All class teachers were able to discuss rates of progress in an informed and detailed way and were able to draw on evidence where required. There was evidence across classes that teachers are using a wide range of methods to assess progress, with the current issues we are experiencing with our online tracking programs this data was really useful. All class teachers were able to reflect on issues raised and brainstorm possible interventions to address these.

All classes have a current provision map in place for their class. These are detailed working documents and class teachers are updating them regularly.

At the end of the Summer Term 2018 a detailed report was written pulling these assessment results together. These are some key summary results;

How are we doing?

Cohorts of children;

There appears no difference in progress regardless of gender, free school meals or children who are LAC. This shows that pupils across the school progress at similar rates independent of these differences.

Pupil Progress meetings raised that some pupils progress slowed significantly as they got older. We will investigate different assessment methods to use alongside SOLAR and CASPA to track the progress that is being made.

Subject areas identified as needing further consideration and focus;

  • Literacy, Speaking and Listening; Although our reading and writing data shows our students are doing well, we need to focus more on speaking and listening opportunities across the school.
  • Computing; Results are not as good as last year for this subject. This may be due to the current updates to our systems across the school. With the new equipment being installed over the summer this should give our students greater opportunities to develop their computing skills next academic year.

Subject areas in which results show pupils are progressing better than last year;  

  • Mathematics; Across all strands significant improvement in more pupils making above or expected progress. Data Handling is less improved.
  • Science; Physical Processes; Great rates of progress with the majority of students meeting above expected progress.
  • Citizenship: Over 60% of students are making above expected progress!!
  • Foundation Subjects; Greater numbers of students making above expected progress in foundations subjects such as history and geography than last year.

Other notable results;

  • Science; We have far more students making above expected progress, however we have more students making below expected progress. We need to look at stretching the students working in National Curriculum levels. Those students working in the p-levels are progressing really well.