End of Key Stage Results 2023
Whole School Pupil Data by Key Stage
Individual pupil progress and analysis Summer Term 2023
Pupils joining Tor View for EYFS are generally those with severe and profound and multiple learning difficulties. All pupils started and ended their Reception year operating significantly below National Expectations. All pupils were recorded as Emerging on entry to school and at the end of EYFS, reception year.
8 pupils are now at the end of the EYFS.
In terms of progress Tor View has been working with a collaborative of specialist EY providers to establish agreed progress targets for the EYFS. Pupils are baseline assessed on entry to Reception and then a summative assessment is made at the end of the EYFS. For each cohort of learners, we are now able to identify if progress is: Outstanding; Good; Steady or a cause for concern.
EYFS- No pupils have made less than steady progress.
External EYFS moderation took place June 2019, moderator described progress for Reception aged pupils as “phenomenal”.
|
Prime Areas of Learning |
||||
|
Communication and Language |
||||
|
Percentage of pupils making Outstanding progress. |
Percentage of pupils making Good progress. |
Percentage of pupils making Steady progress. |
Percentage of pupils making progress which is a Cause for concern. |
|
|
45% |
100% |
100% |
0% |
|
|
Physical Development |
||||
|
Percentage of pupils making Outstanding progress. |
Percentage of pupils making Good progress. |
Percentage of pupils making Steady progress. |
Percentage of pupils making progress which is a Cause for concern. |
|
|
45% |
100% |
100% |
0% |
|
|
Personal, Social and Emotional Development |
||||
|
Percentage of pupils making Outstanding progress. |
Percentage of pupils making Good progress. |
Percentage of pupils making Steady progress. |
Percentage of pupils making progress which is a Cause for concern. |
|
|
45% |
100% |
100% |
0% |
|
|
Specific Areas of Learning |
||||
|
Literacy |
||||
|
Percentage of pupils making Outstanding progress. |
Percentage of pupils making Good progress. |
Percentage of pupils making Steady progress. |
Percentage of pupils making progress which is a Cause for concern. |
|
|
78% |
100% |
100% |
0% |
|
|
Mathematics |
||||
|
Percentage of pupils making Outstanding progress. |
Percentage of pupils making Good progress. |
Percentage of pupils making Steady progress. |
Percentage of pupils making progress which is a Cause for concern. |
|
|
100% |
100% |
100% |
0% |
|
|
Understanding the World |
||||
|
Percentage of pupils making Outstanding progress. |
Percentage of pupils making Good progress. |
Percentage of pupils making Steady progress. |
Percentage of pupils making progress which is a Cause for concern. |
|
|
22% |
100% |
100% |
0% |
|
|
Expressive Arts and Design |
||||
|
Percentage of pupils making Outstanding progress. |
Percentage of pupils making Good progress. |
Percentage of pupils making Steady progress. |
Percentage of pupils making progress which is a Cause for concern. |
|
|
89% |
100% |
100% |
0% |
|
Key Stage 1
As there is no national data available for KS1 pupils and the KS is 2 years we expect pupils to make progress which is at least half of the expected progress for pupils of the same cohort across KS2 (4 years). Progress is benchmarked with the NWSCAP (Northwest Specialist Curriculum, Assessment and Pedagogy, previous NWSAG) progress charts 2022-23.
Percentage of pupils making expected progress:
100% of pupils (12 out of 12 pupils) made Expected progress or above in English.
100% of pupils (12 out of 12 pupils) made Expected progress or above in Mathematics.
83% of pupils (10 out of 12 pupils) exceeded expected progress in English.
83% of pupils (10 out of 12 pupils) exceeded expected progress in Mathematics.
75% of pupils (9 out of 12 pupils) made exceptional progress in English.
75% of pupils (9 out of 12 pupils) made exceptional progress in Mathematics.
Analysis of progress for specific groups
Most able pupils:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
1 pupil S8 baseline |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
Most dependent pupils:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
3 pupils S2 baseline |
3/3 100% |
3/3 100% |
3/3 100% |
3/3 100% |
3/3 100% |
3/3 100% |
4 Broad Areas of Need:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
Communication and Interaction -Autism -Speech and Language Communication Need |
10/10 100% |
10/10 100% |
7/10 70% |
10/10 100% |
8/10 80% |
7/10 70% |
|
Cognition and Learning - Moderate - Severe - PMLD |
2/2 100% |
2/2 100% |
2/2 100%
|
2/2 100% |
2/2 100% |
2/2 100% |
|
Social, Emotional and Mental Health difficulties -ADHD |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
|
Sensory and/or physical needs -VI - HI -Multi Sensory Impairment -Physical Disability |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
BME:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
2 pupils S2 baseline |
2/2 100% |
2/2 100% |
2/2 100% |
2/2 100% |
2/2 100% |
2/2 100% |
CLA:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
2 pupils – S2 and S3 baselines |
2/2 100% |
1/2 50% |
1/2 50% |
2/2 100% |
1/2 50% |
1/2 50% |
Gender:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
Male- 9 pupils |
9/9 100% |
8/9 89% |
6/9 67% |
9/9 100% |
8/9 89% |
6/9 67% |
|
Female-3 pupils |
3/3 100% |
3/3 100% |
3/3 100% |
3/3 100% |
3/3 100% |
3/3 100% |
Pupil Premium including Care Leavers:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
4 pupils baseline S3, S5, S6, S8 |
4/4 100% |
3/4 75% |
3/4 75% |
4/4 100% |
3/4 75% |
3/4 75% |
Conduct Support Plans (CSPs):
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
3 pupils baseline S3, S6, S8 |
3/3 100% |
3/3 100% |
2/3 67% |
3/3 100% |
3/3 100% |
2/3 67% |
Key Stage 2
We recognise that Progression Guidance is no longer used to benchmark special school data. However, in the absence of an alternative national data set we are continuing to use this as a comparative indicator so we can compare data over time. As a Teaching School Hub we have set up an assessment network ‘North West Specialist Curriculum, Assessment and Pedagogy Group’ (NWSCAP previous NWSAG) to develop a coherent response to Assessment Without levels in the Special sector.
The National data sets from Progression Guidance are used to benchmark our pupils’ progress. These data sets indicate lower, median and upper quartile progress. Expected progress is median quartile progress (ie progress made by 50% of pupils nationally with same staring point over KS2) where progress exceeds this expectation we record this as exceeding expected progress.
Percentage of pupils making expected progress:
100% of pupils (13 out of 13 pupils) made Expected progress or above in English.
85% of pupils (11 out of 13 pupils) made Expected progress or above in Mathematics.
85% of pupils (11 out of 13 pupils) exceeded expected progress in English.
54% of pupils (7 out of 13 pupils) exceeded expected progress in Mathematics.
62% of pupils (8 out of 13 pupils) made exceptional progress in English.
23% of pupils (3 out of 13 pupils) made exceptional progress in Mathematics.
Analysis of progress for specific groups
Most able pupils:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
1 pupil S12-English S11- Maths baseline |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
0/1 0% |
Most dependent pupils:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
1 pupil -S4 baseline |
1/1 100% |
0/1 0% |
0/1 0% |
1/1 100% |
0/1 0% |
0/1 0% |
4 Broad Areas of Need:
BME:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
2 pupils |
2/2 100% |
2/2 100% |
1/2 50% |
1/2 50% |
1/2 50% |
0/2 0% |
CLA:
No pupils at End of KS2 are CLA.
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
Male-6 pupils |
6/6 100% |
5/6 83% |
5/6 83% |
5/6 83% |
5/6 83% |
3/6 50% |
|
Female-7 pupils |
7/7 100% |
5/7 71% |
3/7 43% |
6/7 86% |
2/7 29% |
0/7 0% |
Pupil Premium including Care Leavers:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
3 pupils |
3/3 100% |
2/3 67% |
1/3 33% |
2/3 67% |
1/3 33% |
0/3 0% |
Conduct Support Plans (CSPs):
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
5 pupils |
5/5 100% |
4/5 80% |
3/5 60% |
4/5 80% |
3/5 60% |
0/5 0% |
Key Stage 3
Percentage of pupils making expected progress:
94% of pupils (29 out of 31 pupils) made Expected progress or above in English.
94% of pupils (29 out of 31 pupils) made Expected progress or above in Mathematics.
84% of pupils (26 out of 31 pupils) exceeded expected progress in English.
77% of pupils (24 out of 31 pupils) exceeded expected progress in Mathematics.
71% of pupils (22 out of 31 pupils) made exceptional progress in English.
74% of pupils (23 out of 31 pupils) made exceptional progress in Mathematics.
Analysis of progress for specific groups
Most able pupils:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
1 pupil S20 – English S23 – Maths baseline |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
Most dependent pupils:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
1 pupil S2 baseline |
1/1 100% |
1/1 100% |
0/1 0% |
1/1 100% |
1/1 100% |
0/1 0% |
4 Broad Areas of Need:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
Communication and Interaction -Autism -Speech and Language Communication Need |
21/23 91% |
18/23 78% |
16/23 70% |
21/23 91% |
18/23 78% |
16/23 70% |
|
Cognition and Learning - Moderate - Severe - PMLD |
6/6 100% |
6/6 100% |
5/6 83%
|
6/6 100% |
5/6 83% |
5/6 83% |
|
Social, Emotional and Mental Health difficulties -ADHD |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
|
Sensory and/or physical needs -VI - HI -Multi Sensory Impairment -Physical Disability |
1/1 100% |
1/1 100% |
0/1 0%
|
1/1 100% |
1/1 100% |
0/1 0% |
BME:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
4 pupils |
4/4 100% |
4/4 100% |
2/4 50% |
3/4 75% |
1/4 25% |
1/4 25% |
CLA:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
3 pupils |
3/3 100% |
3/3 100% |
3/3 100% |
3/3 100% |
3/3 100% |
2/3 67% |
Gender:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
Male-25 |
23/25 92% |
21/25 84% |
18/25 72% |
24/25 96% |
20/25 80% |
19/25 76% |
|
Female- 6 |
5/6 83% |
5/6 83% |
5/6 83% |
5/6 83% |
5/6 83% |
3/6 50% |
Pupil Premium including Care Leavers:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
12 pupils in total 8 PPG 2 Care leavers |
11/12 92% |
11/12 92% |
9/12 75% |
11/12 92% |
9/12 75% |
8/12 67% |
Conduct Support Plans (CSPs):
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
7 pupils |
7/7 100% |
7/7 100% |
6/7 86% |
6/7 86%
|
5/7 71%
|
4/7 57%
|
Key Stage 4
Percentage of pupils making expected progress:
89% of pupils (16 out of 18 pupils) made Expected progress or above in English.
72% of pupils (13 out of 18 pupils) made Expected progress or above in Mathematics.
83% of pupils (15 out of 18 pupils) exceeded expected progress in English.
56% of pupils (10 out of 18 pupils) exceeded expected progress in Mathematics.
78% of pupils (14 out of 18 pupils) made exceptional progress in English.
39% of pupils (7 out of 18 pupils) made exceptional progress in Mathematics.
Analysis of progress for specific groups
Most able pupils:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
1 pupil S17 baseline |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
Most dependent pupils:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
1 pupil S6 baseline |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
1/1 100% |
0/1 0% |
4 Broad Areas of Need:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
Communication and Interaction -Autism -Speech and Language Communication Need |
9/9 100% |
8/9 89% |
7/9 78% |
6/9 67% |
3/9 33% |
2/9 22% |
|
Cognition and Learning - Moderate - Severe - PMLD |
7/9 78% |
7/9 78% |
7/9 78%
|
7/9 78% |
7/9 78% |
5/9 56% |
|
Social, Emotional and Mental Health difficulties -ADHD |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
|
Sensory and/or physical needs -VI - HI -Multi Sensory Impairment -Physical Disability |
N/A |
N/A |
N/A |
N/A |
N/A |
N/A |
BME:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
3 pupils |
2/3 67% |
2/3 67% |
2/3 67% |
2/3 67% |
2/3 67% |
0/3 0% |
CLA:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
6 pupils |
5/6 83% |
5/6 83% |
5/6 83% |
4/6 67% |
4/6 67% |
2/6 33% |
Gender:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
Male- 10 pupils |
8/10 80% |
7/10 70% |
6/10 60% |
8/10 80% |
6/10 60% |
5/10 50% |
|
Female- 8 pupils |
8/8 100% |
8/8 100% |
8/8 100% |
5/8 63% |
4/8 50% |
2/8 25% |
Pupil Premium including Care Leavers:
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
5 pupils |
5/5 100% |
5/5 100% |
4/5 80% |
4/5 80% |
3/5 60% |
2/5 40% |
Conduct Support Plans (CSPs):
|
|
English |
Maths |
||||
|
Expected |
Exceeded |
Exceptional |
Expected |
Exceeded |
Exceptional |
|
|
3 pupils |
3/3 100% |
2/3 67% |
1/3 33% |
3/3 100% |
2/3 67% |
2/3 67% |
Key Stage 5
Further Education
Steps are not intended for use in FE. However, staff welcome the structure provided by SS2S as a source of systematic skill-based targets. Progress in FE is measured by successful transitions outcomes and accreditation. There is therefore no requirement to report on Step progress although this data is used informally.
