1

Report on the Progress and Attainment of Pupils with Special Educational Needs (SEN)

Date of Publication: February 2017

2

Contents

Contents 2

Introduction 3

Cohort Size 4

SEN Support 4

Summary 5

Early Years Foundation Stage Profile 6

Year 1 Phonics Screening Check 7

Key Stage 1 8

Key Stage 2 9

Key Stage 4 10

3

Introduction The following report outlines the progress and attainment of pupils with Special Educational Needs (SEN), broken down by status into SEN Support and Education, Health

and Care Plans or Statements. The performance of both Kingston and Richmond is presented against the national equivalent groups in each case.

Please be advised that cohort sizes, especially for pupils with an EHCP or Statement, are small and suppressed in national datasets. As a result of this, any conclusions drawn

from the data provided in this report must be treated with caution and considering the implications of individual needs of the pupils. There have also been widespread

changes made that affect both primary and secondary schools. As a result of this no direct comparison can be made with the performance measures used in previous years.

Further caution must also be applied to 2016 information as it represents the first year of the new assessment systems, which in some areas has been highly inconsistent on

a national level.

If you have any queries regarding this report please get in touch with Matt Brown, Senior Data Manager & Trainer at matthew.brown@achievingforchildren.org.uk

4

Cohort Size SEN Support

Kingston Richmond National

2014 2015 2016 2014 2015 2016 2014 2015 2016

Early Years 149 (7%) 138 (7%) 148 (7%) 96 (4%) 75 (3%) 104 (4%) 9% 8% 8%

Year 1 Phonics 226 (11%) 189 (9%) 183 (9%) 167 (7%) 165 (7%) 152 (6%) 14% 12% 11%

Key Stage 1 258 (14%) 248 (12%) 202 (10%) 209 (9%) 186 (8%) 221 (9%) 16% 14% 13%

Key Stage 2 220 (15%) 201 (12%) 204 (12%) 227 (12%) 197 (10%) 215 (11%) 19% 16% 15%

Key Stage 4 125 (8%) 108 (7%) 68 (4%) 213 (15%) 181 (13%) 187 (14%) 16% 13% 11%

SEN Support The proportion of pupils with SEN Support is generally decreasing over time in Kingston, most notably at Key Stage 4, which is similar to the trend nationally. In Richmond

the proportions have remained consistent over three years.

EHCP/Statement

Kingston Richmond National

2014 2015 2016 2014 2015 2016 2014 2015 2016

Early Years 23 (1%) 16 (1%) 17 (1%) 36 (1%) 36 (1%) 24 (1%) 1% 1% 1%

Year 1 Phonics 29 (1%) 37 (2%) 20 (1%) 44 (2%) 42 (2%) 43 (2%) 2% 2% 2%

Key Stage 1 45 (2%) 38 (2%) 47 (2%) 47 (2%) 51 (2%) 53 (2%) 2% 2% 2%

Key Stage 2 53 (4%) 62 (4%) 62 (4%) 79 (4%) 75 (4%) 76 (4%) 3% 3% 3%

Key Stage 4 66 (4%) 46 (3%) 71 (5%) 72 (5%) 75 (6%) 59 (4%) 4% 4% 4%

5

EHCP/Statement

The proportion of pupils with an EHCP or Statement has remained largely consistent over the last three years in Kingston, Richmond and nationally.

Summary

Measure SEN Support EHCP/Statement

Kingston Richmond National Kingston Richmond National

KS2 value added reading 0.21 0.23 -1.30 -5.14 -2.73 -3.12

KS2 value added writing -4.05 -4.19 -2.44 -7.07 -6.58 -4.02

KS2 value added mathematics 0.21 -0.34 -1.14 -4.14 -3.42 -3.47

KS4 progress 8 -0.31 -0.38 -0.38 -0.72 -0.63 -1.03

EYFSP good level of development 30% 30% 26% 0% 24% 4%

Year 1 phonics expected standard 59% 64% 46% 25% 37% 18%

KS1 expected standard 18% 16% 18% 4% 15% 8%

KS2 expected standard 23% 20% 16% 13% 9% 7%

KS4 attainment 8 39.0 40.3 36.2 61.1 58.7 53.3

Colour coding has also been applied to the table above. This is based on the following:

Group is performing above national peers

Group is performing in line with national peers

6

Group is performing below national peers

SEN Support

Performance of pupils with SEN Support is generally in line or above that of their national peers. The areas where this is not the case are in KS2 writing progress and KS1

attainment at the expected standard. Performance in these areas is a wider concern so ensuring the accuracy of teacher assessment is a priority for SPA[RK] this year, as

there has been much variation locally and nationally with the new style of assessment. The Moderation team has been re-shaped and there are a wide number of cross

school moderation opportunities that schools have been invited to in advance of the formal teacher assessment process.

EHCP/Statement

Performance of pupils with an EHCP or Statement is mixed across the different Key Stages, with progress in Kingston at Key Stage 2 being the major area for development

Early Years Foundation Stage Profile Kingston In 2016, 30% of pupils with SEN support achieved a good level of development, which is above the national average of 26% for pupils with SEN support. This represents an increase of 5% points since 2015 and is greater than the national increase of 2% points. 0% of pupils with EHCPs/statements achieved a good level of development, which is below the national average of 4% for pupils with EHCPs/statements. There has been no change locally or nationally in this measure since 2015. Richmond In 2016, 30% of pupils with SEN support achieved a good level of development, which is above the national average of 26% for pupils with SEN support. This represents an increase of 5% points since 2015 and is greater than the national increase of 2% points. 24% of pupils with EHCPs/statements achieved a good level of development, which is above the national average of 4% for pupils with EHCPs/statements. This represents

7

an increase of 20% points since 2015, compared with no change nationally.

Year 1 Phonics Screening Check Kingston In 2016, 59% of pupils with SEN support achieved the expected standard, which is above the national average of 46% for pupils with SEN support. This represents an increase of 17% points since 2015 and is greater than the national increase of 4% points. 25% of pupils with EHCPs/statements achieved the expected standard, which is above the national average of 18% for pupils with EHCPs/statements. This represents an increase of 14% points since 2015, compared with no change nationally. Richmond

8

In 2016, 64% of pupils with SEN support achieved the expected standard, which is above the national average of 46% for pupils with SEN support. This represents an increase of 12% points since 2015 and is greater than the national increase of 4% points. 37% of pupils with EHCPs/statements achieved the expected standard, which is above the national average of 18% for pupils with EHCPs/statements. This represents an increase of 6% points since 2015, compared with no change nationally.

Key Stage 1 There have been significant changes to assessment and accountability at Key Stage 1 this year and results are no longer directly comparable with those of previous years and as such, only 2016 outcomes are shown below. All outcomes at Key Stage 1 represent teacher assessment data, which has been judged against the Key Stage 1 Interim Teacher Assessment Frameworks. The national expectation for children completing Key Stage 1 is that they should be working at the expected standard or at greater depth across all subjects.

9

Kingston In 2016, 18% of pupils with SEN support achieved the expected standard in reading, writing and mathematics, which is in line with the national average of 18% for pupils with SEN support. 4% of pupils with EHCPs/statements achieved the expected standard in reading, writing and mathematics, which is below the national average of 8% for pupils with EHCPs/statements.

Richmond In 2016, 16% of pupils with SEN support achieved the expected standard in reading, writing and mathematics, which is below the national average of 18% for pupils with SEN support. 15% of pupils with EHCPs/statements achieved the expected standard in reading, writing and mathematics, which is above the national average of 8% for pupils with EHCPs/statements.

Key Stage 2 There have been significant changes to assessment and accountability at Key Stage 2 this year and results are no longer directly comparable with those of previous years

10

and as such, only 2016 outcomes are shown below. The outcomes at Key Stage 2 are a combination of test and teacher assessment data, with reading, GPS (grammar, punctuation and spelling) and mathematics being tested, whilst writing and science are teacher assessed. To calculate value added progress, the attainment of pupils at the in reading, writing and mathematics is compared with that of pupils with similar prior attainment (at KS1) and averaged at school and LA level. The national average for progress is 0.0, so any positive value indicates that more progress is made on average by pupils than is made nationally, whilst the opposite is true for negative scores. Kingston In 2016, 23% of pupils with SEN support achieved the expected standard in reading, writing and mathematics, which is above the national average of 16% for pupils with SEN support. Value added progress scores are above national average for pupils with SEN support in reading and mathematics but below in writing, although this is also the case for pupils with no SEN and is part of a wider area for development. 13% of pupils with EHCPs/statements achieved the expected standard in reading, writing and mathematics, which is above the national average of 7% for pupils with EHCPs/statements. Value added progress scores are below national average for pupils with EHCPs/statements in reading, writing and mathematics. Richmond In 2016, 20% of pupils with SEN support achieved the expected standard in reading, writing and mathematics, which is above the national average of 16% for pupils with SEN support. Value added progress scores are above national average for pupils with SEN support in reading and mathematics but below in writing, although this is also the case for pupils with no SEN and is part of a wider area for development. 9% of pupils with EHCPs/statements achieved the expected standard in reading, writing and mathematics, which is above the national average of 7% for pupils with EHCPs/statements. Value added progress scores are above national average for pupils with EHCPs/statements in reading and mathematics but are below in writing.

11

Key Stage 4 There have been significant changes to assessment and accountability at Key Stage 4 this year, including the introduction of new threshold measures; Attainment 8 and Progress 8. Both measures are based on the performance of pupils in 8 subjects, falling into four subject areas; English, mathematics, English Baccalaureate (EBacc) and other. The progress measure then compares attainment against pupils with similar starting points. The national average for progress is set at 0.0, so any positive value indicates that more progress is made on average by pupils than is made nationally, whilst the opposite is true for negative scores.

Kingston In 2016, the attainment 8 score of pupils with SEN support was 39.0, which is above the national average of 36.2 for pupils with SEN support. The progress 8 score for these pupils is -0.31 and is above the national average of -0.38. In 2016, the attainment 8 score of pupils with EHCPs/statements was 19.2, which is above the national average of 17.0 for pupils with EHCPs/statements. The progress 8 score for these pupils is -0.72 and is above the national average of -1.03.

Richmond In 2016, the attainment 8 score of pupils with SEN support was 40.3, which is above the national average of 36.2 for pupils with SEN support. The progress 8 score for these pupils is -0.38 and is in line with the national average of -0.38. In 2016, the attainment 8 score of pupils with EHCPs/statements was 22.4, which is above the national average of 17.0 for pupils with EHCPs/statements. The progress 8

12

score for these pupils is -0.63 and is above the national average of -1.03.