Cloughwood Academy Exam and Assessment Results 2019
KS2 Results 2019
|% of pupils who have achieved the expected standard in reading, writing and maths||10%||0%||0%|
|Average progress that pupils have made in reading between KS1 and KS2||27%||52%||39%|
|Average progress that pupils have made in writing between KS1 and KS2||10%||-2%||-2%|
|Average progress that pupils have made in maths between KS1 and KS2||5%||41%||6%|
|% of pupils who have achieved a higher standard in reading, writing and maths||0%||0%||0%|
|Cloughwood pupils’ average score in the reading test||98.0||96.4||97.4|
|Cloughwood pupils’ average score in the maths test||96.1||96.1||95.5|
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Our Key Stage 2 results show the progress (value added) that our pupils make in spite of the significant difficulties they have already faced in their education. These results illustrate how the vast majority of pupils, with the needs they have, arrive at Cloughwood Academy with deficits in learning due to early childhood trauma and negative educational experiences as well as significant and complex needs.
The methodology used in Primary (see information on our website about Thrive) gives pupils the opportunity to thrive in a safe and nurturing environment that works on developing secure attachments to adults in preparation for the next phase of their learning, all the whilst working on plugging the gaps in their learning due to prior educational breakdown by delivering an engaging pedagogy that interests and inspires our pupils.
KS4 Results 2019
|Cloughwood Academy’s Progress 8 score||0.5||0.9||1.6|
|Cloughwood Academy’s Attainment 8 score||0.5||0.9||1.6|
|% of pupils who have achieved grade 5 or above in English and maths at the end of KS4||0||0||0|
|% of pupils entering for the English Baccalaureate||0||0||0|
|% of pupils who have achieved the English Baccalaureate||0||0||0|
|% of pupils staying in education or employment after KS4 (destinations)||85%||100%||100%|
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At Cloughwood our priority is to ensure that all our pupils grow as individuals, focusing on the best outcomes for them. Consequently we offer a bespoke curriculum at key stage 4 which focuses on outcomes rather than attainment in the traditional sense of exam based qualifications. When considering their backgrounds and starting points our pupils make good progress and it is our aim to ensure that as many as possible are not NEET (not in Education, Employment or Training) at the start of and right through year 12.
We strive to ensure that our pupils add value to society. In order to do this we must focus on the skills required to prepare our young people for adulthood. This takes precedence over preparing pupils to sit exams at the end of key stage 4. Additionally, the majority of our pupils are not able to cope with sitting exams. Cloughwood pupils do better in subjects that do not involve a linear exam at the end of the key stage. In fact, 1 year 10 pupil exceeded their FFT in Art GCSE, which does not require a linear exam, gaining a grade 4 at GCSE.
In order to develop and enhance the strengths and aptitudes of our pupils, a Futures Pathway is provided. We use various qualitative and quantative data in order to match a pathway to a pupil. This includes half termly Futures Meetings for Key Stage 4 pupils with a member of the Senior Leadership Team. We aim to ensure that each of our pupils experiences a range of opportunities that will enable them to leave Cloughwood with a clear plan for next steps and the skills to be able to access this plan successfully. For example, a year 10 pupil, who has aspirations to have a career in the football/sport arena, is being supported to access GCSE PE in an outstanding mainstream High School. This pupil will follow a supported transition in order that he will, next, be able to access more subjects in a mainstream context in year 11. The pupil’s aim is to attend a mainstream 6th form and Cloughwood are supporting him to be able to achieve this. The pupil represents the high school in sports matches and is part of their sporting community.
Pupils at Cloughwood start to gain qualifications/accreditations from year 6 SATS. These include BTeC, Entry Level, Functional Skills, ASDAN, Duke of Edinburgh, GCSE, CIDA, and NCFE. As a specialist provision for pupils with social, emotional and mental health difficulties, a significant focus is on ensuring pupils are developing skills that will prepare them for independence in young adulthood. These include an emphasis on self-management, building coping strategies and developing resilience. These skills are considered when planning a Futures pathway for a pupil. For example, a Year 11 pupil whose special educational needs mean that he will likely require an EHCP (Education, Health and Care Plan) to 25 years old follows a bespoke curriculum that includes supported internship, special needs college programme, work experience/life skills and Duke of Edinburgh. Additionally he spends time each week working with specialist staff on a tailored social skills programme.
Having completed examinations in year 10 the majority of our pupils will follow a vocational pathway into adulthood. Their Futures Pathways are intended to provide personalised training and work-related experience both in school and outside. This helps pupils to successfully identify the skills/work pathway they want to follow into the equivalent of year 12 once they have left Cloughwood. This offer fits the majority of our pupils needs and skills. For example a year 11 pupil from last year’s cohort was unable to follow a traditional year 10 and 11 programme. He struggled to attend school and lacked the coping mechanisms to sit traditional, linear exams. If we had kept the traditional model in place it would have impacted on this pupil’s ability to go on to an appropriate destination after year 11 and, more to the point, stick at it. Towards the end of Key Stage 3 this pupil’s attendance was already starting to dwindle and by the end of year 10 was 33%. However, having completed a range of accreditations in years 9 and 10 in his final year he was able to access 2 days of skills training focusing on construction and motor vehicle. For this he gained an NCFE Level 1 qualification. He did 2 days each week work experience. This was hugely successful and he is now employed by the company he worked for. This work experience helped the pupil to build solid relationships; become an active member of the community; gave him purpose; enthusiasm and motivation for work. The Duke of Edinburgh Bronze Award he achieved helped reinforce that sense of community and service and gave him self-discipline and independence. Engaging in the Futures Programme helped give him purpose and resilience to self-manage and cope with the demands of independence in young adulthood. This pupil is now employed and was Pupil of the Year last year.
More information can be found on the DfE’s Performance Comparison site.