Rationale: 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.

However, over academic year 2017-2018 we have had a change from Solar V2 to Solar V3.  At the end of the Spring Term 2018 we were able to access support from SOLAR to ‘iron out’ the issues related to target setting and baselining. This has been a significant body of work but by the end of the Summer first half term were able to track progress effectively using data on SOLAR and import this into CASPA.

In order to ensure we continued to track progress and have and ‘overview’ of the progress of pupils within the school in the Spring Term 2018, we asked teachers to record and compile evidence of pupils work and achievement within their classes. This hard evidence will be kept for at least 3 years. Teachers continued to use SOLAR V3 to track progress by clicking off ‘stars’ once targets have been achieved. There was however no expectation of teachers to include evidence on SOLAR academic year 2017-2018 due to the technical difficulties experienced.

In September 2018 the expectation has been for teachers to include evidence against ‘Stars’ for core subjects, including All English, Mathematics and Science strands, IT/Computing and PSHE/Citizenship. Staff have not been expected to put evidence against ‘stars’ in foundation subjects but have been expected to click these off when achieved so progress can be tracked.

This information should be taken into account as we compare last academic years progress results with this academic year.

Teacher Assessment: Teachers and support staff moved to using SOLAR to assess students at the start of 2015 academic year. This provides us with a summative assessment of pupil attainment. It is also used by teaching staff as a formative assessment, to identify next steps for learning, and is to create Curriculum Learning Matrices for individual pupils. In the Autumn Term of 2018 version 3 of SOLAR replaced version 2. There have been significant issues with the conversion. In Summer Term 2018 were able to use SOLAR to set targets, track progress, produce CLM’s (Curriculum Learning Matrices) to plan and produce reports. Students are also assessed against ‘Behaviours for Learning’ statements, to show progress in areas not reflected in curriculum assessment. This provides us with another means of judging progress.

Curriculum Leader Meetings; Curriculum Leaders have met with a member of SLT in the Spring Term. During these meetings it has been ensured policies have been reviewed and are up to date. Also that each curriculum area has an action plan in place with details of what needs to be addressed and how this will be done over the next 3 years. Curriculum Leaders are encouraged to reflect on the data from SOLAR and CASPA to formulate targets. Curriculum leaders were also expected to update topic webs and begin writing new medium term plans tailored to the needs of our students. These too were reflected on during curriculum leader meetings.

There have been follow up Curriculum Leader meetings in the summer term to ensure there has been progress made.

Pupil Progress Meetings; During the Autumn Term classes are encouraged to ensure new pupils are assessed and baselined correctly. Pupil progress meeting take place in the Spring and Summer Term.

These meeting take place between the class teacher and a member of the Senior Leadership Group. Subject specialist teachers in Swimming and PE are also expected to attend these meetings.

Teachers are expected to complete a reflection identifying considerations for specific subjects or areas within a subject where progress is slower than expected and to consider if they have any concerns about the rate of progress of specific pupils within their/a class.

We have also ensured an appropriate and detailed provision map is in place for every class showing the interventions in place to ensure progress and access to learning is facilitated.

Although graphs give us useful information in regards to rates of progress across the school, it is worth noting that all of our students are individuals and even though they may appear ‘red’ on the graphs below there may be significant understandable reasons for this. This maybe for a range or reasons; absence from school, health, behaviour, etc. Therefore, pupil progress meetings reflect on both SOLAR and CASPA results and knowledge of the individual students. This ensures the best provision and support is in place for students to make the best progress possible, given their individual circumstance.

It is essential no report is read in isolation without consideration of pupil progress meeting records to give a holistic accurate account of progress across the school.

What are the conclusions of this report?

All class teachers attended a pupil progress meeting with a member of SLT in the Spring and Summer Terms 2019. 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.

How are we doing?

Cohorts of children;

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

Subject areas identified as needing further consideration and focus;

  • Although results in literacy are very similar to last year, those pupils working below expected target are in the primary department. Interventions and strategies need to be considered particularly for Reading and Writing.
  • Although progress in Mathematics is very good, there were slightly more students not reaching expected progress in Shape Space and Measure.
  • Science results are similar to last academic year but are not as good as other subject areas.

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

  • Speaking and Listening. More students are reaching expected or exceeding expected targets in the area of speaking and listening in comparison to last academic year.
  • Mathematics, an amazing 63% of our students exceeded expected target set. (national comparison) Only 2% of students did not reach expected target. Handling Data was particularly good with 70% of students exceeding target.