Learner Progress

At Springside we believe in measuring what we value, as a result we hold termly progress meetings with teachers and parents to review the progress of each individual learner and their families using their Personal Learning Plan (PLP). Personal Learning Plans use the agreed EHC Plan Outcomes, annual targets (set during the annual review) and then the smaller, termly targets.

We continue to analyse learner progress in relation to the government’s progression guidance and have invested in an electronic system which will host our assessment framework written bespoke to fit in with curriculum pathways and matched to need, we are therefore able to provide consistent expected progress targets that ensures our data and analysis is robust. We use Evidence for Learning to support the target-setting process.

Learners joining Springside are generally those with more severe and profound and multiple learning difficulties. All learners start and end their Reception year operating significantly below National Expectations.

INTERVENTIONS

The increased detail within our analysis has enhanced our intervention programmes, allowing us to ensure the learners who require intervention are effectively prioritised. We continue to offer a variety of interventions, individualised to each learner and are confident of the impact they are making. The Th.Inc intervention and Wilderness therapy (irrespective of it being in its infancy) have been particularly successful; this continues to ensure that learners have an improved ability to regulate their emotions. This will increase the learners’ engagement within lesson that ultimately will transfer to their holistic progress.

Link to DfE performance tables - please click here