Pupil Progress

Progress and Achievement

At Forest Way School all of our pupils and young people are treated as individuals hence we use a wide range of indicators to capture their individual progress and achievements. This is summarised for each pupil for their individual Annual Review meeting. All of this information is used to evaluate progress towards the learner’s current Education and Health Care Outcomes. This then feeds into subsequent setting of new targets or outcomes.

The information below provides a summary of some of the wider indicators used in the different key stages to show progress and achievements. There is a full report available on request from school.

Where appropriate pupils take external examination throughout the school year in one or more of the following subjects English Maths, I.T. User Skills and Forestry in the Commnuity Functional Skills. These are offered at Entry Level 1, 2 and 3 and are accredited by Open Awards. The Forest Way Small Steps Assessment is used to assess the core subjects, which enables a year on year comparison to be made. Where appropriate pupils in ‘The Den’ are able to take the end of Key Stage 2 SATS examinations.

To ensure that a holistic picture of achievement is captured for each pupil we use a ‘basket of indicators’ from the following sources:

– Functional Skills Qualifications up to Entry Level 3 – Open Awards.

  • Small Steps Assessments in English, Maths, Communication and Science are completed twice throughout the year in the Autumn and Summer terms.
  • Pupil progress towards their Learner Passport targets and EHCP outcomes.
  • Early Years Foundation Stage (EYFS) data.
  • Analysis of the use of Pupil Premium funding.
  • Analysis of Primary PE Funding.
  • Additional Key Stage 4 and Post 16 outcomes data.
  • Engagament (Behaviour) Analysis.
  • Attendance Analysis.

A new EYFS assessment framework was introduced in the Autumn term 2024, this is based on new EYFS Statutory Framework Sept 2021.

Non Subject Specific Learners (NSSL) pupils who do not follow our main curriculum and engage in sensory sessions, are assessed on engagement in five following areas – Exploration, Realisation, Anticipation, Persistence, Initiation.

The Den Bears class Key Stage 2 class are working broadly on the National Curriculum with a view to some of the pupils being able to access KS2 SATS exams.

Teacher workload and smarter assessment criteria has been a key factor throughout whilst ensuring that pupil progress can be tracked, celebrated and evaluated.

Small Steps Assessments

Small steps assessment are reviewed and refined in line with specific currciulum guidance and updates . The assessment criteria for all small steps is broken down into Roots, Trunk, Branches, Leaves, Apples.  Where appropriate Key stage 4 and Post 16 pupils working towards their NVQ Entry level examinations are assessed using the Orchards criteria.

Non-Subject Specific Learners (NSSL) are assessed on the Engagement model and are only assessed using the small steps assessment if it they are demonstrating some subject-specific skills.

Small steps analysis is carried out in the following subjects:

  • Communication – Speaking (Expression)
  • Communication – Listening (comprehension)
  • English Reading
  • English Independent Writing Skills
  • Maths Number
  • Science

It is recognised that the points scoring system does not allow for like for like comparison across subjects, however it can provide an indication of where further investigation is required and the purpose of this analysis is to highlight those points.

Celebrating 2024-25 Successes

  • Considering the percentage of pupils who have made progress across the whole school, reading, writing and maths shows exceptional progress of between 99%-100%.
  • Whole school progress in reading shows an increase of 7%, writing 6% and maths 2%.
  • Boys and girls are achieving comparable progress across all three subjects, with no significant differences in their performance.
  • Pupil progress in Key Stages 1, 3 and 4 shows a fantastic 100% achievement in all three subjects, reflecting excellent academic success.
  • Key stage 1 progress in reading and writing is 100%, this is a significant increase of 19%. Progress in Maths has increased by 9%.
  • Key stage 2 progress in reading is 100%, this is an increase of 6%.
  • Pupil progress for Post 16 demonstrates impressive results, with reading at 97% (an increase of 3%), writing at 97% (an increase of 8%), and maths at 97% (an increase of 5%).
  • – The progress of Pupil Premium pupils has demonstrated a significant increase of 5% in reading and 3% in mathematics this academic year.
  • – Pupil Premium pupils and Non-Pupil Premium pupils are achieving comparable progress across all three subjects, with no significant differences in their performance.
  • – The progress of Non-Pupil Premium pupils has demonstrated a significant increase of 8% in reading, 6% in writing and 1% in mathematics this academic year.
  • – There has been a noticeable progress increase of 3-4% for Free School Meals (FSM) pupils across all three subjects.
  • – The progress of Armed Forced Children (AFC), 8 pupils, in all three areas is an exceptional 100%. With a 10% increase in reading.

EYFS

Pupils in the Early Years Foundation Stage are assessed on entry and exit according to the EYFS strands. In 2022-23 the EYFS assessment strands changed from having 7 age related stages to being just 4, Birth to 3yrs, Nursey, Reception and Achieved ELG.

A comparison of the entry and exit assessment show clearly the progress achieved with pupils moving through the developmental levels. There used to be 4 stages between birth to 3 years old. Pupils are all working within birth to 3 on development matters tracker. Pupils are being assessed against the new small steps tracker which has been adapted from development matters and Leicestershire SEND small steps document.

The data and Personal Learning Journeys indicate that the 2024-25 cohort of EYFS pupils have all made good progress, however because there are now only 4 stages it is difficult to accurately assess the small steps of progress using this tool. The individual progress can be more accurately detailed using the range of indicators including progress towards IEP targets in their Learner Passport, Tapestry and the Learning Journeys.

Strengths

  • Gross motor skills – Children have made great progress in this area of learning. They respond well to the routine and structures of structured physical development sessions that encourage development of gross motor and fine manipulation skills. They are very active cohort which is recognised in their love of the outdoor enabling them to enjoy space, freedom and to continue developing these skills. All pupils enjoy Forest Schools and having the opportunity to explore, investigate and learn within this environment.
  • Writing – More than half the children are experimenting and using mark making implement to make marks on paper, easels and in messy play. One child is creating people and objects in the environment with fine detailed features. One child is writing their name independently in play.
  • Maths- problem solving and simple measure activities through provision and play. Children continue to make small step progress in maths. They particularly like number and practical elements of mathematical spatial reasoning skills e.g. filling and emptying.

The Den

The pupils all access the full range of subjects within the National Curriculum, with holistic subjects built into the timetable including Music Communication and Interaction and Forest Schools. The pupils also take part in focused communication activities and receive a high level of support with regards to their behaviour and emotional regulation.

The pupils are individually assessed at the beginning of the school year to determine the level at which they access the National Curriculum. Their individual pupil progress is summarised within their education reports which is presented at their annual review meetings. They are also assessed against National Curriculum outcomes three times a year at the end of each term. These are currently being adapted to show small step progress more effectively. Summative teacher assessment is also completed throughout the year which informs planning and teaching.

The Den – Transition to Secondary School

Functional Skills Examinations

Pupils deemed eligible across Post 16 and Key Stage 4 have had the opportunity to gain full qualifications in Functional English, at Entry Levels 1, 2 and 3 through Open Awards during June and July 2025. This academic year we had a mixture of KS4 pupils at Entry level 1 only and Post 16 pupils at all 3 levels. The students performed incredibly well with a high percentage of pass rates.

Post 16 and key Stage 4 pupils have continued to work towards the Skills Builder curriculum in addition to our Post 16 curriculum.  Forest Way have been awarded the Bronze Award for effectively implementing this.