Covid-19

Academic Year 20-21 was impacted by the COVID19 pandemic.  School opened fully in September 2020.  From the 5th January 2021, Government placed the country into a National Lockdown and schools were to educate children of Key Workers and those deemed vulnerable.  Lockdown restrictions eased on March the 8th and school fully reopened, however COVID guidance impacted on the attendance of staff and pupils. 

Department for Education School Performance Tables

End of Key Stage Results 2021

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.

7 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.

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.

57%

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.

29% 

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.

71% 

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.

43%

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.

57%

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.

71%

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.

14%

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 2020-21.

 

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- 2 pupils S7

Maths- 2 pupils S7

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

 

Most dependent pupils:

 

English- 1 pupil S4

Maths- 1 pupil S4

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

1/1

100%

n/a

n/a

1/1

100%

n/a

n/a

 

 

 

 

 

Black and Minority Ethnic (BME):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

 

Children Looked After (CLA):

No pupils at End of KS 1 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%

Female-1 pupil

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil

1/1

100%

n/a

n/a

1/1

100%

n/a

n/a

1 pupil was entitled to the Pupil Premium Grant in KS2 and they made expected progress in English and Maths

 

Conduct Support Plans (CSPs):

No pupils are currently on CSPs

 

 

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 (7 out of 8 pupils) made Expected progress or above in English.

75% of pupils (6 out of 8 pupils) made Expected progress or above in Mathematics.

 

75% of pupils (6 out of 8 pupils) exceeded expected progress in English.

63% of pupils (5 out of 8 pupils) exceeded expected progress in Mathematics.

 

50% of pupils (4 out of 8 pupils) made exceptional progress in English.

50% of pupils (4 out of 8 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils:

 

 

English -3 pupil S9

Maths-1 pupil S11

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

2/3

67%

1/3

33%

1/3

33%

1/1

100%

1/1

100%

N/A

 

 

Most dependent pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S6

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

2/2

100%

2/2

100%

1/2

50%

1/2

50%

1/2

50%

 

CLA:

No pupils at End of KS2 are CLA.

 

Gender:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 5 pupils

4/5

80%

4/5

80%

3/5

60%

3/5

60%

3/5

60%

3/5

60%

Female-3 pupils

3/3

100%

2/3

66%

1/3

33%

3/3

100%

2/3

66%

1/3

33%

 

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils

2/3

66%

2/3

66%

2/3

66%

2/3

66%

2/3

66%

1/3

33%

 

Conduct Support Plans (CSPs):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

2/2

100%

1/2

50%

2/2

100%

1/2

50%

n/a

Key Stage 3

Percentage of pupils making expected progress:

13/16 pupils (81%) made expected progress or above in Maths.

16/16 pupils (100%) made expected progress or above in English.

 

Percentage of pupils exceeding expected progress:

11/16 pupils (69%) exceeded expected progress or above in Maths.

13/16 pupils (81%) exceeded expected progress or above in English.

 

Percentage of pupils making exceptional progress:

7/16 pupils (44%) made exceptional progress in Maths.

9/16 pupils (56%) made exceptional progress in English.

 

Analysis of progress for specific groups

 

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S14

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

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

4/4

100%

2/4

50%

2/4

50%

1/4

25%

1/4

25%

1/4

25%

 

 

CLA:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

4/4

100%

4/4

50%

2/4

50%

4/4

100%

4/4

50%

2/4

50%

 

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male-10

10/10

100%

8/10

80%

7/10

70%

13/10

87%

11/10

73%

10/10

67%

Female-6

6/6

100%

6/6

100%

2/6

33%

5/6

83%

4/6

66%

2/6

33%

 

 

Pupil Premium including Care Leavers:

 

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

66%

 

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 Pupils

2/2

100%

2/2

100%

2/2

100%

1/2

50%

(1 pupil was 1 sub level away from reaching target)

1/2

50%

 

N/A

Key Stage 4

 

Percentage of pupils making expected progress:

14/16 pupils (88%) made expected progress or above in Maths.

15/16 pupils (94%) made expected progress or above in English.

 

Percentage of pupils exceeding expected progress:

12/16 pupils (75%) exceeded expected progress or above in Maths.

14/16 pupils (88%) exceeded expected progress or above in English.

 

 

Percentage of pupils making exceptional progress:

11/16 pupils (69%) made exceptional progress in Maths.

12/16 pupils (75%) made exceptional progress in English.

 

Analysis of progress for specific groups

 

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil

1/1

100%

1/1

100%

1/1

100%

1/1

100%

N/A

N/A

 

 

Most dependent pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

2/2

100%

2/2

100%

2/2

100%

1/2

50%

1/2

50%

 

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

BME-

2 pupils

2/2

100%

1/2

50%

1/2

50%

2/2

100%

1/2

50%

1/2

50%

 

 

 

CLA:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

CLA-

1 pupil

1/1

100%

N/A

N/A

Pupil was 3 sub levels away from expected.  Intervention prioritised.

N/A

N/A

 

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 15 pupils

14/15

93%

13/15

87%

12/15

80%

13/15

87%

11/15

73%

10/15

67%

Female- 1 pupil

1/1

100%

1/1

100%

0/1

0%

1/1

100%

1/1

100%

1/1

100%

 

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

PP- 5 pupils

4/5

80%

4/5

80%

3/5

60%

5/5

100%

4/5

80%

4/5

80%

 

 

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

CSP- 7 pupils

6/7

86%

6/7

86%

6/7

86%

7/7

100%

7/7

80%

6/7

86%

 

FUNCTIONAL SKILLS- Secondary

 

Functional Skills Entry Level 1 English

2 students achieved EL1 English.

 

Functional Skills Entry Level 2 English

2 students achieved EL2 English.

 

Functional Skills Entry Level 1 Maths

2 students achieved EL1 Maths.

 

Functional Skills Entry level 2 Maths

2 student achieved EL2 Maths.

 

Functional Skills Entry Level 1 ICT

4 students achieved EL1 ICT.

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.

ACCREDITATION 2020-2021 FURTHER EDUCATION

 

 

Open Awards Entry Level 1 Award in Independent Living - Looking After Yourself and Your Home

7 students achieved EL1.

 

Open Awards Entry Level 2 Certificate in Independent Living - Looking After Yourself and Your Home

17 students achieved EL2.

 

Open Awards Entry Level 3 Certificate in Independent Living - Looking After Yourself and Your Home

2 students achieved EL3.

 

Open Awards Level 1 Certificate in Skills for Further Learning and Employment

2 students achieved L1.

 

 

 

FUNCTIONAL SKILLS- Further Education

 

Functional Skills Entry Level 1 English

3 students achieved EL1 English.

 

Functional Skills Entry Level 1 Maths

2 students achieved EL1 Maths.

 

Functional Skills Entry level 2 Maths

1 student achieved EL2 Maths.

 

Functional Skills Entry Level 1 ICT

1 students achieved EL1 ICT.

 

Functional Skills Entry Level 2 ICT

1 students achieved EL2 ICT.