Monitoring and assessment
It is important to constantly assess, monitor and evaluate the impact of our work with children in order to develop and implement strategies to help us improve and help pupils to achieve. Currently, the School uses the following assessment processes to monitor and evidence progress:
New Group Spelling Test (NGST): Digital Adaptive Spelling tests to evaluate pupil ability up to the age of 14
New Group Reading Test (NGRT): to monitors pupils’ reading and comprehension skills and determines a student’s reading age. This provides evidence as to assess further for exam access arrangements and help work out if any intervention programmes are needed with literacy.
Progress Tests in English, Maths and Science: These provide a baseline as to where students are in the core subjects and helps determine early on the right pathway for them and set target grades.
Cognitive Ability Test (CAT4): to measure a pupil’s potential capabilities looking at quantitative reasoning, verbal, non-verbal and spatial awareness.
Pupil Attitudes to Self and School (PASS): to test identifies fragile learners and discovers hidden barriers to learning, and provide insights into attitudes that could be hindering achievement
Special Needs Assessment Profile- Behaviour (SNAP-B): An award-winning package that profiles specific learning difficulties and related factors, and gives follow-up suggestions for both teachers and parents, all in a user-friendly and comprehensive package.
Scholar Pack (School Information Management System): Scholar Pack is the SIMS we use to record a range of data and information on each pupil. This includes attendance, behavioural, assessments and more. We can build comprehensive reports from this data to monitor and evidence pupil progression.
The Pupil Premium Grant is additional funding to raise the attainment of disadvantaged pupils of all abilities and to close the gaps between them and their peers.
We receive an additional £935 for each pupil registered as eligible for free school meals (FSM) at any point in the last 6 years
An additional £1,900 may be available for Looked after children (LAC) defined in Children Act 1989 as one who is in the care of, or provided with accommodation by, an English local authority. The virtual school head of the local authority that looks after the pupil will manage the funding.
We are delighted that in 2016/17, students for whom we received Pupil Premium Grant performed better than their peers in terms of attendance and attainment of qualifications.
The Pupil Premium policy/grant can be found under the ‘Documents’ section.
Academic results are an important indicator for any school, and are often used to determine the success of the school and its pupils. However, when pupils arrive at Future Education they have often missed significant parts of their education, and are considerably behind their mainstream peers. We therefore do not judge each pupil by their overall academic results, but instead look at how far pupils have progressed, and what they have achieved in the context of their abilities and starting position. Nonetheless, the school recognises the importance of academic qualifications to enable pupils to make successful transitions into new opportunities within further education, training, and employment at the end of their time with us.
Below is the table of academic results from the year 11 cohort in 2017.
|Students achieving:||% of whole school||No||% of those that sat the exam|
|Functional Skills English and Maths||93||14||100|
|At least 1 GCSE||40||6||60|
|Students achieving a BTEC||6||1||100|
|Students achieving Trinity Arts Award||33||5||100|
Progression and CEIAG
We want every one of our learners to make a successful transition into post-16 provision. That may take the form of moving into work, apprenticeships, training or further/higher education. Our aim is to ensure that our pupils have the skills, confidence and aspiration to continue their progress and become successful adults after their time with us.
The Education Act 2011 inserted a new duty, section 42A, into Part VII of the Education Act 1997, requiring schools to secure access to independent careers guidance for pupils in years 9-11. We engage Beacon East (http://www.beacon-east.co.uk) to provide this for our students. Each student receives face-to-face guidance and works towards their progression plan.
In addition, we support progression practically through volunteers, work experience, and introductory education programmes. When our pupils leave us at the end of year 11 we can offer ongoing engagement and support, and often work very closely with other provision to ensure that our pupils are successful in their transitions.