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Outcomes


At Springwell Learning Community, pupil progress and outcomes are outstanding. Our judgement is based not only on our progress data but on a range of rich measures that are vital in preparing our young people for life beyond Springwell. Our outcomes are measured using five key performance indicators:

Each pupil’s context is diagnostically tested to assess their priorities for progress. At Springwell we have three Assessment Pathways that challenge the pupils at an appropriate level, allow assessments to take place and progress to be made. There is no limit to the level of progress that each pupil can achieve but expectations and targets are set in context to individual priorities. Regular reviews ensure that targets are aspirational and include ‘stretch and challenge’ for the most academically able and for the most challenged pupils.

 

 

Upon entry all pupils are taken through a series of assessments constituting academic and SEMH baselines in order that their progress can be accurately measured. This is then tracked and monitored on an annual basis (EHCP reviews) and through short term monitoring by class teachers. A pupil’s Springwell Learning Map documents the result of the continuous assessment, evaluation and intervention that takes place on behalf of the pupil.

Detailed termly analysis of all data strands reveals that the overwhelming majority of pupils make exceptional progress from their starting points. This is in no small part due to a trauma informed, engaging pedagogical practice supported by an ethos of unconditional positive regard.

As a result of the personalised approach to learning for all pupils there has been no material difference in terms of education outcomes for pupils in receipt of Pupil Premium Grant (PPG) funding compared to non-PPG pupils. Further information is provided under the Pupil Premium Strategy.

Exam and Assessment Results

 KEY STAGE 2

While the majority of learners at Springwell are working below the nationally expected standards for KS2, all make high levels of progress in the context of their wider starting points as delineated by the particular pathway. In 2017-18, 96% of  28 eligible KS2 pupils made progress at or above their allocated aspirational targets set within their pathways, up from 88% in 2016-17.

KEY STAGE 4

In 2017-18, 54% of our Y11 pupils achieved 5 or more GCSE or equivalents, with 47% achieving 8 or more GCSE equivalents. 93% of pupils left with at least one qualification and as of September, 87.5% had established post 16 destinations.

 

 

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