We maintain high aspirations and ensure our pupils are challenged with their work.
Success of our pupils
We maintain high aspirations and ensure our pupils are challenged with their work. As we are a special school for pupils with learning difficulties, other than those who attend Cleveland House, we recognise that our pupils will not be reaching the expected standards across the curriculum for their chronological age.
We place the emphasis on individualised learning journeys and overall progress is best represented by the percentage of pupils achieving challenging targets.
We measure our pupils’ success by the progress they make from their very different starting points. For some pupils successfully learning to communicate a choice between two things is great progress, while for others gaining GCSE qualifications is an equivalent success. All these achievements are as important as each other.
Targets are set by benchmarking their achievements with other pupils who start at the same standard at a similar age.
The proportions who achieve these targets in core subjects is high and reflects the continuing focus on pupils learning relevant skills to their starting points and taking qualifications relevant to their needs and interests.
The breadth of curriculum on offer at Dorothy Goodman School continues to support all pupils to make excellent progress and whilst some have been developing their communication skills, learning how to say no, request more or make choices, other pupils have achieved GCSEs or vocational qualifications.
When organising access to the curriculum and analysing their progress we group our pupils into four bands. The bands cover all our age groups:
- Life choices are pupils currently working at pre subject specific standards
- Like skills are pupils who are currently achieving equivalent standards to those expected at Pre Key Stage 1
- Vocational pupils are currently achieving equivalent standards to those expected at Key Stage 1 and above
- Academic pupils are working just below expected standards at Key Stage 2 and above.
The subject areas assessed within our school system are broken down as follows:
- Life choices (only followed by our Choices band)
- Communication (including literacy and English)
- Logic (including numeracy and maths)
- Inquiry (including science and humanities)
- Creativity (including art, music, drama)
- Personal and Social Development.
The content of the curriculum takes into account the year group a pupil is currently part of chronologically. By using a trajectory approach we set expectations at the highest levels of challenge for our pupils in each of these bands. Due to the impact of Covid-19 the data for this report was taken from progress recorded up to April 2020.
Nearly all (95.5%) of our pupils across the school were making positive progress towards achieving and exceeding their targets within priority areas. This indicated that outstanding progress had been maintained while pupils were fully attending school until the end of March.
Across the seven areas assessed 90% of pupils were making expected or excellent progress, that is exceeding expectations in relation to previous learning. Of the remaining pupils all but a few were demonstrating emerging skills across the curriculum which indicated an increasing pace within their own trajectory.
Those pupils eligible for pupil premium achieved extremely well up until the end of March with more on track to achieve expected or better progress than those who were not eligible for pupil premium.
The school has 10 children who are Looked After – all of these pupils made good or better progress particularly in communication (including English) and Personal social development (PSD).
A breakdown of pupil progress by Key Stages can be found below.
There were 17 pupils from Dorothy Goodman School (excluding Cleveland House) who moved on from the school this year. 9 pupils have moved on to study in four different colleges. The range of courses accessed include building and construction, art and design, IT and media, sport, foundation learning and animal care. Five pupils moved to Specialist College providers within the locality. Three pupils chose not to name further educational provision, with aspirations for support through social care.
Breakdown by Key Stage
Please click on the Key Stage below for the breakdown of pupil progress