How well do learners achieve?

How do we use the Pupil Premium?

We receive Pupil Premium funding for some of our students and given the individual complexity of their needs we use the funding on an individual basis. Improvement in student progress within a key area is usually best supported and made likely by improving their access to communication.

Thus an individual student will have targets set around literacy, numeracy, ICT and will be supported in their progression by:

  • extra speech and language sessions
  • access to an extended range of specific technology
  • access to specific ICT support

Pupil Premium reporting 2014-5015

Pupil premium funds were used on an individual basis and utilised to fund improving the access of each young person to communication. For each individual this meant assessing need and targeting an aspect of communication which could enhance the young person’s access to curriculum areas.

For the 5 young people in receipt of Pupil Premium:

  • 3 have shown improvement in literacy
  • 5 have shown improvement in ICT
  • 4 have shown improvement in number

What has been noted for this group of 5 young people is the lateral progress they have demonstrated in being able to apply enhanced communication skills to all areas of their lives , particularly in their capacity to make concrete choices. These skills are captured in a range of evidence - photographic, narrative, observations, video, target achievement and IEP achievements.

Pupil premium funds will continue to be used in this individual and targeted manner.

At Hannah’s we assess student progress using a wide range of sources of progression data:

  • P level data
  • Multi disciplinary meeting reports
  • Progression passports
  • Daily Living plans
  • IEP achievements
  • Nursing care plans and targets
  • Physiotherapy plans and targets
  • Speech and language plans and targets
  • Feedback from parents, other stakeholders and professionals.

We ensure that we capture “progression” for our complex young people in its broadest sense as well as comparing achievements against national data.

Pupil Premium reporting 2015-2016

Pupil premium funds had previously been used to target access to the curriculum via improved communication, however during this academic year no Pupil Premium funds were received from local authorities.

PE and Sport allocation

The school is in receipt of £500 as a sports allocation. This will be utilised during the academic year and it’s spend, outcomes and impact reported on at the end of the academic year cycle.

Learner's Attainment 2015-2016

Attainment is good / outstanding overall with learners achieving exceptionally well against challenging targets. Virtually all learners achieved their targets for the year 2015-2016, a substantial number exceeding expectations particularly after returning to school following admissions to hospital and ongoing health problems. Students who spent a significant part of the academic year in hospital returned to school and made GOOD progress. There was no unsatisfactory achievement. As a result of the analysis of progress the achievement target for IEP aims is at least 90% (this figure allows for an occasion when a learner’s IEP was suspended during a period of post hospitalisation rehabilitation.

The quality of learning and achievement is good to outstanding. We have judged it as generally outstanding as the learners have to overcome increasingly serious challenges in order to make the most of their learning opportunities. Despite the complex nature of their disabilities, medical challenges and learning difficulties, the learners make very good to outstanding progress and achieve a very high quality of learning that is corroborated by our ‘P’ level data. Progress is also reflected using more qualitative lateral measures such as target achievement within speech, physiotherapy, support and the day to day context of the health status of young people. The specific model of curriculum delivery also allows learners to demonstrate consistency of progress across all the areas of daily living. This is particularly important in supporting choices as they move through adolescence into young adulthood when the capacity to make communication choices in relation to daily living can make a huge difference to outcomes for them.

The learners show obvious enjoyment and enthusiasm for their learning experiences and this is reflected in the displays of their achievements and learning as well as the happy and relaxed atmosphere within the school.

This year’s achievements are as follows:

Learner's Attainment Analysis 2015-2016

Overview: It is recognised at Hannah’s that there are a series of points across any given period that assessment of progress (data capture and qualitative measures) take place including:

  • data capture of P level progress
  • annual review or education, health, care plan reviews (EHC plans)
  • annual report
  • IEP reviews
  • care plan reviews (where appropriate and in place)
  • Multi disciplinary meetings
  • Child in Care (CIC) / Looked after Child (LAC) where appropriate

This process aims to capture all relevant aspects of progression to create an holistic, integrated view of each young person to make sure that they are “ready to engage with learning” and can achieve as much as possible in order to support independent choice making. Targets are set in relation to all aspects of provision. Thus progression for students is viewed as an holistic, integrated progress with opportunities for extensions to learning built into all sessions.

Our target setting process includes the following elements:

  • Individual student assessment and targets set by pre and post 16 teachers and tutors.
  • Whole school targets
  • Challenging targets allied to evaluation of student progress and often set as extension materials within lessons.

Analysis according to the following: Whole school data, Pre 16, Post 16, Gender, Child in Care / Looked after Child (CIC / LAC), Ethnicity, P level groups P1-P3 and P4-P8 (NC 1 or 2 where appropriate), Key stage.

Progression Guidance has been adapted in order to quantify our student progress and is defined as follows:

  • OUTSTANDING Progress of two sub levels or more
  • GOOD Progress of one sub level
  • SATISFACTORY Maintaining level/horizontal progress
  • INADEQUATE regression unless linked to a contextual explanation such as a period of hospitalisation, health issue
  • Student progress / targets are reviewed formally at least termly within an integrated model and we view student’s progression as occurring within very small steps.
  • Any students identified as satisfactory are discussed at the education and multi disciplinary team meetings - the reasons for this are explored and challenged. The reason for a satisfactory grade is usually related to health status and the team may well reflect that given health issues the student has done very well to maintain satisfactory progress. Curriculum support is offered by the team when any young person in the school is admitted to hospital. Other issues will be challenged and managed in order to support learner progress.
  • Progress is also evaluated via analysis of IEP aims for Maths, English and PSHE.
  • National Progression guidance is used to look at the “likelihood” of achievement at KS4 to inform target setting for relevant young people.

An evaluation of each year’s achievements is made during the autumn term to be:
Presented to the governing body

  • To inform the Self Evaluation Form (SEF)
  • To inform the School Improvement Plan (SIP)
  • To inform the next year’s target setting policy across the school and in terms of individual progress.


The learners within the school present as an extremely complex and vulnerable cohort. For many of them their education will be interrupted by time out of class due to ill health (eg seizures), admission to hospital and possibly complex surgery (eg spinal surgery) with subsequent rehabilitation. Their daily routines within education time include complex medical and nursing intervention such as gastrostomy feeds, suction and oxygen. The sensory curriculum is therefore adapted to suit each learner’s needs.

The data presented for 2015-2016 demonstrates that despite these issues learners achieve predominantly good to outstanding results across all curriculum and target areas. It is noted that within small cohort sizes the attainment levels of just one student can significantly impact on the presentation of the data.

Download our graphical representation of results 2015-2016

NOTE: Red banding indicates “GOOD” for the purposes of reporting and is the area which is reflected in school targets for improvement.

Satisfactory outcomes are tested and discussed and are usually contextualised within issues arising in the health status of children and young people. This has been particularly so in 2015-2016. Within this context it is to the young people’s credit that they maintain satisfactory progress and do not regress substantially. No unsatisfactory outcomes were reported during this academic year.

Early discussions / meetings with another school which also delivers curriculum to students with this range of complex needs indicates that although they use a different curriculum platform for delivery levels of achievement are within a good degree of tolerance.

Analysis in relation to the following was also carried out:

  1. CIC / LAC - 83% of students are Looked After Children / Children in Care due to the number of nights of care received or parental consent to that status due to complexity of need /funding (ie over 79 nights short breaks in any one year = Section 20 or Section 17 status). This status is often a benefit in respect of progress tracking and capacity to review and amend curriculum delivery if required based on more regular planned contact with families and a range of professionals.
    There are NO discrepancies in relation to attainment, opportunities to learn and engage and access to supporting therapies between CIC / LAC and those not so defined in law.
  2. GENDER - 60% of students are female and 40% male. All follow individual timetables tailored to their unique set of educational / support needs. There are no appreciable differences in attainment which can be attributed to gender.
  3. ETHNICITY - All students are defined as White British within the school at present.
  4. KEY STAGES - Representation of all key stages is present with the exception of KS2 during this academic year.

Chris Freestone, Head Teacher
August 2016