Pupil Progress

As part of the reforms of the National Curriculum the previous National Curriculum levels used to report children’s attainment have been removed. The D of E has given schools the freedom to develop a curriculum which is relevant to their pupils and to introduce their own approaches to assessment to support pupil attainment and progress.

Wolverdene will continue with ‘levels’ which is a robust and effective ‘pupil assessment’ system to track and monitor pupil progress. As a Special School we are not exempt from the national expectations to raise levels of attainment and achievement. We will now further develop our ‘pupil tracking documents’ to ensure that regular, periodic assessments measure pupil progress towards challenging but realistic targets. Accurate teacher assessment is crucial in securing and measuring pupil progress and to the process of estimating targets that show sufficient ambition (approximately two sub levels over a year).

Pupil ‘National Curriculum levels’ are assessed three times a year (Autumn, Spring, Summer) with the progress measured against the target set the previous Summer Term together with previous evidenced attainment. The targets will reflect expected outcomes for SEMH (Social, Emotional, Mental Health) pupils as set out in previous progression table. Pupil Progress Meetings (termly) will continue to focus on the use of attainment and progress data to identify learners who are working below expected levels and considered to be a ‘child causing concern’ (CCC). Failure to meet anticipated targets will trigger a SENCO intervention with strategies put in place to reduce gaps in pupil learning.

School performance tables