At Grange Academy we value all progress that pupils make and track it carefully. In every lesson, progress is assessed using differentiated learning ladders. We also use pupil observations within lessons and teacher assessment to track progress.
ASC staff track progress using the progression framework devised by the Autism Education Trust. Pupils are baselined in 8 areas of difference (e.g. sensory processing) and pupils are monitored using this tool to see what areas need focussing upon.
Teachers target set using Grange Target Trackers. This bespoke target setting system automates targets from differing starting points based on a pupil banding system. Targets are realistic yet aspirational and are tracked and monitored.
Teachers document pupil progress by updating their mark books ½ termly. This informs overall progress and identifies gaps in learning or key areas and afford intervention accordingly.
Discussions are held between subject teachers and their Head of Department in termly Pupil Progress meetings. In addition to this, pupil EHCP targets are tracked by Form Tutors and reviewed with the Head of Department or SENDCo. Testing of spelling and reading ages are administered termly.
Grange Steps use ‘I can’ statements, which build up as points over the course of the year, identifying small increments as well as leaps in progress. We use the Grange Steps to inform pupils’ pathways and ‘I can’ statements are clearly linked to KS4 qualifications (where applicable). As such, these steps capture pupils’ diverse learning profiles and varying abilities. All of which are monitored through challenging targets based on their comparative abilities.
Different ‘starting points’ (using baselining data) are important to know in order to chart expected termly progress and to intervene where necessary to support the pupils’ learning.
Grange Steps are used for each child from KS1 through to external examination accreditations, enabling children’s strengths to be mapped at whatever point they meet. It is a flexible system, easy for teachers to understand and work with, whilst also reflecting the requirements of the national curriculum and external examinations.
Pupils are assessed using both formative and summative methods. A termly summative sheet is produced for all subjects as well as an overall judgement on pupils’ social, emotional and behaviour achievements.
Through this process teachers are able to identify any underachievement or barriers to learning and any additional bespoke interventions are administered accordingly. This tracking ensures that all pupils are on target.
In all cases teachers will ensure that high expectations of all pupils are aligned with their individual abilities and EHCP needs. Realistic decisions are made as to whether pupils are able to access exams and particular qualifications.
- Level 1 and 2 qualifications
- Functional Skills
- Entry Level Certifications
- Entry Level Awards
- NCFE qualifications
GCSE examinations are challenging for some of our pupils with them being linear courses, with little/no coursework but examinations at the end of a two-year course. Where pupils are able to we prepare them for formal examinations. Pupils are able to access exams with additional support such as prescribed readers, scribes, electronic reading pens and with additional time.
We use a wide range of internal and external data to evaluate how effectively we are performing, moderate our own assessment judgements and plan for ongoing, sustained improvement.
None of our pupils take 8 GCSEs or have taken any KS2 SATs exams. Our cohort sizes are also small ( 13 pupils in Year 11 in 2019-20) meaning that the performance of just one pupil can significantly alter any trends seen in data. The fact that floor standards do not apply to special schools is clear recognition of the very limited relevance of these measures to our provision.
Whilst some of our pupils do achieve GCSE qualifications we also offer a wide range of other qualifications, such as Entry Level Certificates and Functional Skills.
“Inspectors will recognise that published data for very small groups of children should be treated with caution. For example, it will not be possible to draw conclusions about trends in relation to very small groups. Equally, it will be misleading to compare national rates of progress and attainment with progress and attainment rates for very small groups that have high proportions of pupils with special educational needs arising from their low cognitive abilities.”
Ofsted School Inspection Handbook, August 2015. Paragraph 174.
Examination Results Summer 2021
Results Summer 2020
Results Summer 2021
Results Summer 2022
5 GCSE Passes
7 GCSE Passes
6 GCSE Passes
7 Entry Level 2 Passes
Duke Of Edinburgh – Bronze Award
7 pupils achieved Bronze Award
2 pupils achieved Bronze Award
12 pupils potentially passed the Bronze Award last academic year – will be finalised by November 2022
4 GCSE English Language Passes
5 GCSE English Language Passes
7 GCSE Passes
Food & Cookery
3 Level 1 Certificate in Food & Cookery
4 Functional Skills Level 1 Passes
1 GCSE Pass
17 Entry Level Passes
1 GCSE Pass
1 GCSE Pass
6 Entry Level Passes
14 Entry Level Passes
9 Entry Level Certificates
17 Entry Level Passes
5 Entry Level 1 Award Passes
7 Entry Level 2 Award Passes
4 Level 1 Certificate Passes3 Entry 3 Passes
The following gives the destinations of our Summer 2020 Year 11 and Year 12 leavers.
Summer 2020 Number of Students
Summer 2021 Number of Students
Summer 2022 Number of Students
Ridgeway Sixth Form
Year on Year Comparison
All pupils that left Grange Academy at the end of 2019, 2020 have moved on to further education, employment or training.
% of students still in education, employment or training the year after completing 16-18 study
% of disadvantaged students still in education, employment or training
Data for Summer term 2020-2021 please see below Spring data for year 11.
Grange Academy is a Unicef Gold Rights Respecting School and Gold Artsmark School. Ofsted rated ‘Good’ (May 2022).
Telephone: 01234 407100 – Office Email: firstname.lastname@example.org