Saxon Mount School

Key Information and Performance Indicators with data from 2018 19

Our Curriculum• Reflects the interests and needs of each cohort• Is challenging and engaging• Is ambitious• Prepares pupils well for choices after leaving school

Our curriculum also engages

our pupils very effectively.

Because our pupils enjoy

lessons and learning, they

come to school regularly:

It is particularly important to make sure that the average rate is not masking significant differences in individuals’ attendance. If there is a very small number of pupils who are persistent non or low attenders, consider the

attendance figure without these pupils’ attendance.Attendance Guidance, OFSTED 2011

94.3%

95.4%

90.3% 88.9%

93.5%

94.6%

86.0

87.0

88.0

89.0

90.0

91.0

92.0

93.0

94.0

95.0

96.0

School 2018 19 School minus 4 low

attenders 2018 19

National Special Schools

2017/18

ESCC Special Schools 2017

18

Hastings Secondary

Schools 2017 18

National secondary

schools 2017 18

Overall Attendance 2018 19

And when they are at school, they behave well and are ready to learn!

•Exceptionally low level of exclusion over time

•High attendance over time

•Outstanding engagement in lessons over time

2016 17 data only available for terms 1-5 for

Hastings secondary schools: Average is 990 ½

days. For Hastings primaries it is 52 ½ days. For

special schools in East Sussex it is 18 ½ days.

72

4145

1812

5 4 40 0 2 00

10

20

30

40

50

60

70

80

10 pupils

(2007 08)

11 pupils

(2008 09)

11 pupils

(2009 10)

5 pupils

(2010 11)

3 pupils

(2011 12)

3 pupils

(2012 13)

1 pupil

(2013 14)

1 pupil

(2014 15)

0 pupils

(2015 16)

0 pupils

(2016 17)

1 pupil

(2017 18)

0 pupils

(2018 19)

Fixed Term Exclusions

No of 1/2 days

Because our pupils are

very well engaged in

learning,

they are able to

participate in a wider

range of subjects than

similar pupils in other

schools:

Curriculum and Work-Related Learning

Key stage 3 – Y7/8/9

• English

• Maths

• Science

• History

• Geography

• Art

• Computing

• Design Technology

• Food

• Music

• PE

• Religious Education

• Citizenship

Key stage 4 – Y10/11

• Maths – GCSE or Entry Level

• English- GCSE or Entry Level

• Science – GCSE or Entry Level

• ICT – GCSE or Functional Skills

• RE

• PE

• Citizenship and careers

• GCSE Geography

• GCSE History

• GCSE Art

• BTEC Construction

• Food and Cooking

• Land Based Studies

• Health and Social Care

• Enterprise

• Performing Arts

• Creative Media

• Skills for Independence

and Work

• Sport

And because our pupils are so well engaged in so much learning, (supported by excellent teaching) they are entered into more qualifications and accreditations than similar pupils nationally (over 4 more per pupil):

Relationship Between Quality of Teaching

and Pupil Outcomes

53

46

47.5

44.4

44

52

47.5

48.9

3%

3%

2%

4.4

0

0

0

2.3

Teaching in 201516 (39 lessons)

Teaching in 201617 (40 Lessons)

Teaching in 201718 (38 Lessons)

Teaching in 201819 (45 lessons)

Teaching Over Time

Outstanding

Good

Requiresimprovement

Unsatisfactory

11

And they then go on to

achieve better

outcomes than similar

pupils in other

schools nationally

44%

70%

64.7%

80.65%

28%

45%

64.7%

70.97%

0

10

20

30

40

50

60

70

80

90

2016 2017 2018 2019

% pupils achieving 5+ 9-1 qualifications

Overall total % Included in performance measure

6.5

8.3

11.96

10.5

12.21

0

2

4

6

8

10

12

14

2016 2017 2018 2019 2019 (using2018

measures)

Attainment 8 Measure Overall

2016 2017 2018 2019 2019 (using 2018 measures)

When compared to similar schools

nationally,

Saxon Mount pupils are

exceptional!

19

Saxon Mount School

Saxon Mount, compared

with the 50 most similar

schools nationally

(Progress and Attainment).

Yearly progress and support

• Targets are ambitious- all pupils are expected to progress at an accelerated rate based on prior attainment

• Social or academic interventions are planned for all pupils where there is a concern

• Data is analysed regularly to ensure pupils make social and academic progress

Our analysis shows that over time, there are no gaps in performance for different groups of pupils.

Some children who are more disadvantaged do as well or better than their peers.

23

0

10

20

30

40

50

60

70

80

90

100

Eng Maths Sci Eng Maths Sci Eng Maths Sci Eng Maths Sci

Y7 Y8 Y9 Y10

Progress in English, Science, Maths all pupils.

Exceeded Met Not met

24

0

10

20

30

40

50

60

70

80

90

100

PP Non PP PP Non PP PP Non PP PP Non PP

Y7 Y8 Y9 Y10

Progress in core subjects:Those eligible for Pupil Premium support vs those not eligible

Exceeded Met Not met

25

0

10

20

30

40

50

60

70

80

90

100

BOYS GIRLS BOYS GIRLS BOYS GIRLS

English Maths Science

Progress in core subjects, all boys vs all girls

Exceeded Met Not met

Life after Saxon Mount…

• Pupils move on to a range of college courses, supported apprenticeships and traineeships

• A high % of pupils remain in education

• Several past pupils have accessed university courses after college

We aim to prepare pupils well for their next steps. Like our curriculum, this means our approach suits each individual and they all follow the route that suits them best.

We aim to prepare pupils well for their next steps.

Like our curriculum, this means our approach suits each individual and they all follow the route that suits them best.

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Life after Saxon Mount…

Leavers in 2018 Leavers in 2017 Leavers in 2016

And when they follow the path that is best for them, they continue on it for longer than many of their peers both nationally and in East Sussex:

31

84

85

86

87

88

89

90

91

92

93

94

England East Sussex Ex Saxon Mount Pupils

% 16/17 year olds recorded as participating in education or

training, June 2017

with SEND without SEND

Feedback from

parents and

visitors to the

school

‘She has been given so much, in so many ways and I know from the research I had to do, there is no other school which

could have addressed her needs so well.’

Karen lives in Bexhill with her three children. Her youngest daughter Miffy attends Saxon Mount School.

‘I can say without hesitation that sending Lilly to Saxon Mount was the single best decision we have ever made. She

has been on a long and difficult journey but the road ahead is

much smoother now.’

Camille and James Morris have three daughters, Lilly, their youngest, attends Saxon Mount School.

‘We are thrilled that her speech and language is so much better since she first started at Saxon Mount and we

sometimes joke that she never stops talking now.’

Carol and Paul live in Hastings with their granddaughters, Sarah, aged 17 and Charlie, aged 13.

‘Since starting at Saxon Mount, he has made brilliant progress. He is studying for his GCSEs. His passion is trains

and the brilliant teachers have worked that out and include it

as a theme in everything he does.’

Amanda lives in Nutley with her sons, Joshua aged 14 and Nicholas, aged 10.

Parents provide regular feedback and are consistently very happy with the provision we make (where they answer ‘don’t know’, questions are either not applicable because, for example, their child has not experienced bullying, or are individually discussed to overcome any worries).

38

61.4%

61.5%

77.2%

73.7%

71.9%

29.8%

61.5%

61.4%

36.8%

38.5%

22.8%

26.3%

28.1%

38.6%

38.5%

36.8%

1.8%

15.8% 1.8% 14%

12.2%

MY CHILD ENJOYS SCHOOL

MY CHILD IS MAKING GOOD PROGRESS AT SCHOOL

I AM MADE TO FEEL WELCOME WHEN I COME INTO

SCHOOL

I FIND IT EASY TO APPROACH THE SCHOOL WITH

QUESTIONS OR PROBLEMS TO DO WITH MY CHILD

THE SCHOOL EXPECTS MY CHILD TO WORK HARD AND

ACHIEVE HIS OR HER BEST

MY CHILD GETS THE RIGHT AMOUNT OF HOMEWORK

THE SCHOOL KEEPS ME WELL INFORMED

THE SCHOOL DEALS WITH BULLYING EFFECTIVELY

PARENTAL FEEDBACK MARCH 2019

Strongly agree Agree Disagree Strongly disagree Don't know

An External School Adviser visits Saxon Mount regularly to support Governors in evaluating our performance:

‘The pupils at Saxon Mount exhibit excellent behaviour and attitude to the school,

the staff, and their work. It would be easy for visitors to assume that this is a

reflection on the pupils themselves, something which is undoubtedly true.

However, a closer analysis of the experience and records of these pupils in their

previous placement’s points to a wide range of serious issues:· Exceptionally poor attendance

· Very poor attitude to work

· Poor relationships with other pupils and staff

· Parents who in many aspects have given up hope of anything like a normal

educational experience for their child.

What the visitor, parents, pupils themselves, and teachers see is pupils who are

now within an outstanding educational culture of support and development. This

is one where pupils are able and encouraged with support of their teachers and

parents to take ownership of their future. They enjoy a culture of care,

commitment and a relentless pursuit to be the best they possibly can.

Extract from Annual Report to Governors July 2019.