Fox Hollies School Headline Data
All new pupils who enter Fox Hollies School are assessed within the core subjects of Maths and English. This data is inputted into the Fox Hollies Tracker system and any further progress made by the pupil is added to the system, progress is measured from each pupils starting point. This academic year 2018-2019, the assessment system is being updated in accordance with the Birmingham Continuums within Maths and English.
- Pupils of National Curriculum age (Key Stage 3 and Key Stage 4) are judged against P scales and early National Curriculum Pre Key Stage Standards.
- Key Stage 4 and 5 pupils are judged against Qualifications.
- All pupils have personalised targets, which are closely linked with targets on their EHC Plans. Making learning accountable for the lateral progress that our students make. Progress is recorded and monitored using MAPP.
Outstanding progress at Fox Hollies School
All starting points are identified from pupil baseline assessment and have an identified target within each of the strands of Maths and English. Progress is colour coded
Green – Outstanding
Red – Below expected
All progress is monitored throughout the year with particular attention to those pupils who are working below expected level.
In Reading 91% of pupils are making expected or outstanding progress, there is an increase in the number of pupils making outstanding progress and being set extended targets when comparing to the last academic year. Last year we have provided focused reading interventions with pupils and this has had a positive impact on pupil progress with an increase in pupils reaching UQ and reaching extended targets. Targeted interventions will continue into 2018-2019 as this has had a positive impact.
In Writing 91% of pupils are making expected or outstanding progress. Writing has been identified as the weakest strand in English as there are a smaller percentage of pupils making outstanding progress than evident in other strands. For the 2018-2019 academic year writing has been identified as a key focus for the School Improvement Plan.
In Speaking 95% of students are making expected or outstanding progress, this is increased when comparing to end of year data last academic year. All pupils have been working on a personal communication target, these have been measured using the MAPP program. This has had a positive impact on progress within Speaking and Listening across the school.
In Listening 94 % of pupils are making expected or outstanding progress. There are a higher percentage of students achieving outstanding progress and having extended targets set.
In Number 85% of pupils are making expected or outstanding progress. There is a slight increase in the number of pupils having an extended target set when comparing to end of year data for the previous academic year.
In Geometry 92% of pupils are making expected or outstanding progress. There is an increase in the number of pupils achieving an outstanding target this academic year, therefore extended targets have been set. Progress is better overall in Number. For the 2018-2019 academic year Geometry will be a focus for School Improvement Plan. Areas of shape, measures and position will be accessed through relevant opportunities, functional learning and targeted interventions.
ENGLISH end of KS3 DATA –Year 9
Reading is the strongest strand in English in Key Stage 3. 100% of pupils achieve expected or outstanding progress in all strands. A smaller percentage of pupils make outstanding progress in Writing – this will be addressed through the English Action Plan.
ENGLISH end of KS4 DATA- Year 11
Reading is the strongest strand in Key Stage 4 with 93% of pupils achieving expected or outstanding progress. A smaller percentage of pupils make outstanding progress in Writing – this will be addressed through the English Action Plan.
MATHS end of KS3 DATA – Year 9
Number is the strongest strand in Maths for pupils at the end of Key Stage 3, with a higher percentage of pupils achieving outstanding progress.
100% of pupils in the key stage achieve the expected or outstanding progress in both strands. In Geometry a smaller percentage of pupils make outstanding progress, this will be addressed through the Maths Action Plan and included in the school improvement plan.
Support will be provided within lessons across key stage 3, with a particular focus on Geometry, shape, position and measures. The purpose will be to give advice with targeted interventions, functional learning opportunities and adapting targets to meet individual needs. Pupil premium funding will be used to enable the additional support within lessons across the key stage.
MATHS end of KS4 DATA –Year 11
At the end of key stage 4 in Number 79% of pupils are making expected or outstanding progress within Number, this is a lower percentage than that for the end of Key Stage 3. In Geometry 100% of pupils are making expected or outstanding progress, however a higher percentage of Key stage 3 students achieve outstanding progress.
Targeted support will be identified in the Maths Action Plan to try and enable a greater number of students to make outstanding progress. In class support will be provided for pupils across key stage 4 (for both Key Stage 4 and Key Stage 5 teachers) to give advice with targeted interventions, functional learning opportunities and ensuring that core subject targets are a priority when completing Qualification work. This support will have a particular focus on Geometry. Pupil premium funding will be used to enable the additional support within lessons across the key stage.
Within Maths and English the end of year data is analysed according to different cohorts. We look at areas such as Gender, Ethnicity, SEN and Pupil premium to make comparisons regarding progress across year groups and key stages. The following findings have been made.
COHORTS IN MATHS
There are a higher percentage of girls achieving outstanding progress within Year 7 and Year 10. The number of students in each cohort is however very small, 2 girls only in Year 7 and 3 girls only in Year 10.
Geometry and Shape
Year 11 students have significantly less pupils making outstanding progress than other year groups. Due to unforeseen circumstances, the students in Year 11 class had teacher changes throughout the year and this may have impacted on consistency in gathering and recording of progress. This year support will be provided within lessons across the school. End of Key Stage Teachers and they will be participating in training which is funded by the NCETM.
COHORTS IN ENGLISH
There is no discernible difference between most cohorts in Reading. As the numbers of pupils are small the percentages can be misleading e.g. 33% of girls in Year 11 in LQ = 1 pupil. There are a higher percentage of pupil premium pupils achieving expected or outstanding progress.
A higher percentage of Pupil Premium pupils are achieving expected or outstanding progress in Writing. Other cohorts are achieving equally.
Speaking and Listening
The percentage of boys achieving expected or outstanding progress in speaking and listening appears to be higher than that of girls but this is due to smaller numbers of girls. FSM pupils achieve a higher percentage of expected or outstanding progress in Listening . Other cohorts are achieving equally.
MAPP Whole School Data
2016/2017: Average Student Progression: 53.5%
2017/2018: Average Student Progression: 66.3% (Increase 12.8%)
2016/2017: 33 Targets Complete across the Whole School
2017/2018: 99 Targets Complete across the Whole School (66 more Targets)
Key Stage 3
2016/2017: Overall Key Stage Progress: 65.74%
2017/2018: Overall Key Stage Progress: 71% (5.26% increase)
Key Stage 4
2016/2017: Overall Key Stage Progress: 38.99%
2017/2018: Overall Key Stage Progress: 63.5% (24.51% increase)
2016/2017: Overall Key Stage Progress: 52%
2017/2018: Overall Key Stage Progress: 64% (12% increase)
MAPP is an assessment system that enables teachers to capture the progression of our student’s social development, and the lateral progression that they make in school. Student’s targets are assessed based on 4 strands
Prompting: Does the student require lots of help, or can they do it independently
Fluency: How good are they at completing the skill?
Maintenance: How often are they completing the task and are they consistently achieving this.
Generalisation: Who do they complete the task with, in what environment
Students collect 1 point for every step they move along the continuum of skill. Below is the average number of steps on average a student at Fox Hollies has made this year.
Average points progress over 4 developmental areas across the school: