Tracking Progress, Moderation & Reporting

 Tracking progress

Subject leaders are responsible for moderating and recording assessment data within their subject area. Regular curriculum meetings provide a forum for sharing, discussing and moderating assessments.

Attainment data is recorded, tracked and monitored across the whole school using classroom monitor and pupils trajectories and analysed termly. The targets of students who are consistently exceeding their targets will be reviewed at this point and intervention plans will be put in place for those who are not achieving expected progress. A full and final analysis of the progress of all students and the impact of any intervention is undertaken as part of the summer term analysis.

Tracking specific groups of pupils

Classroom monitor allows us to compare the performance of specific groups of students. We currently analyse the performance of the following groups as part of our annual evaluation:

  • Students in receipt of Pupil Premium
  • Looked After Children (LAC)
  • Ethnicity (BEM)
  • English as an additional language (EAL)
  • Gender
  • Specific SEN eg. ASC

It should however be noted that due to the relatively small size of some of these cohorts meaningful comparisons are not always possible and data must be interpreted with care.

Moderation & quality control

Moderation of assessments for each subject takes the following forms:

  • Our Bank View system has explicit descriptors that all teachers are familiar with.
  • Formative assessment tasks that address specific level descriptors are included in schemes of work.
  • Moderation of work is a feature of all curriculum meetings (at least one meeting every half-term) and external moderation with other SEN school occurs for English and Maths
  • Senior leadership carry out learning audits that involve lesson observation and work scrutiny.
  • Subject leaders of English, Maths and Science attend LA support meetings where best practice is discussed.

As mentioned previously we use a range of external data sources to benchmark and moderate our judgements:

Fischer Family Trust Aspire (FFT Aspire)

FFT Aspire provides key target setting and self-evaluation information. A key facility for us is the ability to generate targets for individual students based upon the school’s performance over the past three years.

Performance Tables

The Department for Education Performance Tables only take into account GCSEs and a small number of BTEC qualifications and focus on the expected performance of students in mainstream schools. Whilst many of our students do achieve GCSE and BTEC qualifications the relatively small number is such that, in line with all special schools, our Progress 8 measure is effectively meaningless. At the same time we also offer a wide range of other qualifications, such as Entry Level Certificates, Functional Skills which are not recognised in the Performance Tables. We tackle these problems in three ways:

  • Year-on-year comparison of KS4 Performance Tables data ie. performance of current Year 11 with last year’s. Although this has limited value due to our small cohort sizes (meaning it only takes one or two students to significantly skew data) broad trends are evident.
  • We offer equivalent qualifications that take into account the attainment of a pupil and the level they are able to work at. This takes account of all of the qualifications we offer and is another way of comparing each year group’s performance with that of previous cohorts. It has the advantage of including the progress made by our less able students who do not follow GCSE courses. It also allows the colleges to see the attainment level the pupils are working at.


Attainment and progress in meeting annual targets is reported to parents via:

  • Parents evening
  • EHCP meetings
  • An annual report