School Performance

Annual Key Stage Curriculum Data

Keystage Curriculum Data 2018/19

Keystage Curriculum Data 2017/18

Keystage Curriculum Data 2016/17

Keystage Curriculum Data 2015/16

Keystage Curriculum Data 2014/15

Keystage Curriculum Data 2013/14

Reading at Bradstow School 2016/17

Writing at Bradstow School 2016/17

Click here to view school performance on the Government Website

We want to measure how well our children & young people are doing, to maximise their potential and compare their progress to pupils in other schools. We are guided by the Department for Education’s Progression Guidance, which are a set of principles and datasets that aim to maximize the progress of those learners with special educational needs. Click Here to find out more about Progression Guidance. This guidance tells us how much progress each child or young person should make, whether their attainment is measured by National Curriculum (NC)levels or P Scales.

Our teachers set challenging targets based upon a thorough an assessment of each child or young person's level of attainment.  

For those children & young people who have not yet attained at the early NC levels, we assess them using P Scales.  P-scales are recommended by the Department for Education to assess the progress of children aged 5-14 who have special educational needs and whose abilities do not yet reach Level 1 of the National Curriculum.  P-scales are used for all the subjects of the National Curriculum as well as Religious Education, Citizenship and PSHE (Personal, Social and Health Education).  P-scales allow for the evaluation of an individual child or young person’s progress in an extremely detailed way and allow for a clear indication of their development. Click Here to find out more about P-scales.

Each term teachers use the B Squared assessment tool to make individual assessments on every child or young person in relation to the P-level or National Curriculum level that they are working within.  This data is used to monitor progress and in line with the Progression Guidance it allows us to track attainment and set challenging targets.  

We have a system in place for tracking progress that ensures every child or young person are given the best opportunities to maximize their learning within the National Curriculum, our enhanced curriculum and our local curriculum.  We also integrate ongoing programmes of communication and behaviour support to maximize their life experiences and opportunities.

Children & young people within Key Stage 4 and 5 also have their work moderated using ASDAN’s personal progress; an entry 1 QCF recognised qualification.  The evidence for this accreditation is gained through our curriculum in key stages 4 and 5.

Teachers within the upper school continue to assess children & young people using the NC attainment levels and P-levels to maintain a cohesive assessment for a child or young person throughout the whole school. P-scales/ NC levels continue to be assessed for all National Curriculum subjects at key stage 4.  In key stage 5 Literacy and Numeracy remain a focus.

Teachers within the upper school, set challenging targets based upon the progression guidance using the upper quartile as a guide and their in depth knowledge of the child or young person's learning.  Young people within the upper school have termly targets which relate specifically to achievement throughout the p-level/ NC levels; this relates to everyday learning throughout the curriculum and can also be more specific in the form of target teaching.

What is defined as progress at Bradstow School?

Bradstow School uses the progression guidance as ‘one of a basket of indicators’ to set meaningful and realistic targets to challenge our children and young people. Other indicators relate to EHCP/ annual review outcomes, Speech and language outcomes, behaviour, community inclusion outcomes. We are also planning and preparing to include personal care, interdependence and preparing for adulthood outcomes.

Level Progression

We consider children and young people that are making progress using the progression guidance as an outline:

Exceptional progress Children and young people are classified as making exceptional progress if they have made accelerated and sustained progress in more than 2 areas of their development and are making some progress in most areas of their learning. This must include above expected progress in English/ Communication and Maths.

Above Expected progress

Children and young people are classified as making above expected progress if they have made significant and sustained progress in one or more areas of development and are making some progress in most areas of their learning. This must include above expected progress in English/ communication and maths.
Expected progress Children and young people are classified as making expected progress if they are making some progress in most areas of learning and there are no significant concerns about their development. This includes making expected progress in English/ communication and maths
Below Expected Progress Children and young people are classified as making below expected progress if they are not making the progress we would expect based on their ability, needs, attendance and prior attainment in most areas of their development, or there are particular concerns about the child/young person
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