Pupil Progress

Pupil progress and attainment is measured using a range of assessment tools within Ganton School.  In September 2019  we introduced three new assessment systems to improve how we measure pupil progress. These were B Squared Progression steps, B Squared Engagement steps and ImPACTS.

The main method used to ascertain pupil progress for the majority of pupils is ‘BSquared progression steps’.  BSquared are a national company which provide assessment software to many special schools and mainstream schools alike to support them with their assessment. They specialise in assessment for learners with SEND.

Progression Steps is an observation-based assessment framework. It helps teachers to identify and record the on-going achievements of pupils who are working moderately or severely beneath age-related expectations in some or all areas of their development. It can be used with pupils who are either studying elements from a formal curriculum or those who are still engaged in a semi-formal approach to learning.

Progression steps is used and applied to all Key Stages throughout the school for core curriculum areas; Communication, Reading, Writing, Maths and PSHE. Pupils and students from KS4 onwards, who have the potential to follow examination routes, are entered for a range of qualifications and accredited pathways. Those who follow a vocational pathway gain unit awards for their efforts.

The progress of pupils in KS1 and others across the school who are working below the subject specific level of learning is measured using the Engagement steps framework which is based around the Engagement model and the 5 areas of Engagement. This is provided through the B Squared software and is a precursor to Progression steps. Engagement steps is broken down into the 4 broad areas of need; Communication and Interaction, Cognition and Learning, Social Emotional and Mental Health and Sensory and Physical. There is a specific focus on the 5 areas of Engagement which are Persistence, Initiation, Realisation, Exploration and Anticipation.

For pupils with Profound and Multiple Learning Difficulties we use the ImPACTS assessment and curriculum tool. ImPACTS is an assessment, monitoring and target setting tool. It allows for teaching and therapeutic measures to combine, holistically benefiting the student. ImPACTS promotes child centred planning and offers a specialised curriculum in Communication, Cognitive skills, Environmental control and Social & Emotional well-being. As a school we currently have very few PMLD pupils that require this approach.

Pupil progress for all pupils is measured and reported termly through a formal pupil progress meeting. Teachers continuously monitor pupil progress as a matter of good practice, this then informs future planning and helps identify if intervention is necessary.

The school uses a progression guidance document to help set challenging yet realistic targets for pupils based on their entry baselines. Our pupils are uniquely individual and each pupils rate of progress is assessed on an individual basis. The smallest step of progress can be huge for some of our learners. For this reason ‘Good progress’ is never judged solely on assessment data alone. At Ganton school we prefer to look at the pupil holistically and celebrate progress in all of its forms.

‘Pupils respect each other, display good manners and work together successfully.’…

OFSTED comments

‘The curriculum offers a wealth of enrichment activities which are highly valued by
pupils and parents and carers.’…

OFSTED comments

‘The school council is
especially active and members are particularly proud of the role they played in improving school meals..’…

OFSTED comments

‘Pupils run the school shop and staff cafeteria, enabling them to use their literacy and numeracy skills in a practical setting.’…

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‘There is a strong emphasis on personalisation of the curriculum, the development of pupils’ communication skills, independence skills and preparation for life after school.’…

OFSTED comments

‘Pupils rise to the challenges that you set, and their learning is rarely disrupted.’…

OFSTED comments

‘Pupils take part in local and
regional accessible sporting activities.’…

OFSTED comments

‘Based on the evidence gathered during this short inspection, I am of the opinion that the school continues to go from strength to strength.’…

OFSTED comments

‘Leaders use the pupil premium funding effectively.’…

OFSTED comments

‘Pupils, including disadvantaged pupils, are making strong progress from their varied starting points in reading, writing and mathematics.’…

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‘Pupil Premium is targeted to improving pupils’ communication skills through investment in specialist equipment and software.’…

OFSTED comments

‘Pupils spoke
enthusiastically about learning outside of school and their visits to local museums, the Humber Bridge, local cafes and to the cinema.’…

OFSTED comments

‘Leaders have continued to develop the school’s curriculum since the last inspection.’…

OFSTED comments

‘Pupils say that they enjoy their lessons and take great pride in their work.’…

OFSTED comments

‘Leaders have introduced a new approach to assessment. This enables leaders to check pupils’ progress from their starting points more effectively.’…

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‘Leaders have carried out a detailed review of the curriculum pathways for pupils.’…

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‘Pupils take part in a strong work experience and work-related learning programme.’…

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‘Staff use signing, symbols, photographs and objects of reference to communicate effectively with those pupils who need additional support to ensure that they are fully engaged in their learning.’…

OFSTED comments