SEF SUMMARY - APRIL 2019 FIRST BASE BURY ST EDMUNDS ACADEMY - Raedwald Trust
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SEF SUMMARY
APRIL 2019
FIRST BASE BURY ST EDMUNDS ACADEMY
1Academy SEF Summary
General Contextual Information for First Base, Bury St Edmunds Academy
The Provision:
Children that attend First Base have social, emotional and behavioural difficulties. They may also have some learning and/or communication difficulties that either result
from or contribute to their behavioural problems. They will exhibit confrontational, defiant, withdrawn, un-cooperative or socially isolating behaviours that threaten their
ability to successfully participate in the learning environment. For these reasons, their education is likely to be at risk. They attend via a referral from their mainstream
schools to the LA who commission 12 dual registered places at First Base. The First Base Model involves intensive work with children, their parents or carers and the staff
from their educational setting, to support the development of each child’s social and emotional well being with the aim of enabling them to live and learn successfully
within their educational community. In the academic year 2017-18 31.25% of pupils supported from First Base (5) were PEX from their mainstream schools, 56.25% of
pupils (9) were identified as needing an EHCP and 56.25% were in receipt of Pupil Premium funding at their mainstream schools. SEN pupils make up 100% of the pupils
attending in 2017-18. There are no pupils with EAL.
The latest OFSTED inspection in October 2014 judged First Base to be Outstanding overall, with gradings of 1 in every category. The current Headteacher, appointed
permanently February 2019 is effectively supported by a Head of School. The highly skilled staff work closely and collaboratively with the SLT. The progress and development
of pupils are at the centre of the ethos and approach of the academy, and this is as a result of the solution focused nurture group model underpinning the support offered.
Staff demonstrate a shared commitment to continuous improvement, which is evident in levels of individualized planning, support and positive relationships within the
centre and with schools and families.
Parent involvement in First Base is intensive due to the keyworker system used to support the pupils. Parents meet Keyworkers weekly, attend meetings about their child’s
progress, and are invited into FB to work collaboratively with their child in the Nurture Group setting. Keyworkers establish strong relationships with parents and often act
as facilitators to improve other important relationships such as between the parent and school. The keyworker system ensures an advocate for the pupil, identifying needs,
facilitating adults and providing focus on the next steps needed to ensure the pupil is successful in their mainstream school.
First Base BSE has recently joined the Raedwald Trust (Feb 2019). Early indications are that this new governance and leadership arrangement is providing increased
opportunity for FB BSE to work collaboratively within a wider group of AP colleagues, especially within EYFS/KS1. This is also as a result of the HT moving into the
leadership of First Base Ipswich (FBI) as well as FB BSE. First Base offers direct training and SEN support to schools in the western area within the support package when a
pupil is referred to First Base.
Overall Effectiveness Last revision date: Author : Claire Hargrave
Inadequate Requires Improvement Good Outstanding
Summary : o Since start of First Base in 2004 there have been four Ofsted Inspections delivering consecutively 2 Good and 2 Outstanding
judgements, exampling both the consistency of the provision along with our ability to sustain continuing progress.
2o During this time there have been big changes to the provision including: establishing the provision in 2004; the addition and
then withdrawal of Behaviour Support Service back into the LA (2011) ; move of PRU and service from Brandon to Bury St
Edmunds (2012); building an extension to FB and development of work towards full-time pupil attendance(2015), then a
return to the dual registration model(2016/7), due to the lack of success for pupils in returning to mainstream school.
o One of the contributing factors to the strength of the provision is a stable core staff group, who have clear training and
practice expectations.
o The great depth of experience and high level of knowledge within staff is effectively deployed within the unit Nurture Group
teams and in outreach within the key worker role in support of progress for pupils.
o Staff appointments from mainstream schools ensure First Base reflects the best of contemporary mainstream school
experience and “refreshes” knowledge and staff awareness of classroom practice and expectations avoiding the risk of an
increasingly stable staff is stagnation or lowering expectations of pupils.
o The Key Worker role ensures good communication and largely effective, exemplary relationships between ourselves, school
staff and parents.
o The Leadership ability to establish successful systems, plan for the future, anticipate change and challenge any suggestion of
complacency asks for & promotes high expectations and professionalism within staff. We set a bar for high expectations of
outcomes for pupils in both their academic learning and their emotional and social behaviours.
Risks, areas of further development:
o The substantive Head Teacher retired in 2017 as the PRU attempted to move into an Academy Trust based in Bury St
Edmunds. The Deputy Head Teacher, who has worked at First Base since its inception in 2004, moved into the role of Head of
School, and then Acting Head Teacher. After a long period of uncertainty this academisation did not proceed, but First Base
was pleased to instead academise with the Raedwald Trust in Feb 2019. At this point the Acting Head Teacher became the
substantive Head Teacher. Developmentally, First Base BSE has been in somewhat of a ‘holding pattern’ for approx. 12 months
prior to academisation, and is now fully embracing its membership of the Raedwald Trust. During the 12 months or so the
Leadership has kept unnecessary change within the centre in pupil facing/staff roles to a minimum, whilst facilitating the
organisational change required when joining a Trust. This convergence continues to be a focus into 2018-19, where the change
will start to have impact the delivery model, administrative, governance and leadership arrangements.
o The LA and national government education agendas around PRUs, funding & sustainability causes staff concern and distraction
from delivering continued progress. This requires sensitive handling from the Trust, Leadership and LGB, to minimise this
“threat” whilst promoting challenge and development. With this in mind, FB BSE has sought to increase and develop a traded
approach to support and training offered to schools and their staff outside of the core offer of the First Base model. This has
been paused due to staff changes, but it is expected to pick up again 2019-20.
o Staffing stability/strength can equate to a risk of professional “comfort”, where change is resisted due to existing success.
There is always focus within leadership, that staff generated initiatives and ability to sustain progress has limitations and that
providing personal challenge and development is vital to continuing personal and provision growth. With this in mind, PDR
3targets are both linked to the AIP and create real opportunities for staff to develop their own understanding of and
responsibility for provision growth at First Base, Bury St Edmunds.
o Reflecting on our practice, anecdotal perceptions and Preferred Future data, suggest that pupils are presenting with increased
levels of difficulty and complexity which challenge our sense of efficacy within centre and on reintegration to mainstream
settings. The failure of the full time group to provide successful reintegration into mainstream schools led to the closing of the
full time group at KS1. The LA PDP are to be looking at PRUs and Early intervention models such as First Base in Sept 2019. The
Raedwald Trust are formulating a strategic response to funding allocations and approaches being introduced by the LA, with
the aim of ensuring the continuation and development of the First Base model in Suffolk.
o Ensuring we are able to deliver a successful balance of challenge in learning, in order to provide good outcomes for pupils,
with support and guidance to enable “behavioral” change.
o The baseline language of attainment that is historically shared and comparable between school and FB (and FB & all other
schools) through NC levels now having ceased has limited our ability to compare rates of pupil progress applying the same
“tool” as all other schools. Having tried to create our own Next Steps for Learning which have become a useful formative
assessment tool, we now need to agree a way of showing progress in small steps that is also able enhance the understanding
of how pupils are making progress against national expectations, in conjunction with First Base Ipswich, allowing for close
collaboration around assessment and outcomes.
Progress with Key Issues:
Previous To make use of longitudinal data of pupils - LA supplied first stage data of UPN identified pupils for scrutiny. First Base were
Inspection Key outcomes on return to school to investigate the unable to use this data to meet the identified development suggestion.
Issues: efficacy of First Base and identify anything that First Base uses Quality Questionnaires and has extended outreach offer to secure
could be done even better. greater quantative understanding and impact.
Sub Criterion HEG Grade Brief Summary of major strengths and areas for development
Judgment
Effectiveness OFSTED 2014 – “Leaders have established a culture where reflecting on, and maintaining professional dialogue about, teaching and learning form a
key cornerstone of the unit's work”
of Leadership The Headteacher, supported by a highly effective Head of School, successfully provide the academy with strong and effective leadership based on
and a clear vision for the development of the service. Senior leaders work collaboratively with the experienced staff to drive high expectations through
Management careful monitoring, high quality CPD and performance management.
Governors are involved fully in the life and leadership of First Base and as a result have a strong impact on outcomes. The Governing Body is small,
but well-organised, knowledgeable and thorough in its work and carries out its monitoring role through: full Governing Body meetings and
Governors link with key areas within the academy. All governors use these roles to scrutinise the work of First Base. Governors are fiercely
committed to First Base, which was demonstrated when Governors effectively (and bravely) navigated and supported First Base through
turbulence as a result of a failed academization process with another academy trust prior to deciding to join with the Raedwald Trust.
4 The LGB is influential in shaping the future direction of the academy and governors are eager to ensure that in their new role as a LGB (as opposed
to a management committee) that they continue to scrutinize the work of First Base, and the support given by the Trust.
The Headteacher, governors and Raedwald Trust leadership have high expectations for the Academy. They have a secure overview of First Base’s
strengths and areas for development. This is as a result of a highly collaborative strategy for self-evaluation, which ensures continuous, effective
monitoring evaluation and review.
The Academy Improvement Plan is written each year to deploy to address the educational priorities that will bring about progress and
improvement for pupils who attend First Base. Governors and staff are involved actively in the writing of this document and review the plan in
February and July which ensures a collaborative approach to drive academy development.
Governors support and challenge the leadership team very well ensuring appropriate targets are met and external advice is sought and acted on
as appropriate. Governor visits are responsive, focused and inform discussions and actions in LGB meetings.
Self-evaluation and monitoring process involves a range of approaches including informal and formal observations, Learning Journey scrutinies,
parent and school quality questionnaires. Monitoring and action planning impacts well on curriculum planning, development and staff
performance. This is becoming even more focused as the Academy starts its journey within the Trust.
Performance Management for all staff has a clear focus on the team delivering individualized pupil progress both in teaching and learning as well
as behaviour/SEMH. As a result, high standards for quality and performance are set and monitored effectively. Governors ensure Performance
Management has been implemented successfully and has strong links to Academy Improvement Priorities.
Performance Management of the Head Teacher has transferred from the LGB to the Trust Board.
The Academy offers intensive support for parents to join in with, share and celebrate their child’s learning both within First Base and their
mainstream school.
Leaders and governors place a high priority on seeking the views of learners, parents/carers and other stakeholders with feedback regularly being
sought through quality questionnaires and Keyworkers.
Areas For Development 2018-19 - Priority 1: Enabling inspirational leadership and management
AFD Area for Development KPIs
AFD 1.1 To academise with Raedwald Trust on Feb 1st ensuring 1. Utilisation of expertise and support of members of the Trust Central
First Base BSE leadership roles are clear and Teams through staff participation and close collaboration amongst
understood within the emerging Trust Framework. peers.
2. All staff aware of procedures, these are successful in enhancing
practice and performance.
3. Clear and understandable information flow between leaders and
governors to promote continuous development.
AFD 1.2 Contribute to and influence the emerging Trust policy 1. School Pod aligned with First Base, Ipswich.
portfolio and procedures, including convergence of 2. All staff confident users of system
digital capacity (School Pod) with First Base Ipswich. 3. First Base BSE suite of policies and processes agreed and implemented
at FB BSE
5Safeguarding The Academy’s arrangements for safeguarding pupils meet all statutory requirements in full. They are very effective in providing an environment
in which children thrive and do well. Records of safeguarding are detailed and show that leaders take appropriate action in a timely fashion. All
staff know all pupils and their families very well. Keyworkers and DSLs liase closely with agencies supporting more vulnerable pupils.
Safeguarding is a high priority among staff and governors. As a result of regular training, additional weekly updates and regular staff meeting
focus, all staff know how to safeguard and protect pupils from a wide range of risks, including radicalisation and extremism. The Headteacher,
DSL and safeguarding governor work closely together and this drives the academy’s ‘Safeguarding Action Plan’ ensuring that staff have a good
understanding of how pupils may be vulnerable and know what to do if they have a concern about a pupil’s safety or welfare
There is a single central record of the checks made on adults which ensure their suitability to work with children kept at Trust level. A local SCR
exists for the purpose of monitoring and recording information regarding regular contractors, volunteers and LGB/Trustees. Safeguarding is also
a major part of all new staff induction procedures. As a result of regular auditing by both the SLT and Safeguarding Governor, it is kept up-to-date
and meets all statutory requirements.
Areas For Development 2018-19 - Priority 3: Securing Safe and Energising Learning Environments
AFD Area for Development KPIs
AFD 3.1 Centralised standards of safeguarding, mutually 1. Plan for migration of safeguarding to be on School Pod in line with
strengthening procedures. Raedwald Trust policies.
2. Agile, robust and consistent safeguarding procedures in place
which are in line with Raedwald Trust policy and procedure.
3. Standardised Raedwald Trust procedures published and adopted
for Safeguarding, GDPR, HR and Health and Safety.
AFD 3.2 Establish a professional culture of learning through 1. Procedures in place for recording and reporting of near misses and
open and transparent scrutiny of near misses and data breaches adopted from Raedwald Trust wide approach.
data breaches 2. Transparent routes for ensuring ‘lessons learnt’ are shared across
academies and governance.
Evidence
DSL and DDSL x 2 in place. (DSL 1 refresh training booked 21/5/19)
DDSL (2) undertaken Safer Recruitment Training 8/2/19
All team members have completed Safeguarding training Level 1 (NSPCC)
All staff updated re: KCSIE and have confirmed they have read it. (Sep 2018)
All team members have undertaken Prevent Training (Online)
CiC DDSL (3) to attend training 10/6/19
DSL (1) to complete Online Safety Lead training 25/6/19
Safeguarding questions raised in each staff meeting.
Safeguarding display board regularly updated by all DSL, incl DSL role description, KCSIE, MASH team info.
Pupils receive Online Safety lessons. The Online Safety Lead sends regular advice home to parents and Keyworkers follow this up in weekly discussions with
parents
Quality of OFSTED 2014 – “Staff expect a great deal from pupils and provide them with work that is challenging and makes them think things through for
themselves. Each pupil is provided with individual work based on careful assessment of their progress so far. Hence, the work they do moves pupils
Teaching,
6Learning and smoothly on to their next steps in learning. Pupils' progress is discussed with them and they receive excellent feedback and guidance on what they
need to do next. Consequently, pupils have a very clear idea of how well they are getting on.”
Assessment
Pupils arrive at First Base from chaotic learning experiences. Staff at First Base, whilst keeping this in mind, set high expectations for pupils that
they can are learners and have every expectation that once they return to school full time, with the right support in most cases, they should be
able to continue to be learners and be successful.
The two main learning environments are set up well for the pupils. There are clear learning displays including phonics, literacy and numeracy.
There is plenty of space, including break out spaces, ensuring pupils are able to access the curriculum, and be supported with their behaviour.
The teachers and the ISWs work well together to support the pupils in their learning. They show experience in dealing with pupils’ individual
behaviour issues. Work and targets are individually personalised to each pupil. Each pupil has next steps for learning and for behaviour as part of
their goals. The pupils often work on a one to one with an adult.
The Meadow is used as a forest school. Pupils spend one afternoon a week learning in the meadow.
The pupils’ work is recorded in learning journeys. Learning journeys show progress in all areas, including maths, literacy, phonics, writing, cooking
and physical. The Learning Journeys include next steps and clear development against the learning goals for EYFS.
The teacher in charge of assessment is working with the SENCo to introduce standardised assessments in key areas, eg Sandwell/Renfrew/PIRA.
First Base Next Steps for Learning formative assessment is used by teachers to plan for accelerated progress in learning.
The Senco undertakes a range of assessments of all pupils and these inform the individualised teaching plan for each pupil.
There is a clear curriculum offer. Prior to academisation a 2 year cycle creative curriculum was constructed by staff to create a framework for pupil
experience. At its core are the areas of writing, reading, speaking and listening and number.
Teachers’ professional expertise is very good across the curriculum; observations and scrutiny, triangulated with termly data analysis, indicates
that the teaching of reading, writing and maths is very effective.
Teachers and TAs regularly demonstrate that they are skilled in using continuous assessment to inform the lessons they teach; the use of high
quality questioning during lessons enable adults to monitor evaluate and review their teaching and learning strategies to ensure that the needs
of individuals are well met.
All staff ensure all pupils receive individualised, pertinent and understood feedback, both recognizing their increasing skills as a learner and their
next steps for learning.
As a direct result of academisation, SLT are beginning to be able to use SchoolPod to interrogate and report on all assessments undertaken. All
staff are skilled in delivering and analyzing a number of different assessments that show the progress of pupils in the area of SEMH, such as Boxhall,
SDQ and Primary Insight.
The Assessment Lead has undertaken research into the types of assessments needed to show the small step learning that pupils in KS1 at First
Base benefit from. Her work has resulted in the creation of a bespoke internal formative assessment approach called ‘Next Steps for Learning’
used by teachers to mapping basic skill coverage and development after Development Matters. She has begun the process of using standardized
assessments that are of use to the schools we work with, to support their understanding of the pupils needs and achievements, as well as allowing
us to report progress in a standardized manner.
Pupil Progress meetings regularly take place with all teaching staff attending. It is intended that external moderation will take place across both
First Base provisions within the trust, as well as externally with a Primary partner to ensure judgments against National Curriculum/EYFS levels are
robust and accurate.
Home Learning opportunities are shared with parents in conjunction with the creative curriculum, by keyworkers and teachers at First Base.
Suggestions are all designed to promote partnership and discussion between parents and children. Keyworkers use these to promote discussion
around supporting and extending parental support for children.
7Areas For Development 2018-19 - Priority 2: Delivering High Quality Learning
AFD Area for Development KPIs
AFD 2.1 Ensure all pupils receive a strong curriculum, 1. Outcomes from performance management, lesson
personalized to their individual need and interests. Observations, other ‘bookmark target’ evidence, regularly and
frequently demonstrates impact.
AFD 2.2 Standardise processes for pupil level monitoring of 1. Outcomes of pupil progress data and identification of gaps in pupil
learning and behaviour development attainment and development. Informs next steps in learning.
2. Annual data report to LGB offers clear understanding of the provisions
strengths and weaknesses.
Personal OFSTED 2014 : During their time at the unit, pupils' behaviour undergoes significant change. They learn to become more self-aware and to
understand how their behaviour, when it is poor, impacts on others. Pupils experience significant emotional growth and development while at the
Development unit. As a result, they develop the resilience and self-confidence to keep going, for example, sticking at it when work is difficult. Pupils also improve
Behaviour markedly their ability to work on their own. A significant factor in effecting these changes is to get pupils, and other people around them where
and Welfare relevant, to think differently about themselves and their behaviour and to develop strategies to manage it themselves. Children in the early years also
make significant progress in improving their behaviour and their social skills improve considerably.
Contracting with schools is solution focussed and places at the centre the identification of a preferred future behaviour statement that
provides a focus for the intervention. This gives all adults a sense of progress against a behaviour development target, which crucially is
identified by the school, that ensures the focus remains on keeping the pupil in mainstream education.
Attendance is monitored both in centre but also in school by Keyworkers. FB BSE challenge schools use of part time timetables and
prioritise the increase of pupil contact time in their schools, with the aim of pupils being full time in their school by the time they are
leaving FB BSE.
Group Session Summary - 01/09/2017 AM to 31/07/2018 PM
Sessions %
Attendances 1425 92.11
Authorised absences 90 6.23
Unauthorised absences 32 2.07
Including
Approved Educational Activity 0 0.0
Lates before reg closed 3 0.22
Lates after reg closed 0 0.0
Unexplained absences 1 0.07
All absences followed with a telephone call unless family contact us supplying reason for absence.
Followed up with Key Worker conversation with parents/carer in the week if available or subsequent week.
82017/18 Highlights
5 pupils 100% attendance
6 pupils 90-99% attendance (illness 3 pupils, holiday 2 pupil, 1 pupil moved to Essex and parent didn’t inform First Base or school.)
3 pupils 80-89% attendance (1 pupil 2x unauthorised holiday, 1 pupil unauthorised holiday + 1 illness, 1 illness)
1 pupil 74% attendance (taken into LA care out of area and kept on roll until new placement found)
Removing absence data for the pupil taken into Local Authority Care, overall attendance rate is 96% for 2017-18
Successful reintegration of pupils back into mainstream academy is highly supported, keyworkers create exit plans and provide detailed
completion reports supporting schools to continue with personalised support.
The keyworker system is integral to raising capacity in schools and families to support, and affect change for children.
Assessment of pupils needs, and monitoring of progress of pupils in this area is detailed, collaborative and shared with schools.
Clear approaches exist including rewards and sanctions which enables staff to skillfully employ a staged response to any disruption. The
children are encouraged to reflect on their behaviour and this enables them to see the impact on others and how they would modify their
approach to a similar the situation next time. This consistent approach results in children being well prepared to learn and a positive
engagement in school life
Areas for Development:
Use the School Pod report facility to produce even more detailed analysis of behaviour assessments to support pupil progress.
Areas For Development 2018-19 Priority 4: Empowering Supportive, Skilled and Nurturing Staff
AFD Area for Development KPIs
AFD 4.1 To examine current Nurture Group practice at First 1. Staff examine and evaluate current practice and the outcomes lead
Base and engage with the Nurture Group Network to accreditation of the Boxall Quality Mark.
criteria for meeting the Nurture Group Quality
Mark.
AFD 4.2 Well being is formally and informally monitored, 1. ‘Bookmark’ target evidence of monitored
and staff feel confident to talk about and support 2. Staff meeting – sparkly moments evident
each other in a solution focused way. 3. Performance management discussions completed
4. Implementation of trust wellbeing services result in staff
understanding of support available.
9Outcomes for 2017-18 Cohort
A slightly unusual year for First Base as some of the completed pupils were full time pupils who did not have contact with a mainstream school. 2
pupils pupils were transferred to another alternative provision and x1 to a special school. The full time group was a significantly troubled and challenging
group of pupils to move back into mainstream school, including three year 3 pupils. Some pupils had been at First Base for longer than our usual
placement duration.
Reception- Year 1- 6 Year 2- 6 Year 3 – 3 School Managed
Male 15 Female 1
1 pupil pupils pupils pupils PEX- 4 Move 1
EYFS
5 pupils over the course of 2017-18
Target Per term Autumn Spring Summer Year Note
number % number % number % % 1 pupil was
with us for
4 1 2 the 3 terms –
+20 FSP scale points 1/4 25% 0/1 0% 1/2 50% 28.5% only assessed
on EYFSP in
Autumn
PSE +6 2/4 50% 1/1 100% 1/2 50% 57% 2 pupils left
in Autumn
Comm. +8 2/4 50% 1/1 100% 1/2 50% 57% 1 pupil joined
in Autumn
PSR & Numeracy +6 1/4 25% 1/1 100% 1/2 50% 42.8% 1 pupil joined
in Summer
National Curriculum
Data relates to 4 Y1 pupils, 7 Y2 pupils and 3 Year 3 pupils (14 in total). Additional pupils have been integrated to school, completed/started at FB
within 3 weeks or worked in an outreach capacity and are not included in this data.
Of the data below 1 pupil in Year 1 spent most of the year assessed within the EYFS and whilst making progress at this stage, entered the below
outcomes at the end of the Summer term 2018.
Reading
21% of pupils made more than expected progress (good); 29% made expected progress; 50% made less than expected progress. 64% pupils remain
below age related expected level of achievement in Reading.
Writing
7% pupils made more than expected progress (good); 21% made expected progress; 71% made less than expected progress. 29% pupils made
expected or more progress during the term. 93% pupils remain below age related expected level of achievement
Writing is consistently the area of greatest anxiety and challenge for pupils attending PRUs who will often lack the resilience and self-esteem to
accept that “trying” and sometimes making mistakes is how to learn.
Speaking and Listening
43% pupils made more than expected progress (good); 36% made expected progress; 29% made less than expected progress. 79% pupils made
expected or more progress during the term. 71% pupils remain below age related expected level of achievement.
10Maths
14% pupils made more than expected progress (good); 29% made expected progress; 57% made less than expected progress. 43% pupils made
expected or more progress during the term. 71% pupils remain below age related expected level of achievement.
Outcomes for pupils in 2017-18 were significantly poorer than in previous years, and this was heavily influenced by the scale of need of the pupils in
the full time provision.As we came out of this arrangement some full time pupils spent time on both groups which had an unsettling effect on the
dual registered pupils.
Behaviour 2017-18
Boxall Profile
9 made overall total score progress 100 %
0 made no progress & assessed at same total score 0%
0 were assessed to have increased difficulties from total score 0%
Specific Area data:
Organisation of Experience 8 made progress 0 No change 1
deterioration
Internalisation of controls 9 made progress 0 No change 0 deterioration
Self Limiting 9 made 0 No change 0 deterioration
9 pupils completed work with
progress
FB
Undeveloped Behaviour 8 made progress 0 No change 1 deterioration
Unsupported Development 8 made 0 No change 1
progress deterioration
Areas of greatest change: Unsupported Development (25.3 average point score improvement)
Areas of least change: Self Limiting (7.9 average point score improvement)
Lower score ratings correlate to 3 separate pupils
Strengths & Difficulties Questionnaire (SDQ)
6 made overall total score progress 67 %
9 pupils completed work with 1 made no progress & assessed at same total score 11%
FB 1 were assessed to have increased difficulties from total score 11%
Specific Area data:
11Emotional: 5 made 2 No change 1
progress deterioration
Conduct: 6 made 3 No change 0 deterioration
progress
Hyperactivity: 6 made 2 No change 1 deterioration
progress
Peer Problems: 4 made 3 No change 2 deterioration
progress
Pro Social behaviours: 6 made 1 No change 2 deterioration
progress
Areas of greatest change: Conduct 6 pupils improved, 3 pupil no change.)
Areas of least change: Peer Problems (4 pupils improved, 3 no change, 2 rated lower score.)
Across cohort and all areas positive 8 points of progress
Biggest point progress by area – Hyperactivity
Lowest point progress by area Emotional & Peer Problems
Preferred Future
6 pupils reached or exceeded PF 67%
3 pupils did not reach PF 33 %
9 pupils completed work Average PF actual start score = 1.38 (previous year =
Preferred Future Scaling
with First Base 1.75)
Average PF end score = 6.66 (previous year = 6.33)
Average PF actual end score = 6 (previous year = 5.66)
9 pupils completed work with 6 pupils reached or exceeded LT 67%
Learning Targets Scaling
First Base 3 pupils did not reach PF 33 %
Areas for Development
Agreed standardised assessments in place for Reading/Number/S&L/Writing that provide a greater level of detail/small step progress for
schools about their pupils, which will inform national standards assessment.
Early Years OFSTED 2014: “ Achievement in the early years is outstanding and this is due to excellent teaching and provision over time. Children make strong
progress in their social and personal development in particular, learning to take turns and share resources. They are exceptionally well supported to
Provision learn key routines and develop behaviours that support their own learning and that of others. Children's behaviour improves significantly during the
time in the unit.”
12 Provision at First Base is currently arranged into 2 groups, in one of which learning is organised in an Early Years approach – the group
tend to be working at a developmentally earlier stage, and pupils working in the EYFS are assessed within development matters.
Outdoor provision in the Meadow is organised with a continuous provision approach, where pupils make marked progress in there
learning. Staff are starting to use the Characteristics of Effective Learning to add to observations and points of progress in their Learning
Journeys.
Learning Journeys effectively track the progress pupils make in their learning and development. Staff use this in conjunction with
Development Matters to map progress and identify learning opportunities on an individualised basis.
Staff focus on the development of early skills in writing, reading (phonics) and number. This is important to the pupils success in their
mainstream school. Social skills such as sharing and turn taking are also focussed upon, and the importance of identifying and supporting
any speech and language issues is also a priority.
The Nurture Group approach underpinning the First Base provision is an essential element of the Early Years provision. Pupils have
opportunities for meals taken together where adults model social skills and pupils take responsibility for being the helper, serving their
friends and adults. Pupils cook regularly and enjoy stories and guided play with adults. Pupils learn to trust adults and have appropriate
expectations that adults are here to help.
Areas for Development
Ensure reporting for pupils in the EYFS (Development Matters and The characteristics of effective learning) is within School Pod and
producing reports.
Evidence
Planning/Use of Development Matters progress monitoring
Outdoors provision
Learning Journeys
16 to 19 N/A
Programmes
of Study
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