At Demeter House, we recognise that many of our young people will have experienced gaps in the education and are therefore likely to be working below age related expectations when they join us. However, Ofsted have noted that our students make better progress than the national average in English and Maths.
Outcomes are good. Pupils succeed in being the best they can across a wide range of learning. All pupils make good progress from their starting points. All pupils leaving the school since the last inspection have gone on to suitable further education or work.
Progress is measured from each student’s starting point and takes account of how others at a similar starting point have progressed. We recognise that progress can be affected by a range of things such as attendance and engagement but we try to ensure that every student makes consistent progress across at least the core subjects.
We use a school assessment system that is based on the game of Monopoly. The basic principle is that each skill, strand or knowledge base is mapped to a range of ‘properties’ on a Monopoly board and the students ‘earn’ the properties as they make progress and achieve in the subject. Houses and hotels can also be earned by increasing the depth of skills or knowledge that they achieve.
Each department has identified a set of Key Performance Indicators (KPI’s) that are the main skills that a student has to have secured to enable them to move onto the next Key Stage successfully. We will monitor these KPI’s closely and have mapped out what they are for each department and roughly when they are likely to be studied, although this can be subject to change.
When we assess a student’s ability in a subject or against a range of skills, we will describe their level as:
No Evidence (0) – The student has not produced enough work for us to accurately assess their ability
Supported (1) – The student is able to understand the skill with a high level of support.
Emerging (2) – Beginning to apply the skill but still needs a lot of support and guidance.
Secure (3) – Is able to demonstrate the skill but may still need prompting or occasional support.
Mastered (4) – Is able to demonstrate the skill independently.
We are legally required to report home to parents and carers about progress once per academic year. However, we feel that parents and carers are better able to support their child in school if they have regular updates about their progress. Therefore, we also hold a Progress Review Day every term for parents to meet with Key Workers and discuss progress and we encourage regular contact between home and school via the keyworkers and the student planners.
The end of year report is then a written summary of the student’s progress over the year, academically, socially and in relation to their EHCP outcomes.