Performance & Destinations Data

Targets & Progress

At Leigh Academy Milestone we set challenging but personalised targets for all of our pupils taking into account their age and starting point. We closely monitor progress throughout the year and formally record progress three times a year. This enables us to quickly identify any targeted support required, when a target needs to be changed, if it has been met, or adjusted if it is proving to be too challenging. This allows us to make sure that pupils are always making the best possible progress.

Pupil Asset

In September 2015 we introduced a new target setting and assessment system called Pupil Asset. In collaboration with many other Kent Special Schools we have developed and are now using Pupil Asset because it enables us to set targets and track progress for our pupils and then make a robust and rigorous analysis of pupil progress using information collected over several years by local special schools.

Personal, Social & Physical (PSP) Progress

Alongside measuring progress in English and maths we also record Personal, Social and Physical (PSP) progress as well as progress against provision plan outcomes. For many of our pupils PSP progress is at least as important as progress in English and maths so we track progress and agree strategies in these areas to promote the best possible outcomes.

PMLD Progress

Since September 2020, the target setting and assessment system for PMLD pupils following the Brook Curriculum Pathway was changed to a more bespoke way of assessing and showing small step progress for this group of pupils, still within the Pupil Asset framework. This has allowed for robust Individual Learning Plans using the small step targets in the long term showing affective progress for our most complex pupils. It covers the whole of the academic, personal, physical and wellbeing of our pupils. Pupils are assessed from Pre-Intentional to Establishing (K1-8) and the areas assessed are:

Communication,
Cognition,
Environmental Control Technology,
Physical – Fine and Gross Motor Skills,
Personal Social Emotional Wellbeing.

Engagement Model

The engagement model is an assessment system for pupils not engaged in subject-specific study in key stage 1 and key stage 2. The engagement model has 5 areas of engagement: exploration, realisation, anticipation, persistence and initiation. These areas allow teachers to assess pupils’ engagement in developing new skills, knowledge and concepts in the school’s curriculum by demonstrating how pupils are achieving specific outcomes. They represent what is necessary for pupils to fully engage in their learning and reach their full potential.

All module 6 outcomes across core subjects are higher than the same time in the previous academic year. For reading 5%; writing 5%; speaking 5%; listening 2%; Maths 2%; PSPD 14%.
Progress for vulnerable groups are in-line or higher with the Yr 1-11 average across all strands in comparison to the last academic year.
Progress for EAL pupils from Module 4 has increased for English Reading (5%), Speaking (3%), Listening (3%).
Attendance (90%) is in line with the same period in the previous academic year and above the national average of 87% for SEN Schools.
For pupils who completed English and Math Entry Level 1-3 exams, the average pass rate was 74%, with Reading doing exceptionally well with 82%.
The vast majority of pupils who completed accreditations through coursework passed, these accreditations included The Trinity Arts Award, Ascentis Employability, Horticulture and Animal Care, WJEC Healthy Living and Fitness, ASDAN PSD and PP and Short Course.

Year 14 Destinations