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Chatsworth High School
& Community College

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Assessment and pupil progress

Staff continuously assess students using a variety of methods to ensure activities are planned to meet individual needs.

Measuring and tracking pupil progress

At Chatsworth, we want all of our pupils to learn, develop and grow to the best of their ability so that they can have the best life they can now and after they leave Chatsworth. 

We have a range of assessment processes in place so that we can track our pupils progress over time and ensure that they are making the most progress that they can. 

All of our pupils are different so they may make progress at different rates, we track their progress carefully and if any pupil is falling behind we will intervene to give them additional support in or outside the classroom where necessary to help them.

We assess all pupils when they arrive within their first 6 weeks.  We recheck all our pupils again after each summer holiday so that if they have lost any skills or understanding over the summer holidays, we can target those skills first in September so that they have a secure understanding to build on. 

We track all our pupils’ progress over time through analysing their progress data of P Levels, using an electronic system called B- Squared.  This helps us to find out how we can do even better to help our pupils learn.

  • Chatsworth bases data analysis and comparison of pupil data on the principles of the progression guidance from the National Strategy 2010 – 2011 and levels of expected progress within CASPA. 
  • Chatsworth has compared our data analysis with other similar schools to gain a comparison. 
  • For the purposes of this report, where the term “national expectation” is used within the following report, this refers to the Upper Quartile expected level of progress made for the group of students based on age and prior attainment as given in the progression guidance or CASPA whichever is highest and most aspirational.
  • We have used data from CASPA for NC1 and NC2 in KS3 and KS4 as this is more relevant for our students than the mainstream data available. 
  • For Key Stage 5 there is no data in progression guidance materials and CASPA would suggest that progress slows down significantly, as we do not consider this benchmark to be aspirational enough, we consequently use extrapolated data to plan a suitable trajectory of progress based on prior attainment.

Data analysis has been carried out year on year for the past 7 years.  For English and maths, data analysis has been done for all aspects, (reading, writing, speaking, listening and spoken language (P8 +), number, measure and Geometry.

Annual Pupil Progress for each year is analysed for the following groups:

whole school,

Key stage 3, 4 and 5,

individual year groups

individual class groups,

3 ability cohorts- P1 – P3, P4 – P7, P8+.

In addition to this, progress is analysed for different diversity groups.

E.g. boys/ girls,

free school meals (FSM),

looked after children (LAC),

Pupil Premium Funding,

English as an additional language (EAL),

autism in discrete provision(ASC),

part time placements,

students with behaviour support plans (BSP),

Visual impairment (V.I.),

Hearing impairment (H.I.),

students from ethnicity groups.

Additionally, progress has been analysed for students in Years 9, 11 and 13 for the progress made over the respective Key stage, i.e. from end of KS2 – KS3, end of KS3 – KS4, end of KS4 – KS5,

end of KS2 – KS4.  

These year groups have also been analysed using the different diversity groups mentioned above but due to the very small numbers in each year group, this is not statistically significant so any variations are considered on an individual basis.

We track pupil progress in all the cohorts above so that we can spot any areas for improvement at an early stage and intervene as appropriate.

Progress is measured in each subject by teachers’ assessment and progress is tracked over time.  Where P Levels do not exist or are not suitable for our pupils, e.g. in Cookery or Spanish, the teachers have developed their own assessment systems to track pupils progress. 

In addition to the analysis of data using P levels we also track our pupils progress using other systems too.

For example, all pupils have a sheet of targets in English and Maths we call this an EMLO.  (English and Maths Learning Outcomes).  These show all the English and Maths targets set over a half term.  Staff use this to track pupils progress by showing if the targets have been achieved at the end of each half term.  These are shared with parents who get a copy of the evaluated targets and a copy of the new targets.  These are based on EHCP targets set in the Annual review and on teacher assessment.

At the end of each term we track how many targets have been achieved and use this to provide extra support for staff who work with the pupils.

Annual Targets are set for each pupil for their Education, Health and Care plan (EHCP).  These are tracked by teachers each term and at the end of this year we will analyse our pupils progress towards these targets.

Pupils progress is shared with parents in end of year reposts, at Parent’s evenings, via the home school books and in Annual Reviews. 

If you would like more information about your child’s progress, please contact your child’s class teacher.   If you would like more information about pupil progress systems, please contact the Headteacher via the school office.