Assessment & Achievement


·      Across all Key Stages and in a wide range of subjects, including English and mathematics, current pupils are making consistently strong progress considering complexity of need and starting points. CASPA and Progression Guidance indicates progress to be very good over time.
·       In a wide range of subjects, including in English and mathematics the progress of vulnerable groups is in line with pupils within the rest of the school.
·       Pupils are well prepared for the next stage of their education, training or employment. Most leavers access appropriate college provision.
·       Subject Leaders effectively use progress data to inform action planning and improve outcomes for pupils
The Early Years Foundation Stage
·       The leader of EYFS at Larkrise has an accurate picture of the strengths and weaknesses of the provision as a result of effective self-evaluation.
·       The curriculum provides a broad range of interesting and demanding experiences that meet children’s needs successfully and help them make good progress towards the early learning goals from their starting points.
·       Through accurate baseline assessments, adults have high expectations of children when they join the school. All EYFS staff make effective contributions to assessments of children’s learning and development. This ensures the planning is suitably challenging for all children.
·       Children in EYFS make at least good progress from their starting points. Children develop the key skills needed to make a positive start to the next stage of their education.
Post 16 Education
  • Provision is good with a broad range of qualifications to challenge all student cohorts from a range of awarding bodies. The quality of teaching is at least good, as is attainment which is monitored through Pupil Progress meetings.
  • All students have an individual pathway, which is planned to reflect prior attainment and student aspiration. This prepares students well for their next steps in education.
  • Flexible pathways for English and mathematic accreditation is in place to ensure all pupils reach their potential irrespective of starting points.
  • The framework of qualifications, high quality teaching and accurate assessment ensure learners make strong progress.
  • Qualifications and activities well support the development of personal interests that may lead to employability.
·       Most leavers (2015-16) progressed to appropriate local college provision.
The school uses two data systems to inform it’s analysis of achievement and identify development areas for individual pupils, key stages and whole school. Both Systems, Caspa and Progression Guidance allow the school to make comparisons nationally.
Caspa Summary 2015-16
Summary for English
Whole School – a very large majority (93%) of pupils made expected or above expected progress for the year.
Of this number 14% made above expected progress.
A very small minority (7%) did not make expected progress.
Summary for Maths
Whole School – a very large majority (93%) of pupils made expected or above expected progress for the year.
Of this number 11% made above expected progress.
A very small minority (7%) did not make expected progress.
Summary for Science
Whole School – a very large majority (94%) of pupils made expected or above expected progress for the year.
Of this number 44% made above expected progress.
A very small minority (6%) did not make expected progress.
 
 
Progression Guidance Data Table
 
2015-16
2014-15
2013-14
2012-13
Subject
Upper
Median
Upper
Median
Upper
Median
Upper
Median
Reading
64%
26%
60%
33%
58%
32%
52%
33%
Writing
50%
40%
56%
37%
45%
40%
50%
34%
Maths
56%
24%
60%
28%
55%
29%
47%
33%
Science
70%
8%
54%
35%
32%
43%
36%
38%
 

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