Whole School Pupil Data by Key Stage
Individual pupil progress and analysis Summer Term 2024
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.
12 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.
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.
25%
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.
58%
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.
58%
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.
75%
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.
50%
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.
67%
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.
83%
100%
100%
0%
External EYFS moderation took place June 2019, moderator described progress for Reception aged pupils as “phenomenal”.
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 202324.
Percentage of pupils making expected progress:
100% of pupils (7 out of 7 pupils) made Expected progress or above in English.
100% of pupils (7 out of 7 pupils) made Expected progress or above in Mathematics.
86% of pupils (6 out of 7 pupils) exceeded expected progress in English.
86% of pupils (6 out of 7 pupils) exceeded expected progress in Mathematics.
86% of pupils (6 out of 7 pupils) made exceptional progress in English.
86% of pupils (6 out of 7 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 S6 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 S3 baseline
1/1
100%
0/1
0%
0/1
0%
1/1
100%
0/1
0%
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
7/7
100%
6/7
86%
6/7
86%
7/7
100%
6/7
86%
6/7
86%
Cognition and Learning
 Moderate
 Severe
 PMLD
N/A
N/A
N/A
N/A
N/A
N/A
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
1 pupil S5 baseline
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
CLA:
No pupils at End of KS1 are CLA.
Gender:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
Male 6 pupils
6/6
100%
5/6
83%
5/6
83%
6/6
100%
5/6
83%
5/6
83%
Female1 pupils
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
Pupil Premium including Care Leavers:
No pupils at End of KS1 are Pupil Premium including Care Leavers.
Conduct Support Plans (CSPs):
No pupils at End of KS1 have a CSP.
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:
88% of pupils (15 out of 17 pupils) made Expected progress or above in English.
88% of pupils (15 out of 17 pupils) made Expected progress or above in Mathematics.
71% of pupils (12 out of 17 pupils) exceeded expected progress in English.
71% of pupils (12 out of 17 pupils) exceeded expected progress in Mathematics.
47% of pupils (8 out of 17 pupils) made exceptional progress in English.
59% of pupils (10 out of 17 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 S10
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
6 pupils S5
6/6
100%
5/6
83%
5/6
83%
6/6
100%
5/6
83%
5/6
83%
4 Broad Areas of Need:
BME:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
1 pupil
1/1
100%
1/1
100%
0/1
0%
1/1
100%
1/1
100%
1/1
100%
CLA:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
1 pupil
1/1
100%
1/1
100%
0/1
0%
1/1
100%
1/1
100%
1/1
100%
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
Male15 pupils
13/15
87%
10/15
67%
6/15
40%
13/15
87%
10/15
67%
9/15
60%
Female2 pupils
2/2
100%
2/2
100%
1/2
50%
2/2
100%
2/2
100%
1/2
50%
Pupil Premium including Care Leavers:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
5 pupils
5/5
100%
5/5
100%
4/5
80%
5/5
100%
5/5
100%
5/5
1000%
Conduct Support Plans (CSPs):
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
6 pupils
6/6
100%
5/6
83%
3/6
83%
6/6
100%
5/6
83%
5/6
83%
Percentage of pupils making expected progress:
95% of pupils (21 out of 22 pupils) made Expected progress or above in English.
91% of pupils (20 out of 22 pupils) made Expected progress or above in Mathematics.
82% of pupils (18 out of 22 pupils) exceeded expected progress in English.
91% of pupils (20 out of 22 pupils) exceeded expected progress in Mathematics.
73% of pupils (16 out of 22 pupils) made exceptional progress in English.
73% of pupils (16 out of 22 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 S16
1/1
100%
0/1
0%
0/1
0%
1/1
100%
1/1
100%
1/1
100%
Most dependent pupils:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
1 pupil S2
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
4 Broad Areas of Need:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
Communication and Interaction
Autism
Speech and Language Communication Need
17/18
94%
14/18
78%
13/18
72%
16/18
89%
16/18
89%
14/18
78%
Cognition and Learning
 Moderate
 Severe
 PMLD
4/4
100%
4/4
100%
3/4
75%
4/4
100%
4/4
100%
2/4
50%
Social, Emotional and Mental Health difficulties
ADHD
NA
NA
NA
NA
NA
NA
Sensory and/or physical needs
VI
 HI
Multi Sensory Impairment
Physical Disability
NA
NA
NA
NA
NA
NA
BME:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
9 pupils
9/9
100%
8/9
89%
8/9
89%
9/9
100%
8/9
89%
7/9
78%
CLA:
No pupils at End of KS4 are CLA.
Gender:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
Male15
15/15
100%
13/15
87%
11/15
73%
15/15
100%
15/15
100%
12/15
80%
Female 7
6/7
86%
5/7
71%
4/7
57%
5/7
71%
5/7
71%
4/7
57%
Pupil Premium including Care Leavers:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
6 pupils in total
6/6
100%
5/6
83%
5/6
83%
5/6
83%
5/6
83%
5/6
83%
Conduct Support Plans (CSPs):
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
5 pupils
4/5
80%
3/5
60%
2/5
40%
3/5
60%
3/5
60%
2/5
40%
Percentage of pupils making expected progress:
100% of pupils (21 out of 21 pupils) made Expected progress or above in English.
100% of pupils (21 out of 21 pupils) made Expected progress or above in Mathematics.
95% of pupils (20 out of 21 pupils) exceeded expected progress in English.
67% of pupils (14 out of 21 pupils) exceeded expected progress in Mathematics.
81% of pupils (17 out of 21 pupils) made exceptional progress in English.
57% of pupils (12 out of 21 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 S19 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 S4 baseline
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
4 Broad Areas of Need:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
Communication and Interaction
Autism
Speech and Language Communication Need
11/11
100%
10/11
91%
8/11
73%
11/11
100%
7/11
64%
6/11
55%
Cognition and Learning
 Moderate
 Severe
 PMLD
10/10
100%
10/10
100%
9/10
90%
10/10
100%
7/10
70%
6/10
60%
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
6 pupils
6/6
100%
6/6
100%
5/6
83%
6/6
100%
4/6
67%
3/6
50%
CLA:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
1 pupil
1/1
100%
1/1
100%
0/1
0%
1/1
100%
1/1
100%
1/1
100%
Gender:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
Male 10 pupils
10/10
100%
9/10
90%
7/10
70%
10/10
100%
6/10
60%
5/10
50%
Female 11 pupils
11/11
100%
11/11
100%
10/11
91%
11/11
63%
8/11
73%
7/11
64%
Pupil Premium including Care Leavers:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
6 pupils
6/6
100%
5/6
83%
3/6
50%
6/6
100%
3/6
50%
3/6
50%
Conduct Support Plans (CSPs):
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
6 pupils
6/6
100%
5/6
83%
3/6
50%
6/6
100%
3/6
50%
3/6
50%
Further Education
Steps are not intended for use in FE. However, staff welcome the structure provided by SS2S as a source of systematic skillbased 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.
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.
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  North West Specialist Curriculum, Assessment and Pedagogy Progress Charts
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).
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%
Female3 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  North West Specialist Curriculum, Assessment and Pedagogy Progress Charts
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 S12English 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
Male6 pupils
6/6
100%
5/6
83%
5/6
83%
5/6
83%
5/6
83%
3/6
50%
Female7 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.
100% of pupils (31 out of 31 pupils) made Expected progress or above in Mathematics.
87% of pupils (27 out of 31 pupils) exceeded expected progress in English.
94% of pupils (29 out of 31 pupils) exceeded expected progress in Mathematics.
77% of pupils (24 out of 31 pupils) made exceptional progress in English.
84% of pupils (26 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%
19/23
83%
17/23
74%
23/23
100%
21/23
91%
19/23
83%
Cognition and Learning
 Moderate
 Severe
 PMLD
6/6
100%
6/6
100%
6/6
100%
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%
3/4
75%
4/4
100%
3/4
75%
3/4
75%
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
Male25
24/25
96%
23/25
92%
20/25
80%
25/25
100%
23/25
92%
22/25
88%
Female 6
5/6
83%
5/6
83%
5/6
83%
6/6
100%
6/6
100%
4/6
67%
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%
11/12
92%
12/12
100%
12/12
100%
12/12
100%
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%
Open Awards Functional Skills 202223
Functional Skills English Entry Level 1
6 Learners
Functional Skills English Entry Level 2
2 Learners
Functional Skills Maths Entry Level 1
4 Learners
Functional Skills Maths Entry Level 2
2 Learners
Functional Skills ICT Entry Level 1
9 Learners
GCSE’s
Maths
2 Learners
July 2025 Completion
English
1 Learner
July 2025 Completion
Science Combined (Physics, Chemistry, Biology)
1 Learner
July 2025 Completion
French
1 Learner
July 2025 Completion
Arts Award
Explore
10 Learners
Bronze
6 Learners
Duke of Edinburgh
Bronze
18 Learners
Key Stage 4  North West Specialist Curriculum, Assessment and Pedagogy Progress Charts
Percentage of pupils making expected progress:
100% of pupils (18 out of 18 pupils) made Expected progress or above in English.
83% of pupils (15 out of 18 pupils) made Expected progress or above in Mathematics.
89% of pupils (16 out of 18 pupils) exceeded expected progress in English.
688% of pupils (13 out of 18 pupils) exceeded expected progress in Mathematics.
78% of pupils (14 out of 18 pupils) made exceptional progress in English.
56% of pupils (10 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%
8/9
89%
6/9
67%
5/9
56%
Cognition and Learning
 Moderate
 Severe
 PMLD
9/9
100%
8/9
89%
7/9
78%
7/9
78%
7/9
78%
6/9
67%
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
3/3
100%
3/3
100%
2/3
67%
3/3
100%
3/3
100%
2/3
67%
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
10/10
100%
8/10
80%
6/10
60%
8/10
80%
7/10
70%
5/10
50%
Female 8 pupils
8/8
100%
8/8
100%
8/8
100%
7/8
88%
6/8
75%
5/8
63%
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%
4/5
80%
3/5
60%
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%
Tor View Further Education Department
16 Pupils 100% of Leavers
Open Awards Functional Skills 202223
Functional Skills English Entry Level 1
2 learners
Functional Skills English Entry Level 2
2 learners
Functional Skills English Entry Level 3
3 learners
Functional Skills Mathematics Entry Level 1
2 learners
Functional Skills Mathematics Entry Level 2
3 learners
Functional Skills Mathematics Entry Level 3
2 learners
Functional Skills ICT Entry Level 1
1 learner
Functional Skills ICT Entry Level 2
1 learner
Functional Skills ICT Entry Level 3
2 learners
Find more information on Open Awards functional skills here.
Open Awards Vocational Qualifications 202223
Certificate In Independent Living – Living In The Community. Entry Level 1
16 Learners
Certificate In Independent Living – Living In The Community. Entry Level 2
12 Learners
Certificate In Independent Living – Living In The Community. Entry Level 3
4 Learners
Certificate In Employability & Professional Development. Level 1
3 Learners
Accrington & Rossendale College  Mainstream Further Education
1 Learner
Valley College  Specialist Provider Institute
4 Learners
Paid Employment
2 Learners
Social Care Provision
2 Learners
Project Search – Supported Internship
1 Learner
Supported Living
1 Learner
Individual pupil progress and analysis Summer Term 2022
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.
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.
60%
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.
60%
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.
80%
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.
100%
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.
80%
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.
80%
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.
80%
100%
100%
0%
Key Stage 1  North West Specialist Curriculum, Assessment and Pedagogy Progress Charts
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).
Percentage of pupils making expected progress:
100 % of pupils (14 out of 14 pupils) made Expected progress or above in English.
100% of pupils (14 out of 14 pupils) made Expected progress or above in Mathematics.
100% of pupils (14 out of 14 pupils) exceeded expected progress in English.
100% of pupils (14 out of 14 pupils) exceeded expected progress in Mathematics.
86% of pupils (12 out of 14 pupils) made exceptional progress in English.
86% of pupils (12 out of 14 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 S7 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 S4 baseline
3/3
100%
3/3
100%
1/3
33%
3/3
100%
3/3
100%
1/3
33%
4 Broad Areas of Need:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
Communication and Interaction
Autism
Speech and Language Communication Need
11/11
100%
11/11
100%
9/11
82%
11/11
100%
11/11
100%
9/11
82%
Cognition and Learning
 Moderate
 Severe
 PMLD
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
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
2/2
100%
2/2
100%
2/2
100%
2/2
100%
2/2
100%
2/2
100%
BME:
English
Maths
Expected
Exceeded
Exceptional
Expected
Exceeded
Exceptional
1 pupil S5 baseline
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
1/1
100%
CLA:
Whole School Pupil Data by Key Stage
Individual pupil progress and analysis Summer Term 2024
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.
12 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.
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. 
25% 
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. 
58% 
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. 
58% 
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. 
75% 
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. 
50% 
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. 
67% 
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. 
83% 
100% 
100% 
0% 
External EYFS moderation took place June 2019, moderator described progress for Reception aged pupils as “phenomenal”.
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 202324.
Percentage of pupils making expected progress:
100% of pupils (7 out of 7 pupils) made Expected progress or above in English.
100% of pupils (7 out of 7 pupils) made Expected progress or above in Mathematics.
86% of pupils (6 out of 7 pupils) exceeded expected progress in English.
86% of pupils (6 out of 7 pupils) exceeded expected progress in Mathematics.
86% of pupils (6 out of 7 pupils) made exceptional progress in English.
86% of pupils (6 out of 7 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 S6 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 S3 baseline 
1/1 100% 
0/1 0% 
0/1 0% 
1/1 100% 
0/1 0% 
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 
7/7 100% 
6/7 86% 
6/7 86% 
7/7 100% 
6/7 86% 
6/7 86% 
Cognition and Learning  Moderate  Severe  PMLD 
N/A 
N/A 
N/A 
N/A 
N/A 
N/A 
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 

1 pupil S5 baseline 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
CLA:
No pupils at End of KS1 are CLA.
Gender:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

Male 6 pupils 
6/6 100% 
5/6 83% 
5/6 83% 
6/6 100% 
5/6 83% 
5/6 83% 
Female1 pupils 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
Pupil Premium including Care Leavers:
No pupils at End of KS1 are Pupil Premium including Care Leavers.
Conduct Support Plans (CSPs):
No pupils at End of KS1 have a CSP.
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:
88% of pupils (15 out of 17 pupils) made Expected progress or above in English.
88% of pupils (15 out of 17 pupils) made Expected progress or above in Mathematics.
71% of pupils (12 out of 17 pupils) exceeded expected progress in English.
71% of pupils (12 out of 17 pupils) exceeded expected progress in Mathematics.
47% of pupils (8 out of 17 pupils) made exceptional progress in English.
59% of pupils (10 out of 17 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 S10 
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 

6 pupils S5 
6/6 100% 
5/6 83% 
5/6 83% 
6/6 100% 
5/6 83% 
5/6 83% 
4 Broad Areas of Need:
BME:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

1 pupil 
1/1 100% 
1/1 100% 
0/1 0% 
1/1 100% 
1/1 100% 
1/1 100% 
CLA:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

1 pupil 
1/1 100% 
1/1 100% 
0/1 0% 
1/1 100% 
1/1 100% 
1/1 100% 

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

Male15 pupils 
13/15 87% 
10/15 67% 
6/15 40% 
13/15 87% 
10/15 67% 
9/15 60% 
Female2 pupils 
2/2 100% 
2/2 100% 
1/2 50% 
2/2 100% 
2/2 100% 
1/2 50% 
Pupil Premium including Care Leavers:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

5 pupils 
5/5 100% 
5/5 100% 
4/5 80% 
5/5 100% 
5/5 100% 
5/5 1000% 
Conduct Support Plans (CSPs):

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

6 pupils 
6/6 100% 
5/6 83% 
3/6 83% 
6/6 100% 
5/6 83% 
5/6 83% 
Percentage of pupils making expected progress:
95% of pupils (21 out of 22 pupils) made Expected progress or above in English.
91% of pupils (20 out of 22 pupils) made Expected progress or above in Mathematics.
82% of pupils (18 out of 22 pupils) exceeded expected progress in English.
91% of pupils (20 out of 22 pupils) exceeded expected progress in Mathematics.
73% of pupils (16 out of 22 pupils) made exceptional progress in English.
73% of pupils (16 out of 22 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 S16 
1/1 100% 
0/1 0% 
0/1 0% 
1/1 100% 
1/1 100% 
1/1 100% 
Most dependent pupils:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

1 pupil S2 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
4 Broad Areas of Need:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

Communication and Interaction Autism Speech and Language Communication Need 
17/18 94% 
14/18 78% 
13/18 72% 
16/18 89% 
16/18 89% 
14/18 78% 
Cognition and Learning  Moderate  Severe  PMLD 
4/4 100% 
4/4 100% 
3/4 75%

4/4 100% 
4/4 100% 
2/4 50% 
Social, Emotional and Mental Health difficulties ADHD 
NA 
NA 
NA 
NA 
NA 
NA 
Sensory and/or physical needs VI  HI Multi Sensory Impairment Physical Disability 
NA 
NA 
NA 
NA 
NA 
NA 
BME:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

9 pupils 
9/9 100% 
8/9 89% 
8/9 89% 
9/9 100% 
8/9 89% 
7/9 78% 
CLA:
No pupils at End of KS4 are CLA.
Gender:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

Male15 
15/15 100% 
13/15 87% 
11/15 73% 
15/15 100% 
15/15 100% 
12/15 80% 
Female 7 
6/7 86% 
5/7 71% 
4/7 57% 
5/7 71% 
5/7 71% 
4/7 57% 
Pupil Premium including Care Leavers:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

6 pupils in total

6/6 100% 
5/6 83% 
5/6 83% 
5/6 83% 
5/6 83% 
5/6 83% 
Conduct Support Plans (CSPs):

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

5 pupils 
4/5 80% 
3/5 60% 
2/5 40% 
3/5 60%

3/5 60%

2/5 40% 
Percentage of pupils making expected progress:
100% of pupils (21 out of 21 pupils) made Expected progress or above in English.
100% of pupils (21 out of 21 pupils) made Expected progress or above in Mathematics.
95% of pupils (20 out of 21 pupils) exceeded expected progress in English.
67% of pupils (14 out of 21 pupils) exceeded expected progress in Mathematics.
81% of pupils (17 out of 21 pupils) made exceptional progress in English.
57% of pupils (12 out of 21 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 S19 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 S4 baseline 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
4 Broad Areas of Need:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

Communication and Interaction Autism Speech and Language Communication Need 
11/11 100% 
10/11 91% 
8/11 73% 
11/11 100% 
7/11 64% 
6/11 55% 
Cognition and Learning  Moderate  Severe  PMLD 
10/10 100% 
10/10 100% 
9/10 90%

10/10 100% 
7/10 70% 
6/10 60% 
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 

6 pupils 
6/6 100% 
6/6 100% 
5/6 83% 
6/6 100% 
4/6 67% 
3/6 50% 
CLA:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

1 pupil 
1/1 100% 
1/1 100% 
0/1 0% 
1/1 100% 
1/1 100% 
1/1 100% 
Gender:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

Male 10 pupils 
10/10 100% 
9/10 90% 
7/10 70% 
10/10 100% 
6/10 60% 
5/10 50% 
Female 11 pupils 
11/11 100% 
11/11 100% 
10/11 91% 
11/11 63% 
8/11 73% 
7/11 64% 
Pupil Premium including Care Leavers:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

6 pupils 
6/6 100% 
5/6 83% 
3/6 50% 
6/6 100% 
3/6 50% 
3/6 50% 
Conduct Support Plans (CSPs):

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

6 pupils 
6/6 100% 
5/6 83% 
3/6 50% 
6/6 100% 
3/6 50% 
3/6 50% 
Further Education
Steps are not intended for use in FE. However, staff welcome the structure provided by SS2S as a source of systematic skillbased 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.
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.
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  North West Specialist Curriculum, Assessment and Pedagogy Progress Charts
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).
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% 
Female3 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  North West Specialist Curriculum, Assessment and Pedagogy Progress Charts
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 S12English 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 

Male6 pupils 
6/6 100% 
5/6 83% 
5/6 83% 
5/6 83% 
5/6 83% 
3/6 50% 
Female7 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.
100% of pupils (31 out of 31 pupils) made Expected progress or above in Mathematics.
87% of pupils (27 out of 31 pupils) exceeded expected progress in English.
94% of pupils (29 out of 31 pupils) exceeded expected progress in Mathematics.
77% of pupils (24 out of 31 pupils) made exceptional progress in English.
84% of pupils (26 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% 
19/23 83% 
17/23 74% 
23/23 100% 
21/23 91% 
19/23 83% 
Cognition and Learning  Moderate  Severe  PMLD 
6/6 100% 
6/6 100% 
6/6 100%

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% 
3/4 75% 
4/4 100% 
3/4 75% 
3/4 75% 
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 

Male25 
24/25 96% 
23/25 92% 
20/25 80% 
25/25 100% 
23/25 92% 
22/25 88% 
Female 6 
5/6 83% 
5/6 83% 
5/6 83% 
6/6 100% 
6/6 100% 
4/6 67% 
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% 
11/12 92% 
12/12 100% 
12/12 100% 
12/12 100% 
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%

Open Awards Functional Skills 202223
Functional Skills English Entry Level 1
6 Learners
Functional Skills English Entry Level 2
2 Learners
Functional Skills Maths Entry Level 1
4 Learners
Functional Skills Maths Entry Level 2
2 Learners
Functional Skills ICT Entry Level 1
9 Learners
GCSE’s
Maths
2 Learners
July 2025 Completion
English
1 Learner
July 2025 Completion
Science Combined (Physics, Chemistry, Biology)
1 Learner
July 2025 Completion
French
1 Learner
July 2025 Completion
Arts Award
Explore
10 Learners
Bronze
6 Learners
Duke of Edinburgh
Bronze
18 Learners
Key Stage 4  North West Specialist Curriculum, Assessment and Pedagogy Progress Charts
Percentage of pupils making expected progress:
100% of pupils (18 out of 18 pupils) made Expected progress or above in English.
83% of pupils (15 out of 18 pupils) made Expected progress or above in Mathematics.
89% of pupils (16 out of 18 pupils) exceeded expected progress in English.
688% of pupils (13 out of 18 pupils) exceeded expected progress in Mathematics.
78% of pupils (14 out of 18 pupils) made exceptional progress in English.
56% of pupils (10 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%
8/9
89%
6/9
67%
5/9
56%
Cognition and Learning
 Moderate
 Severe
 PMLD
9/9
100%
8/9
89%
7/9
78%
7/9
78%
7/9
78%
6/9
67%
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
3/3
100%
3/3
100%
2/3
67%
3/3
100%
3/3
100%
2/3
67%
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
10/10
100%
8/10
80%
6/10
60%
8/10
80%
7/10
70%
5/10
50%
Female 8 pupils
8/8
100%
8/8
100%
8/8
100%
7/8
88%
6/8
75%
5/8
63%
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%
4/5
80%
3/5
60%
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%
Tor View Further Education Department
16 Pupils 100% of Leavers
Open Awards Functional Skills 202223
Functional Skills English Entry Level 1 
6 Learners 
Functional Skills English Entry Level 2 
2 Learners 
Functional Skills Maths Entry Level 1 
4 Learners 
Functional Skills Maths Entry Level 2 
2 Learners 
Functional Skills ICT Entry Level 1 
9 Learners 
GCSE’s
Maths 
2 Learners 
July 2025 Completion 
English 
1 Learner 
July 2025 Completion 
Science Combined (Physics, Chemistry, Biology) 
1 Learner 
July 2025 Completion 
French 
1 Learner 
July 2025 Completion 
Arts Award
Explore 
10 Learners 
Bronze 
6 Learners 
Duke of Edinburgh
Bronze 
18 Learners 
Key Stage 4  North West Specialist Curriculum, Assessment and Pedagogy Progress Charts
Percentage of pupils making expected progress:
100% of pupils (18 out of 18 pupils) made Expected progress or above in English.
83% of pupils (15 out of 18 pupils) made Expected progress or above in Mathematics.
89% of pupils (16 out of 18 pupils) exceeded expected progress in English.
688% of pupils (13 out of 18 pupils) exceeded expected progress in Mathematics.
78% of pupils (14 out of 18 pupils) made exceptional progress in English.
56% of pupils (10 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% 
8/9 89% 
6/9 67% 
5/9 56% 
Cognition and Learning  Moderate  Severe  PMLD 
9/9 100% 
8/9 89% 
7/9 78%

7/9 78% 
7/9 78% 
6/9 67% 
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 
3/3 100% 
3/3 100% 
2/3 67% 
3/3 100% 
3/3 100% 
2/3 67% 
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 
10/10 100% 
8/10 80% 
6/10 60% 
8/10 80% 
7/10 70% 
5/10 50% 
Female 8 pupils 
8/8 100% 
8/8 100% 
8/8 100% 
7/8 88% 
6/8 75% 
5/8 63% 
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% 
4/5 80% 
3/5 60% 
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% 
Tor View Further Education Department 
16 Pupils 100% of Leavers 
Open Awards Functional Skills 202223
Functional Skills English Entry Level 1
2 learners
Functional Skills English Entry Level 2
2 learners
Functional Skills English Entry Level 3
3 learners
Functional Skills Mathematics Entry Level 1
2 learners
Functional Skills Mathematics Entry Level 2
3 learners
Functional Skills Mathematics Entry Level 3
2 learners
Functional Skills ICT Entry Level 1
1 learner
Functional Skills ICT Entry Level 2
1 learner
Functional Skills ICT Entry Level 3
2 learners
Find more information on Open Awards functional skills here.
Open Awards Vocational Qualifications 202223
Certificate In Independent Living – Living In The Community. Entry Level 1
16 Learners
Certificate In Independent Living – Living In The Community. Entry Level 2
12 Learners
Certificate In Independent Living – Living In The Community. Entry Level 3
4 Learners
Certificate In Employability & Professional Development. Level 1
3 Learners
Accrington & Rossendale College  Mainstream Further Education
1 Learner
Valley College  Specialist Provider Institute
4 Learners
Paid Employment
2 Learners
Social Care Provision
2 Learners
Project Search – Supported Internship
1 Learner
Supported Living
1 Learner
Open Awards Functional Skills 202223
Functional Skills English Entry Level 1 
2 learners 
Functional Skills English Entry Level 2 
2 learners 
Functional Skills English Entry Level 3 
3 learners 
Functional Skills Mathematics Entry Level 1 
2 learners 
Functional Skills Mathematics Entry Level 2 
3 learners 
Functional Skills Mathematics Entry Level 3 
2 learners 
Functional Skills ICT Entry Level 1 
1 learner 
Functional Skills ICT Entry Level 2 
1 learner 
Functional Skills ICT Entry Level 3 
2 learners 
Find more information on Open Awards functional skills here.
Open Awards Vocational Qualifications 202223
Certificate In Independent Living – Living In The Community. Entry Level 1 
16 Learners 
Certificate In Independent Living – Living In The Community. Entry Level 2 
12 Learners 
Certificate In Independent Living – Living In The Community. Entry Level 3 
4 Learners 
Certificate In Employability & Professional Development. Level 1 
3 Learners 
Accrington & Rossendale College  Mainstream Further Education 
1 Learner 
Valley College  Specialist Provider Institute 
4 Learners 
Paid Employment 
2 Learners 
Social Care Provision 
2 Learners 
Project Search – Supported Internship 
1 Learner 
Supported Living 
1 Learner 
Individual pupil progress and analysis Summer Term 2022
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.
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. 

60% 
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. 

60% 
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. 

80% 
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. 

100% 
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. 

80% 
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. 

80% 
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. 

80% 
100% 
100% 
0% 
Key Stage 1  North West Specialist Curriculum, Assessment and Pedagogy Progress Charts
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).
Percentage of pupils making expected progress:
100 % of pupils (14 out of 14 pupils) made Expected progress or above in English.
100% of pupils (14 out of 14 pupils) made Expected progress or above in Mathematics.
100% of pupils (14 out of 14 pupils) exceeded expected progress in English.
100% of pupils (14 out of 14 pupils) exceeded expected progress in Mathematics.
86% of pupils (12 out of 14 pupils) made exceptional progress in English.
86% of pupils (12 out of 14 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 S7 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 S4 baseline 
3/3 100% 
3/3 100% 
1/3 33% 
3/3 100% 
3/3 100% 
1/3 33% 
4 Broad Areas of Need:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

Communication and Interaction Autism Speech and Language Communication Need 
11/11 100% 
11/11 100% 
9/11 82% 
11/11 100% 
11/11 100% 
9/11 82% 
Cognition and Learning  Moderate  Severe  PMLD 
1/1 100% 
1/1 100% 
1/1 100%

1/1 100% 
1/1 100% 
1/1 100% 
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 
2/2 100% 
2/2 100% 
2/2 100% 
2/2 100% 
2/2 100% 
2/2 100% 
BME:

English 
Maths 

Expected 
Exceeded 
Exceptional 
Expected 
Exceeded 
Exceptional 

1 pupil S5 baseline 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
1/1 100% 
CLA: