Covid-19

We are presenting our data for 19-20 against a full academic years expected progress. COVID-19 and partial school closure since March has prevented pupils from accessing their education on site and being assessed by teachers.

Despite the data only being 2/3 of the year it remains healthy with the majority of pupils making expected progress, exceeding expected progress and some making exceptional progress against a full academic years expected progress.

Department for Education School Performance Tables

End of Key Stage Results 2020

Early Years Foundation Stage

Individual pupil progress and analysis Summer Term 2020

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.

11 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.

An analysis of the EYFS End of Key Stage Data 2020 can be downloaded from the Useful Documents & Links section of this page.

The EYFS class team were externally moderated by the Local Authority in June 2019. Outcomes from the moderation visit were:

  • The assessment process is collaborative – All adults in the EYFS class are involved in the assessment process co-ordinated by the teacher and HLTA. School and parents work together to ensure consistency in approaches and share achievements.
  • There is a wide range of evidence – The practitioners provide a range of adult led and independent learning. Photographs, anecdotes, observations and pupils work have all been used as supporting evidence to demonstrate the progress the pupils have made.
  • Quality progress judgments are made – The team meet regularly as a cluster group to discuss progress, attainment and moderation. Judgments are accurate and consistent.
  • Staff knowledge of whole child – Practitioners knowledge of the pupils is extremely thorough and the progress the pupils have made is 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 (North West Specialist Curriculum, Assessment and Pedagogy, previous NWSAG) progress charts 2019-20.

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.

93% of pupils (13 out of 14 pupils) made exceptional progress in English.
93% of pupils (12 out of 14 pupils) made exceptional progress in Mathematics.

Analysis of progress for specific groups

Most able pupils:

2 most able pupils started the Key Stage at S6 in Maths and English and ended the Key Stage working within S10 for Maths and ended the Key Stage within Step 9 for English.

Most dependent pupils:

1 pupil started KS1 on S4 for English and Mathematics. He exceeded expected progress for both English and Mathematics.

Black, Minority, Ethnic (BME):

No pupils at End of KS1 are BME.

Child Looked After (CLA):

3 pupils at End of KS1 are CLA.

Gender:

12 pupils at the End of Key Stage 1 are Male and 3 are Female.
100% of Females (3 out of 3) made expected progress in English and Maths.
100% of Females (3 out of 3) exceeded expected progress in English and Maths.
100% of Females (3 out of 3) made exceptional progress in Maths and English.
100% of Males (12 out of 12) made expected progress in English and Maths.
100% of Males (12 out of 12) exceeded expected progress in English.
92% of Males (11 out of 12) made exceptional progress in English
83% of Males (10 out of 12) made exceptional progress in Maths
The difference between Male and Female making exceptional progress is not statistically significant and there are no significant gender differences apparent.

Conduct Support Plans (CSPs):

4 pupils at the End of Key Stage 1 have CSP’s.
100% (4 out of 4) pupils with a CSP made expected progress in English and Maths.
100% (4 out of 4) of pupils with a CSP exceeded expected progress in English and Maths.
100% (4 out of 4) pupils with a CSP made exceptional progress in English and Maths.

Pupil Premium:

4 pupils at the End of Key Stage 1 are eligible for Pupil Premium.
100% (4 out of 4) pupils eligible for PP made expected progress for English and Maths
75% (3 out of 4) pupils eligible for PP exceeded expected progress for Maths
75% (3 out of 4) pupils eligible for PP made exceptional progress
100% (4 out of 4) pupils eligible for PP exceeded expected progress in English
75% (3 out of 4) pupils eligible for PP made exceptional progress in English

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 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:

81% of pupils (13 out of 16 pupils) made expected progress in English.
100% of pupils (15 out of 15 pupils) made expected progress or above in Mathematics.

81% of pupils (13 out of 16 pupils) exceeded expected progress in English.
88% of pupils (14 out of 16 pupils) exceeded expected progress in Mathematics.

56% of pupils (9 out of 16 pupils) made exceptional progress in English.
50% of pupils (8 out of 15 pupils) made exceptional progress in Mathematics.

Analysis of progress for specific groups

Most able pupils:

1 pupil started the Key Stage at Step 11 for English and Maths and made exceptional progress in both subjects achieving a level of S21a in English and S23a in Maths.

3 pupils started the Key Stage within the Key Stage. 1 of these pupils exceeded expected progress in English 1 made exceptional progress in English and all 3 pupils
exceeded expected progress in Maths.

Most dependent pupils:

1 pupil started KS2 on S3, he made exceptional progress in English and Mathematics.
1 pupil (ISC) started KS2 on S4 he made exceeded expected progress in English and Mathematics.

Black, Minority, Ethnic (BME):

1 pupil at the end of KS2 is recorded as BME heritage. This pupil made exceptional progress in Mathematics.

Child Looked After (CLA):

2 pupils at End of KS2 are CLA.

Gender

12 pupils at the End of Key Stage 2 are Male and 4 are Female.
100% of Males (12 out of 12) made expected progress in Maths.
83% of Males (10 out of 12) exceeded expected progress in Maths.
42% of Males (5 out of 12) made exceptional progress in Maths.
75% of Males (9 out of 12) made expected progress in English.
75% of Males (9 out of 12) exceeded expected progress in English.
42% of Males (5 out of 12) made exceptional progress in English.
100% of Females (4 out of 4) made expected progress in English and Maths.
100% of Females (4 out of 4) exceeded exceptional progress in English and Maths.
75% (3 out of 4) pupils made exceptional progress in English and Maths.

The difference between Male and Female making exceptional progress is not statistically significant and there are no significant gender differences apparent.

Conduct Support Plans (CSPs):

3 pupils at the End of Key Stage 2 have CSP’s.
100% (3 out of 3) pupils with a CSP made expected progress in English & Maths.
100% (3 out of 3) pupils with a CSP exceeded expected progress in Maths.
100% (3 out of 3) pupils with a CSP made exceptional progress in Maths.
67% (2 out of 3) pupils with a CSP exceeded expected progress in English.
67% (2 out of 3) pupils with a CSP made exceptional progress in English.

Pupil Premium:

4 pupils at the End of Key Stage 2 are eligible for Pupil Premium.
100% (4 out of 4) pupils eligible for PP made expected progress in English and Maths.
100% (4 out of 4) pupils eligible for PP exceeded expected progress in English and Maths.

Key Stage 3

Percentage of pupils making expected progress:

83% of pupils (10 out of 12) pupils made expected progress in English.
83% of pupils (10 out of 13) pupils made expected progress in Maths.

Percentage of pupils exceeding expected progress:

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 Maths.

Percentage of pupils making exceptional progress:

67% (8 out of 12) pupils made exceptional progress in English.
75% (9 out of 12) pupils made exceptional progress in Maths.

Analysis of progress for specific groups

Most able pupils:

1 pupil started the Key Stage on Step 20 and has exceeded the Steps Document and is working on Year 5 /6 Klips.
1 pupil started the Key Stage on Step 20 for English and S21 for Maths and has made exceptional progress.

Most dependent pupils:

1 pupil (ISC) started the Key Stage on S6 he made exceptional progress in English and Mathematics.
1 pupil started the Key Stage on Step 9 for English and Step 10 for Maths and exceeded exceptional progress in English and made exceptional progress in Maths.

Black, Minority, Ethnic (BME):

1 pupil at the end of KS3 is recorded as BME heritage. This pupil exceeded expected progress in Maths.

Child Looked After (CLA):

There were no children classified as Child Looked After at the end of Key Stage Three.

Gender:

9 pupils at the End of Key Stage 3 are Male and 3 are Female.
78% of Males (7 out of 9) made expected progress in Maths and English.
78% of Males (7 out of 9) exceeded expected progress in Maths.
78% of Males (7 out of 9) made exceptional progress in Maths.
89% of Males (8 out of 9) exceeded expected progress in English.
89% of Males (8 out of 9) made exceptional progress in English.
67% of Females (2 out of 3) made expected progress in English.
67% of Females (2 out of 3) exceeded expected progress in English.
67% of Females (2 out of 3) made exceptional progress in English.

Conduct Support Plans (CSPs):

3 pupils at the end of Key Stage 3 have CSP’s.
All three pupils made exceptional progress in English and Maths.

Pupil Premium Grant/ Adopted from Care Grant:

3 pupils at the end of Key Stage 3 are eligible for Pupil Premium.
All pupils (3 out of 3) pupils eligible for Pupil Premium made exceptional progress in Maths.
(2 out of 3) pupils eligible for Pupil Premium made exceptional progress in English.

Key Stage 4

Where possible we have an aspiration for Key Stage 4 pupils to complete GCSE qualifications through our inclusion links at Haslingden High School. As all pupils in Key Stage 4 have a learning difficulty, pupils are only entered for subjects where they have shown academic potential. We recognise that given the starting points of our pupils the achievement of 5, 4, 3 and 2 grades represent significant progress.

Progress 8

Due to the nature of our school, where all our students have either an EHCP or a statement of special educational needs, a negligible score for Progress 8, Attainment 8, achieving grade 9-1 for English and Maths and the English Baccalaureate, is an expected outcome for our setting.

“The floor standard for a school is the minimum threshold for school level progress scores. It is important to note that the Government is clear that data is a starting point for a conversation with school leaders about school improvement. No school is judged solely on the basis of one year’s set of performance data.” Floor standards do not apply to special schools. (DfE)

As schools should continue to focus on qualifications that are suitable for individual pupils as the grades will aid them to reach their goals for the next stage of education or training, at Tor View we provide a realistic yet challenging array of accredited courses. (Please find Key Stage 4 results below) (Key Stage 5 results can be found on the Key Stage 5 section)

Percentage of pupils making expected progress:

85% of pupils (11 out of 13) pupils made expected progress in English.
77% of pupils (10 out of 13) pupils made expected progress in Maths.

Percentage of pupils exceeding expected progress:

69% of pupils (9 out of 13) pupils exceeded expected progress in English.
69% of pupils (9 out of 13) pupils exceeded expected progress in Maths.

Percentage of pupils making exceptional progress:

54% (7 out of 13) pupils made exceptional progress in English.
15% (2 out of 13) pupils made exceptional progress in Maths

Analysis of Progress for Specific Groups

Most able pupils:

1 pupil started the Key Stage at Step 20 for English and exceeded expected progress. 1 pupil started the Key Stage at Step 16 for English and Maths and made exceptional progress in English and exceeded expected progress in Maths.

Most dependent pupils:

1 pupil started the Key Stage at S6 and made exceptional progress in English and Maths.

Black, Minority, Ethnic (BME):

2 pupils at the end of KS4 are recorded as BME heritage. Both pupils made exceptional progress in English and 1 pupil made exceptional. progress in Maths.

Child Looked After (CLA):

1 pupil was classified as Child Looked After at the end of Key Stage Four. This pupil made exceptional progress in English and exceeded expected progress in Maths.

Gender:

12 pupils at the End of Key Stage 4 are Male and 1 is Female.
67% of Males (8 out of 12) made exceeded expected progress in English.
58% of Males (7 out of 12) males exceeded expected progress in Maths.
50% of Males (6 out of 12) made exceptional progress in English.
17% of Males (2 out of 12) made exceptional progress in Maths.
100% of Females (1 out of 1) made exceptional progress in English and Maths.

CSP:

2 pupils at the end of KS4 have CSP’s.
Both pupils have made exceeded expected progress in English and Maths.
1 pupil made exceptional progress in Maths and 1 pupil made exceptional progress in both Maths and English

Pupil Premium Grant:

5 pupils at the end of KS4 are eligible for Pupil Premium.
2 pupils made exceptional progress in English.
3 pupils exceeded expected progress in Maths and 1 pupil made exceptional progress in Maths.

Accreditation Results

Accreditation results for KS4 and FE will be reported in the School Evaluation Form 2020-21

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 2019-2020 Further Education

Entry Level 1- Award- Making Informed Career Choices

10 students achieved EL1.

Entry Level 2- Award Making Informed Career Choices

6 students achieved EL2.

Entry Level 1- Award Personal Progress

6 students achieved EL1.

Secondary Functional Skills

Functional Skills Entry Level 1 English

2 students achieved EL1 English.

Functional Skills Entry Level 2 English

2 students achieved EL2 English.

Function Skills English Entry Level 3

1 student achieved EL3 English.

Functional Skills Maths Entry Level 1

2 students achieved EL1 Maths.

Functional Skills Maths Entry level 2

1 student achieved EL2 Maths.

Functional Skills Maths

3 students achieved EL3.

Functional Skills ICT Entry Level 1

4 students achieved EL1 ICT.

Entry Level 3- Award Employability and Professional Development

4 students achieved EL3.

Level 1- Award Employability and Professional Development

1 student achieved Level 1.

Functional Skills English Entry Level 3

3 students achieved EL3.

Functional Skills English Level 2

1 student achieved Level 2.

Functional Skills ICT

1 student achieved EL2.

Functional Skills ICT Entry Level 3

3 students achieved EL3.