pupil progress report - woodfield school...progression ks2 to ks3 the progression of the pupils from...

Woodfield School is a company limited by guarantee (company number 8905350, registered in England and Wales) that has its registered office at Woodfield School, Glenwood Avenue, Kingsbury, London, NW9 7LY

Woodfield School 2016

Pupil Progress Report

Contents Woodfield School Assessment Model 2015-16 ........................................................................................................... 3

Headline Statements from Data Analysis 2016 ........................................................................................................... 5

Progression KS2 to KS3 ................................................................................................................................................. 7

Progression from KS3 to KS4 ........................................................................................................................................ 7

Progression KS2 to KS4 ................................................................................................................................................. 7

High Attainers .............................................................................................................................................................. 8

Key Stage analysis ........................................................................................................................................................ 9

Year Group Analysis ................................................................................................................................................... 10

Contextual Data Analysis ........................................................................................................................................... 11

Behaviour and progress ............................................................................................................................................. 14

Attendance and Progress ........................................................................................................................................... 14

Secondary Subjects ................................................................................................................................................... 15

External Accreditation Results ................................................................................................................................... 16

Action Points .............................................................................................................................................................. 18

Duke of Edinburgh Award Scheme ............................................................................................................................ 19

Residential Education ................................................................................................................................................. 20

Speech and Language Therapy .................................................................................................................................. 22

Yoga Impact Report .................................................................................................................................................... 25

Dramatherapy Impact Report ................................................................................................................................... 26

Woodfield School Assessment Model 2015-16

In September 2014 a new assessment system was put in place to provide a

continuum of progress appropriate for the profile of our pupils. We moved to 'assessment without levels' by developing a system based on ‘can do’ statements

written by specialist teachers that are in line with the curriculum of the school.

There are five P levels in our system starting from P4 to P8 followed by a ‘W’ level

and continuing to four Stages. Each P level/Stage contains ‘Can do’ statements/descriptors. Teachers continually monitor the progress pupils are

making throughout each term. We also monitor stages of progress within a P level/Stage.

In 2015-16 Woodfield took part in a tri-borough assessment project for ‘Bridging

the Gap’ between P levels and NC levels. This piece of work resulted in the creation of a W level. A set of ‘Can do statements’/descriptors beyond P levels and working

towards NC levels were formulated. This bridging level enables us to record and show progression for those pupils falling between P level and Stage A.

Teachers have a strong day to day focus on formative assessment using a range of

methods including effective questioning, planning evaluation and moderation of work to record results. Pupils have a good understanding of their targets and next

steps and are given opportunities to assess their own learning. Recorded

assessments via Classroom Monitor are used to create a profile of progress each term that is shared with parents. Additional targeted support is put in place for

pupils who are identified as in need of further intervention.

From end of KS2 (KS3 Entry) to end of KS4 This covers a period of five years, from Y7 to end of Year 11.

For pupils who were at a ‘Stage’ level at the end of KS2 (or Y7 entry): Good progress is 25-27 Steps

Outstanding/above expected progress is 28-30 steps or more Exceptional progress is 31+ steps

For the pupils who were in P or W levels at the end of the previous academic year:

Good progress is 20-22 Steps Outstanding/above expected progress is 23-25 steps or more

Exceptional progress is 26+ steps

Annually

KS2-KS4

Entry on Stage A,B or C

Entry on W, P levels

Entry on Stage A,B or

C Entry on W,

P levels

Good progress 5 4 25-27 20-22

More than

Expected/Outstanding progress 6 5 28-30 23-25

Exceptional progress 6+ 5+ 31+ 26+

In order to be able to accurately measure progress we have translated the sub stages coded into numbers.

Stage D Emerging D1 (9steps) 81

Entry 3 -Level 1 Working at to

to

Consolidating D9 89

Stage C Emerging C1 (9steps) 72

Entry 2-3 Working at to

to

Consolidating C9 80

Stage B Emerging B1 (9steps) 63

Entry 1-2 Working at to

to

Consolidating B9 71

Stage A Emerging A1 (9steps) 54

Entry 1 Working at to

to

Consolidating A9 62

Stage W Emerging W1 (9 steps) 45

Working at to

to

Consolidating W9 53

P levels Emerging P4.1 (9steps for each P

level) 0

Working at to

to

Consolidating P8.9 44

Headline Statements from Data Analysis 2016 Progression KS2 to KS3

The progression of the pupils from KS2 to KS3 is outstanding for both the pupils who

entered KS2 in P levels as well as the rest of the school population. 89% made outstanding and above progress in English 84% made outstanding and above progress in Maths

85% made outstanding and above progress in Science 78% made outstanding and above progress in PSD

80% made Upper Quartile progress in English, 90% in Maths and 90% in Science Best progress was noted in English andScience. Progression for the 2015-2016

cohorts was higher compared to 2014-2015 cohorts except for PSD.

Progression from KS3 to KS4

Progression from KS3 to KS4 is outstanding for both the pupils who entered KS3 in P levels as well as the rest of the school population.

88% made outstanding and above progress in English

81% made outstanding and above progress in Maths 88% made outstanding and above progress in Science

100% made outstanding and above progress in PSD 100% made Upper Quartile progress in English, Maths and Science Progression for the 2015-2016 cohorts was higher compared to 2014-2015 cohorts.

Progression KS2 to KS4

Progression from KS2 to KS4 is outstanding for both the pupils who entered KS3 in P levels as well as the rest of the school population

100% made outstanding and above progress in English 100% made outstanding and above progress in Maths 88% made outstanding and above progress in Science

88% made outstanding and above progress in PSD Progression for the 2015-2016 cohorts was higher compared to 2014-2015 cohorts.

Annual Progress –KS3

All KS3 year groups made outstanding progress.

81% made outstanding progress in English 78% made outstanding progress in Maths

88% made outstanding progress in Science 76% made outstanding progress in PSD Y9 did better in English overall, Maths and PSD. Y8 did better in Science

Annual Progress –KS4

All KS4 year groups made outstanding progress. 79% made outstanding progress in English 74% made outstanding progress in Maths

84% made outstanding progress in Science 79% made outstanding progress in PSD

Y11 did better in English, Maths and PSD Progress - KS5

Progression in KS5 was outstanding 87% made outstanding progress in English

83% made outstanding progress in Maths 87% made outstanding progress in PSD

Contextual Headlines

A greater percentage of Girls in KS3 made outstanding progresscompared to KS3 boys in all subjects (bar Eng S&L by 1%)

A greater percentage of Girls in KS4 made outstanding progress compared to KS4

boys in all subjects bar Science On Average, more SLD pupils made outstanding progress compared to other types

of need. A similar percentage of ASD and MLD pupils made outstanding progress on average

(94% & 96% Outstanding+)

A greater percentage of FSM pupils made outstandingprogress in all subjects compared to Non-FSM

A greater percentage of Pupil premium pupils made outstandingprogress in all subjects bar Maths compared to Non-Pupil Premium

A greater percentage of White and asian pupils made, on average,outstanding progress compared to other ethnicity cohorts

Mixed race pupils had the greatest percentage making outstanding progress in Maths

Asian and White pupils had the greatest percentage making outstanding progress in Science

A greater percentage of EAL pupils made outstandingprogress in Maths, Science and PSD compared to non-EAL pupils. The opposite true for English.

SLD learners are making outstanding progress in line with their MLD

counterparts in English, Maths, and PSD. MLD Learners are outperforming SLD learners in Science.

Learners with ASC, SEMH, Physical and Sensory Difficulties and who require Alternative and/or Augmentative Communication are making Outstanding

Progress. Behaviour/Attendance

There appears to be a positive correlation between a pupil having lower behaviour

points and making outstanding progress. Attendance seems to have a positive correlation with progress

Secondary Subjects

More than 75% of pupils made outstanding progress in secondary subjects

100% of pupils made outstanding progress in PE, 98% in RE and 97% in Music

Progression KS2 to KS3 The progression of the pupils from KS2 to KS3 is outstanding for both the pupils who entered KS2 in P levels as well as the rest of the school population. Best progress was

noted in English and Maths. Progression for the 2014-2015cohort was on average slightly lower.

KS2-KS3 –More than

expected progress

ENGLISH

MATHS

SCIENCE PSD

Average

KS2 -

KS3%

English

Maths

Science

% 2016 89 84 85 78 82

UQ 80 90 90

% 2015 82 77 80 82 80

MQ 20 10 10

% 2014 75 73 73 70 73

LQ 0 0 0

Whole school Progress of pupils with starting point NC Levels/ Stage A, B, C, W and P scales (Stage P)

Progress of pupils starting on P levels (Stage P)

Progression from KS3 to KS4 Progression from KS3 to KS4 is outstanding for both the pupils who entered KS3 in P levels

as well as the rest of the school population. Best progress was noted in PSD. Progression for the 2014-2015 cohortwas lower compared to this year’s cohort.

KS3-KS4- More

than expected

progress

ENGLIS

H

MATH

S

SCIENC

E

PS

D

Averag

e

KS3

- KS4

%

Englis

h

Math

s

Scienc

e

% 2016 88 81 88 100 89

UQ 100 100 100

% 2015 72 78 81 76 77

MQ 0 0 0

% 2014 71 71 76 76 74

LQ 0 0 0

Whole School Progress of pupils with starting point NC Levels/ Stage A, B, C, W and P Levels

Progress of pupils starting on P levels (Stage P)

Progression KS2 to KS4 Progression from KS2 to KS4 is outstanding for both the pupils who entered KS3 in P levels as well as the rest of the school population. Best progress was noted in English.

Progression for the 2014-2015 was higher this year in English compared to last year’s cohort

KS2-KS4 - More than expected progress ENGLISH MATHS SCIENCE PSD Average

% 2016 100 100 88 88 94

% 2015 88 81 81 81 83

% 2014 72 81 80 80 78

% 2013 85 80 80 75 80

Progress of pupils with starting point NC Levels/ Stage A, B, C, W and P Levels

There is, however, a number of pupils who, due to the complexity and severity of their

needs have made well below expected progress. The pupils have been identified and

teachers and heads of department are looking at those cases individually to arrange

appropriate support and provision in each case, and interventions will be described in

departmental action plans.

Below expected English Maths Science PSD

KS2-KS3 n=23 1 1 1 0

KS3 -KS4 n=18 0 0 0 0

KS2-KS4 n=18 0 1 1 1

A breakdown of pupils not making expected progress by year and curriculum area/strand

SL R W En NS GM Ma Sci PSD

Year 7 2 3 6 3 1 1 1 2 2

Year 8 2 3 4 3 2 3 2 1 3

Year 9 2 2 4 3 1 1 2 2 2

Year 10 3 5 5 5 2 1 1 2 2

Year 11 2 2 2 2 1 2 2 1

Sixth Form

3 5 3 4 1 2 2 N/A 4

High Attainers Pupils working at band C or above at any point in the year.

Number of High Attainers not making expected progress, total no’s in ()

SL

(68) R (64)

W

(40)

NS

(47)

GM

(46)

Sci

(9)

PSD

(35)

Year 7 1

Year 8

Year 9 1

Year 10 2 1 2 1 1

Year 11 2 1

Sixth Form 1 1 1 1 1 N/A

Total 5 2 5 2 3 0 0

0

20

40

60

80

100

KS2-KS3 KS3-KS4 KS2-KS4

Average progress across Key Stages

2016

2015

2014

Key Stage Analysis

KS3 SL R W En NS GM Ma Sci PSD

Exceeding 13 19 11 14 9 11 10 4 29

Outstanding 73 71 58 67 70 66 68 84 47

Good 6 1 13 7 16 16 16 8 14

Outstanding + 86 89 69 81 79 77 78 88 76

Good + 92 90 81 88 95 93 94 97 91

Working towards 8 10 19 12 5 7 6 6 9

KS4 SL R W En NS GM Ma Sci PSD

Exceeding 5 8 8 7 3 6 4 0 5

Outstanding 76 70 68 71 71 68 70 84 73

Good 3 0 3 2 18 18 18 8 16

Outstanding + 81 79 76 79 74 74 74 84 79

Good + 84 79 79 80 92 92 92 92 95

Working towards 16 21 21 20 8 8 8 8 5

KS5 SL R W En NS GM Ma PSD

Exceeding 17 13 13 15 4 4 4 15

Outstanding 67 73 77 72 78 80 79 65

Good 8 2 2 4 16 10 13 10

Outstanding + 84 86 90 87 82 84 83 87

Good + 92 88 92 91 98 94 96 90

0

20

40

60

80

100

EngSL

EngR

Eng W

Eng Overall

MathsNS

MathsGM

MathsOverall

PSD

Outstanding + percentages by Key Stage/core

Key Stage 3

Key Stage 4

Key Stage 5

Year Group Analysis

SL R W En NS GM Ma Sci

PS

D

Year 7 Exceeding 19 22 11 17 7 4 6 4 41

27 Outstanding 63 67 52 60 67 78 72 85 33

Good 11 0 26 12 22 15 19 7 15

Outstanding + 81 89 63 78 74 81 78 89 74

Year 8 Exceeding 17 13 17 16 0 3 2 0 37

30 Outstanding 70 70 57 66 83 60 72 90 33

Good 7 3 7 6 10 23 17 7 23

Outstanding + 87 83 73 81 83 63 73 90 70

Year 9 Exceeding 5 20 5 10 20 25 23 5 10

20 Outstanding 85 75 65 75 60 60 60 80 75

Good 0 0 5 2 15 10 13 10 5

Outstanding + 90 95 70 85 80 85 83 85 85

Year 10 Exceeding 5 5 5 5 0 0 0 0 5 20 Outstanding 75 70 65 70 60 60 60 80 70

Good 5 0 5 3 30 30 30 10 20

Outstanding + 80 75 70 75 60 60 60 80 75

Year 11 Exceeding 6 12 12 10 6 12 9 0 0 17 Outstanding 76 71 71 73 82 76 79 94 88

Good 0 0 0 0 6 6 6 6 6

Outstanding + 82 82 82 82 88 88 88 94 82

Year 12 Exceeding 6 0 12 6 0 0 18

17 Outstanding 71 88 88 82 71 82 71

Good 24 6 0 10 29 6 6

Outstanding + 76 88 100 88 71 82 88

Year 13 Exceeding 13 6 6 8 0 0 13

16 Outstanding 75 75 75 75 75 69 60

Good 0 0 6 2 19 25 13

Outstanding + 88 81 81 83 75 69 87

Year 14 Exceeding 33 33 22 30 11 11

9 Outstanding 56 56 67 59 89 89

Good 0 0 0 0 0 0

Outstanding + 89 89 89 89 100 100

*There may be 1 digit deviation in the sums due to rounding up of numbers

0

20

40

60

80

100

EngSL

EngR

Eng W

Eng Overall

MathsNS

MathsGM

MathsOverall

Sci PSD

Outstanding + percentages by year group/core

Year 7

Year 8

Year 9

Year 10

Year 11

Contextual Data Analysis

Gender SL R W English Maths Science PSD Ave

Boys (KS3) 51 86 88 67 80 76 89 73 81

Girls (KS3) 26 85 88 73 82 85 90 81 85

Boys (KS4) 28 79 75 68 74 68 86 71 75

Girls (KS4) 9 89 89 89 89 78 78 78 87

SEND English Maths Science PSD

MLD 71 76 91 77

SLD 76 84 74 76

ASC 77 72 83 70

SEMH 67 74 89 73

PD/SD 86 71 87 79

AAC 78 78 67 82

0

20

40

60

80

100

Eng SL Eng R Eng W Eng Overall Maths Science PSD

More than expected progress by Gender & Key Stage

Boys (KS3)

Girls (KS3)

Boys (KS4)

Girls (KS4)

0

20

40

60

80

100

English Maths Science PSD

More than expected progress by SEN

MLD

SLD

0

20

40

60

80

100

English Maths Science PSD

More than expected progress by SEN

ASC

SEMH

PD/SD

AAC

FSM SL R W English Maths Science PSD Ave

FSM 48 90 88 79 85 85 92 79 86

Non FSM 66 80 83 67 77 71 83 74 77

Pupil Premium (PP)

SL R W English Maths Science PSD Average

Pupil

Premium 70 83 81 71 84 71 91 77 80

Non PP 44 82 80 66 77 77 80 77 77

SL R W English Maths Science PSD Ave

CLA 6 83 50 83 72 83 76 83 77

0

20

40

60

80

100


More than expected progress by FSM (Y/N)

FSM

Non FSM

0

20

40

60

80

100


More than expected progress by Pupil Premium (Y/N)

Pupil Premium

Non PP

83

50

83 72

83 76 83

0

50

100


CLA

CLA

Ethnicity SL R W English Maths Science PSD Ave

Black 48 90 88 77 85 75 83 77 83

White 18 78 72 50 67 67 100 63 70

Asian 22 77 68 64 70 73 91 73 75

Mixed 8 88 88 75 83 100 75 88 85

Other 18 80 90 65 78 80 85 80 81

EAL SL R W English Maths Science PSD Average

EAL 70 81 80 70 77 81 87 79 81

Non EAL 44 89 91 70 83 73 86 77 80

0

20

40

60

80

100

120


More than expected progress by Ethnicity

Black

White

Asian

Mixed

Other

0

20

40

60

80

100


More than expected progress by EAL (Y/N)

EAL

Non EAL

Behaviour and progress Most pupils (of whole school) had less than ten recorded behaviour incidents this year. The pupils with the least number of incidents made most outstanding + progress. The pupils

with the highest number of incidents had the higher % of ‘working towards’ However, this isnot a safe conclusion as the group sizes differ a lot. There is only a 2% difference in ‘Outstanding +’ which shows that, in general, behaviour does not have a notable impact on

progress.

Number of points >50 30-50 10 - 30 <10

Number of students

(whole school) 9 14 26 64

Exceeding 44 0 27 14

Outstanding 33 64 58 66

Good 11 29 8 19

Outstanding + 78 64 85 80

Good + 89 93 92 98

Working towards 11 7 8 2

Attendance and Progress Pupils with more than 95% of attendance made more outstanding+ progress compared to

those with lower attendance. Pupils with less than 90% of attendace had the higher % of ‘working towards’. This may not be indication that higher attendance is related to higher progress.

Attendance % >95%

90-

95% <90% % of students (whole school) 54 26 20

Exceeding 17 12 10

Outstanding 73 71 63

Good 10 12 17

Outstanding + 89 83 73

Good + 99 95 90

Working towards 1 5 10

Impact of Interventions The numbers indicate % of pupils making Outstanding+ progress. There is a clear positive

impact of SALT, especially in the form of implemented programmes. Emotional Wellbeing for PP impacted positively on PSD progress as well as Nurture Groups had a positive impact on progress.

Secondary Subjects

% PE Food

Tech Music Art Geography RE History Dance

Design

Tech

Exceeding 0 33 0 12 0 0 0 89 14

Outstanding 100 47 97 70 80 98 87 7 69

Good 0 11 3 10 5 0 11 0 17

Outstanding + 100 80 97 82 80 98 87 96 83

Good + 100 96 100 92 85 98 98 96 100

86

50

100

70 71 74 77 83 82 83

100

70

83 79

83

40

50

60

70

80

90

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Interventions Impacting on Outstanding Progress (average)

External Accreditation Results

Key Stage 4 Qualifications 2016

GCSE Entry Level Pre

entry Voc Ed

Subject No of

entries C D E 3 2 1 PP

AQA

Unit Awards

English 10 6 4 0

Maths 14 3 6 4

Science 13 6 6 1

Art Media and Performance

3 1 1 1 0

Design Technology (Food)

13 7 6 0

Design Technology

(Graphics) 4 1 0 3

Design Technology (Textiles)

13 7 3 3

History 12 5 4 3

ICT 13 5 5 3

PE 17 8 3 6

RE 13 4 9 0

ASDAN PSD 12 6 5 1

ASDAN Transition Challenge

25 25

Unit Awards 23 23

Key Stage 5 Qualifications 2016 Entry Level

Year 13 No of entries 3 2 1

Functional English (S&L) 11 10 1

Functional English (R) 11 5

Functional English (W) 11 5

Maths 13 5 5 3

ASDAN PSD 15 8 4 3

Year 12 Vocational Education 16

Cycle Maintenance 3

Fashion 4

Graphics 2

Digital photography 3

Catering 4


Cycle Maintenance 4

Fashion 2

Graphics 5

Catering 3


Cycle Maintenance 1

Fashion 2

Graphics 2

Catering 4

Destinations for those pupils leaving Woodfield School to move onto further education in

July 2016.

Barnet and Southgate

Level 1 Performing Arts 1 (1 Yr 12)

IMI Level 1 diploma Vehicles 1 (1 Yr 11)

CNWL

Preparation for work- Entry level 3 8 (3 Yr 14, 2 Yr 13, 3 Yr 12))

Living to learning – entry level 2 3 (3 Yr14)

Harrow College

Entry 3 Vocational studies 4 (3 Yr 14, 1 Yr 11)

Alperton Cohort

Results 2014 Results 2015 Results 2016

D E F G D E F G D E F G

English 1 3 2 1

Art 2 1 5 1 1 1 2 1 3 1

Maths 2 2 1

Health &Social

care

1 1

Music 1

Total GCSE

2 2 5 2 1 5 4 2

Science B tech

100% pass 100% pass

Creative Media

40% pass

This is the first cohort of eight pupils to take GCSE’s at Alperton

Community School.

7 pupils transitioned into year 12 and one pupil returned to

Woodfield Sixth Form.

This is the second cohort of 5 pupils to take GCSE’s at Alperton

Community School.

All 6 pupils transitioned into year 12 where one pupil is taking A Level

Art.

This is the third cohort of 8 pupils to take GCSE’s at Alperton

Community School.

All 8 pupils transitioned into year 12. All pupils gained passes in Entry

Level English (3 L3, 3L2, 2L1), Maths (7 L3, 1 L2)

Science (8 L3) Food Tech (8 L3) Rel (6 L3 2 L2)

Action Points All curriculum areas will continue to devise and deliver targeted interventions for pupils

who aremaking less that expected progress. – documented in action plans/intervention lists/reports.

- English – focus on Writing, whole school and especially boys

- Maths – focus on Geometry and Measure, espYr 8 and 10 - PSD – focus on Boys in both KS3 & 4

The school is tracking key groups to develop pedagogy and our curriculum to meet our changing needs base.

- English- develop pastoral support programmes to meet the needs of learners with

SEMH - Maths - introduce a practical currency focus to support learners with ASC. - Science - develop its differentiation with SALT through training, resources and

practical focus to support learners who require AAC.

Investigate why 15% of pupils not making good or expected progress in Geography. Track High Attainers who are not making good or expected progress in all areas.

Investigate for core subjects pupils who are not making good or expected progress and

with high behaviour points.

Continue to work with parents and external agencies to improve attendance to over 95%

Duke of Edinburgh Award Scheme

Woodfield School currently offers Duke of Edinburgh Award Scheme (DofE) for pupils aged

14-19 to complete their bronze and silver award. DofE allows pupils to set new goals in life

and gives them the opportunity to be the very best they can be.

Pupils start their DofE in September and have to

complete a number of tasks to make them eligible

for a qualified expedition. Tasks include a minimum

of 3 months volunteering in the community; 6

months of physical activity; and 3 months of

improving their skills (cycle maintenance, baking and

cooking, and board games).

Once they have completed the 3 sections (skills, volunteering and physical) pupils can

progress on to the practice expedition and qualifying assessment.

The bronze practice assessment gives pupils the practical experience of

what a real expedition looks like. This can be a daunting and

challenging experience for some pupils as they are sleeping in a tent

overnight on the school grounds. They have to practice using the maps

to navigate, use the cooking equipment and to manage their time

effectively. This is an important stage of the course as it provides the

‘hands on’ experience before the final assessment. For one student in

particular MH, this was the first time she had wore a pair of hiking boots

and walked 15 kilometres. It was astonishing to see how the group

worked collectively in this new challenging environment.

The bronze assessment takes place around May at Phasel’s Wood campsite and is a 2-day

assessment. Pupils must show, an external assessor, that they can cook their own meal,

set up the camp as a team and navigate around the countryside using maps and

compasses.

The silver practice assessment is more intense, with a 2 night stay in the Chiltern Hills.

Pupils are expected to walk 9-12 kilometres per day and manage their food packs for the 3

days.

The silver assessment takes place in the New Forest

around June and is a 3-day assessment, with a

minimum of 4 hours of walking per day and total 7

hours of journeying. The pupils head to the New Forest

on Monday to prepare for the expedition and arrive

back at school on Friday. The pupils are rewarded for

passing their silver award with a trip to the local beach

and celebratory BBQ. For AC there was a lot of anxiety

leading up to the expedition and the thought of leaving

his family for a full week was very upsetting. However, the team supported him through

the training and reassured he could do it. AC achieved his silver award in 2016 along with 3

other pupils.

26

10

DofE 2013 - 2016

Bronze Silver

0

2

4

6

8

10

12

Year 7 Year 8 Year 9

EAL

Pupil Premium

Residential Education

Woodfield School currently offer pupils in Key Stages 3 and 4 the opportunity to go

on weeklong residential. The main purpose of the residential is for pupils to become

more independent, improve their communication and social skills, and to

experience a new environment outside of

London.

For pupils in years 7, 8 and 9 there are 14

places. The Frontier Centre is a 120 acre rural

venue, 90 minutes outside of London, which

provide some excellent team building activities.

Activities include: walk the plank, rock

climbing, abseiling, high ropes and canoeing.

All pupils who attend the residential are

expected to make their own beds, manage pocket money and assist with cleaning.

One pupil in particular KK it gave her the

opportunity to communicate with other

pupils and start to build friendships. This

was great to see as previously KK felt

isolated with her peers due to her

communication needs. Similarly, HB an

EAL pupil was anxious about being away

from his parents. The residential built up

his confidence and he thoroughly

enjoyed being independent.

There is also evidence to support the rise in attainment. All 14 pupils reached their

end of year targets, making outstanding progress.

In addition, there are 5 pupils now attending a weekend

sports club and the excitement for future residentials

keeps on growing.

For pupils in years 9, 10 and 11 there are also 14 places

for Lockerbrook Outdoor Centre.

Lockerbrook is situated in the Peak District and offers

glorious views, overlooking the Ladybower Reservoir.

Activities included: weaselling, rock climbing, cave

walking, abseiling on an old train track bridge and hiking.

Pupils are also advised to help out with cleaning, cooking

and managing their own kit to promote their independence.

Similarly to the KS3 residential there is more evidence to support the rise in

attainment. All pupils reached their end of year targets, also making outstanding

progress.

2.5

0.8

2.3 2.8

1.1

2.5 3.1

1.4

2.8

SA RM TS

Attainment Levels PE

Term 1 Term 2 Term 3

For example in PE, TS, a pupil know for causing disruptive behaviour was given a

chance to improve his behaviour and attend the KS4 residential. This was

something for TS to work towards and think of his actions.

Likewise, with RM an SLD pupil who lacks social

skills and independence skills. The residential

gave RM the opportunity to communicate with

others in a new environment.

Pupils who have attended a residential have

shared their experiences with peers. This

created a positive learning environment

providing them with something to work for

throughout the year.

Speech and Language Therapy

Impact Report 2015 – 2016

Summary of the Provision

For detailed information, please refer to the Speech and Language Service Delivery

Procedures. The procedures are a working document continually updated to meeting the

changing needs of Woodfield School.

Wave 1 (Universal)

Whole School and whole class training

Oral Language teaching, whole school Total Communication Policy,

building capacity of staff

Wave 2 (Targeted)

Intervention Programmes &

Class supports

Groups and programmes targeting identified

pupils, delivered by school staff

Wave 3 (Direct)

Specialist intervention

SALT support

Monitored Groups and SALTA programmes

individual therapy

In the 2015 – 2016 school year, Woodfield School benefited from a speech and language

therapy (SALT) department consisting of 2 full time SALTs and 2 SALT Assistants. The

current Speech and Language Therapy caseload is approximately 90% of the pupils

attending Woodfield School. The ratio of the SALT to pupils does not allow for individual

and group therapy services for all pupils with special needs in communication.

At Woodfield School, consideration of the three wave approach to Speech and Language

Therapy services will promote best practice and improved learning outcomes for pupils.

Pupil targets at each wave are written onto Provision Map, indicating the waves of support

during each term.

Summary of Service in 2015 – 2016

The Speech and Language Therapy Department aims to ensure that the service is

transparent so that parents and the school team are aware of current areas of priority. The

support is planned at the beginning of each term in conjunction with the school team.

Summary of pupil goals and support is provided to teachers at the end of every term. An

annual summary of service provision and annual pupil summary is provided to the Deputy

Head and Head Teacher at the end of the school year. Please see service documents;

Service Provided, Annual Pupil Summary, Pupil Contacts for more information.

Support in 2015 – 2016 has included:

Wave 1

Training on use of CiP and The Grid 2

No Pens Day Wednesday

Lunch board – symbol exchange boards

Blank’s Levels of Questioning Training, bookmarks for teachers, pupil levels

provided to teachers

Key Chain Visuals for Staff

Brent Special Schools Network Meetings, Liaison with GOSH

Speech and Language Training to TAs (Tuesday afternoons for an hour) x 24

sessions

Makaton Beginners Course for Parents, Makaton Foundation Course, Makaton

Key signs to TAs (Tuesday afternoons for an hour) x 6 sessions, Makaton

Induction pack for new staff, Singing Hands visit for pupils

Trainings – Supporting pupils with SLCN in the classroom, ELKLAN: SLD

Course

Key words banks collages for Science, Maths, PSHE

Commencing whole school initiatives e.g., Shape Coding, Attention Autism

pilot

Dysphagia Training for TAs

Total Communication teacher observations and feedback to staff

Wave 2

SALT in class support and collaboration with teachers (15 classes supported)

Group/ class therapy with TA supporting (12 groups)

Updating The Grid 2 for pupils using AAC (4 pupils)

Targeted 2 Class TA sessions (9 pupils)

Home programmes have been provided to parents on request

Wave 3

Assessment / observation of pupils and reports for Annual Review, Outcome

target suggestions provided for pupils on EHCP

Attendance at meetings for specific pupils

Targeted 2 SALTA sessions (67 pupils)

Specialist therapy session with SALT (31 pupils)

Impact of service

SALT is visible within the school as a resource for all staff to access. Staff

have actively sought to collaborate with SALT to embed communication and

interaction targets for pupils in the classroom

Increased understanding in the range and breadth of communication

difficulties and Total Communication strategies to incorporate when

communicating with pupils

Staff awareness of specific pupil communication strengths and mode of

communication (e.g., Makaton, Voice Output Device) and using these modes

confidently to communicate with pupils

Parents feel involved in discussions, goal planning, and useful strategies to

use at home with their children

Appropriate and realistic pupil targets are set to ensure progress

Pupil goals targeted and achieved in sessions are embedded in to the

classroom to ensure generalisation

Classroom targets set by teachers are worked on in sessions to cater to pupil

individual needs and ensuring progress is made

Case Study

Pupil A received Wave 2, Targeted 2 Support for two terms (17 sessions in total) with her

class TA with regular support from the SALT via discussions, provision of resources,

modelling sessions and observation of the session. Pupil A’s teacher collaborated regularly

with the SALTs, making joint Communication and Interaction goals that were embedded in

the classroom. Pupil A’s TAs (2 TAs in the classroom) attended the Tuesday Afternoon SALT

Trainings, Makaton Trainings and one TA also completed the ELKLAN: SLD course,

successfully achieving a Level 3 qualification. Pupil A’s class received two terms of in class

support with the SALT. One term supported the use of Blank’s Levels of Questions in the

classroom and another term piloting the Attention Autism programme. Regular discussions

were made with Pupil A’s parents to ensure that targets were agreed upon.

Pupil A initially presented with a limited attention span being able to concentrate for 10

minutes at time, behavioural difficulties and significant language difficulties. Pupil A had a

poor vocabulary and spoke using short phrases and sentences often exhibiting difficulties

using specific verbs. She was unable to complete work due to her behavioural difficulties

and had difficulties listening and participating in conversations outside her area of interest.

Support provided under all three waves has enabled Pupil A’s language difficulties to be

supported holistically. Pupil A has achieved all her language targets in sessions. She is able

to follow instructions with prepositions using Makaton sign prompts. Pupil A can currently

produce an SVOP sentence (The boy is kicking the ball in the park) requiring prompting for

only the prepositional phrase (in the park). She is able to identify differences between two

items and with visual prompts can verbalise the differences.

This support has enabled Pupil A to successfully participate in the classroom. Her teacher

reports Pupil A’s communication skills have enabled her to progress across all areas of the

curriculum and in her social interaction with peers. Her attention has dramatically increased

with the use of visuals and a dramatic change seen in her behaviour. Pupil A participates

eagerly in class activities and is able to communicate what she understands and has learnt

via an increased vocabulary and improved sentence structures. She will listen to others and

contribute to a topic not of her choosing and displays an ability to reflect on her actions

when she gets upset. Pupil A is able to develop her vocabulary for curriculum subjects with

repetition and pre-teaching. She is able to develop and explain her ideas clearly. An

improvement has also been observed in Pupil A’s reading and writing skills. At the

beginning of the school year, Pupil A’s was at 50% Stage A for Speaking and Listening. She

increased to Stage B in January and ended the school year at 70% Stage B. Socially, Pupil

A has been noted to initiate interactions with peers during unstructured times.

Yoga Impact Report

4 pupils were on the case load for individual half hour sessions of yoga for the whole of the

academic year 2015-16.

All 4 pupils were set individual targets for Yoga.

Impact of yoga on pupils

Increased concentration

More focus

Improved posture

Breathing techniques

Up to 20 minutes of yoga in silence

Up to 25 minutes of mat work

Calming strategies

More stamina

Improved flexibility

Techniques transferring into classroom setting

Case studies

Pupil A

A’s improvement in concentration pattern within our sessions, there was less talking and

more focus. His breathing has improved, he has learnt to lower his shoulders more and

open his chest so that his sitting posture is much improved. He is now regularly managing

to practice yoga in silence for half of each of his sessions which is a great improvement

Pupil B

B’s posture has improved as has her breathing and she can now practice two out of three

of the breathing techniques by just copying me and without any verbal prompts. This is

the best way to avoid conversations during the class. B’s ability to perform certain

postures, including the balances has dramatically improved. Her focus is stronger. Twice

during the last term, we managed to do 20 minutes of the session in complete silence

whilst she copied all the postures, breathing exercises and eye exercises without uttering a

word.

Pupil C

He now spends around 25 minutes on the yoga mat, he is allowed a couple of minute’s

break when I feel his attention is shifting but he is a very capable young man who has

learnt a lot in such a short space of time. Pupil C has connected with the musical side of

the class – our welcome song “Om” which is accompanied by yoga brain gym exercises, is

now used in his classroom environment if he becomes stressed or anxious and it serves to

calms him down.

Pupil D

D’s flexibility is much improved and his alignment much better especially in his side angle

postures (triangle pose) – as his awareness of self has developed. Within these sessions I

have noticed a marked improvement in his ability to hold most positions for longer – he

has more stamina. On a few occasions D has come into the class feeling anxious or upset

from something that has happened during his week. I have found various postures, like

Lion Pose, to allow him to vent his feelings, and this had been very successful. I am

teaching D that the yoga techniques that he is learning, especially the breathing

techniques, can be used outside of the yoga lessons to help him cope with feelings of

anxiety and can really help him calm down.

Dramatherapy Impact Report

Summary of Provision:

Pupil Interventions:

Individual Dramatherapy (5 pupils)

Group Dramatherapy (8 pupil)

SRE intervention 10 week programme (8 pupils)

Short Term/Targeted Interventions (2 pupils)

Other:

Therapeutic Oversight – Consultation/Advisory Role

Clinical Supervision for Staff/Staff Teams.

Training for Staff:

Thinking Therapeutically in Classroom Settings (This term)

Supporting ASD Pupils with Sexually Inappropriate Behaviour (Next term)

EFT – The Basics (Oct 2015)

Summary of Work Undertaken:

Last academic year a total of seven pupils were seen for individual dramatherapy, two of

which were targeted specific interventions; two of these cases have now been closed,

where one pupil moved to a group setting this year, and one has successfully transferred to

a new school. This term, three of the pupils continue to access individual therapy. A new

referral for individual therapy has resulted from the SRE programme. Sixteen students had

some form of group intervention for the last academic year. Supervision was provided for

Pastoral Lead and Team and two learning assistants working with pupils with complex

needs. Work was also carried out alongside PSHE lead (KS3) to provide a more relevant

and interactive SRE curriculum using drama exercises and relational insights.

Impact of Work:

Impact can often be a tricky variable to quantify and measure when working with complex

emotional material. The work often requires numerous intuitive decisions on the part of the

professional on whether an intervention is having an impact on the emotional well being of

the pupil concerned and whether this is being translated across to other environments. For

example a highly withdrawn pupil who all of a sudden begins to log more behaviour

incidents might be seen as progress from a therapeutic point of view since the person is

now externalising their emotions, and it may take some time for the externalisation to

balance out. From within the therapy setting its clear that pupil’s emotional landscape does

shift in time.

Case Studies:

Individual Dramatherapy

A student who was habituated in blaming everyone for his anger was able to trust his

therapy space and the relationship enough to express that his angry feelings may be

because of his past experiences. This demonstrated an ability to reflect on a feeling that

was otherwise quite reactive and it became a stepping stone to exploring other feelings

that the aggression was hiding.

Group Dramatherapy

The group run in the autumn & spring term had one pupil who was referred for being

withdrawn and shy. He was able to express significant initiative in play with peers and take

ownership of his own creative impulses. This felt like an important personal leap given how

this pupil’s demeanour was prior to the onset of therapy. His tutor confirmed similar

observations outside his therapy.

SRE Intervention Programme

There was a particular pupil who was engaged in non consensual touch within the SRE

group and without. He was able to show the ability to internalise the importance of

personal space and consent through a drama exercise that worked with expressing “yes”

and “no” and exploring our comfort zones. Before this exercise I don’t think the pupil had

appreciated the importance of his own personal space and therefore was not able to think

about another’s.

Clinical Supervision

The immediate verbal feedback received from supervisees on how the strategies and

reflective thinking undertaken in supervision helped in their day to day work as learning

assistants; providing refreshing ways to approach and interact with their pupils illustrated

that the provision was not only benefitting the emotional well being of staff but also having

an immediate impact on their thinking and actions around targeted pupils.

pupil progress report - woodfield school...progression ks2 to ks3 the progression of the pupils from...

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