Performance Results

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Individual pupil progress and analysis Summer Term 2026

Pupils joining Tor View for EYFS are generally those with severe and profound and multiple learning difficulties. All pupils started and ended their Reception year operating significantly below National Expectations. All pupils were recorded as Emerging on entry to school and at the end of EYFS, reception year.

9 pupils are now at the end of the EYFS.

 

In terms of progress Tor View has been working with a collaborative of specialist EY providers to establish agreed progress targets for the EYFS. Pupils are baseline assessed on entry to Reception and then a summative assessment is made at the end of the EYFS. For each cohort of learners, we are now able to identify if progress is: Outstanding; Good; Steady or a cause for concern.

 

External EYFS moderation took place June 2019, moderator described progress for Reception aged pupils as “phenomenal”. - Local Authority

External Moderation has taken place through the NWSCAP Moderation group

Prime Areas of Learning

Communication and Language

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

80%

100%

100%

0%

Physical Development

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

50%

100%

100%

0%

Personal, Social and Emotional Development

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

60%

100%

100%

0%

Specific Areas of Learning

Literacy

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

60%

100%

100%

0%

Mathematics

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

70%

100%

100%

0%

Understanding the World

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

70%

100%

100%

0%

 

Expressive Arts and Design

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

50%

100%

100%

0%

 

 

 

 

 

Key Stage 1

As there is no national data available for KS1 pupils and the KS is 2 years we expect pupils to make progress which is at least half of the expected progress for pupils of the same cohort across KS2 (4 years). Progress is benchmarked with the NWSCAP (Northwest Specialist Curriculum, Assessment and Pedagogy, previous NWSAG) progress charts 2025-26.

 

81% of pupils (13 out of 16 pupils) made Expected progress or above in English.

81% of pupils (13 of 16 pupils) made Expected progress or above in Mathematics.

 

63% of pupils (10 out of 16 pupils) exceeded expected progress in English.

63% of pupils (10 out of 16 pupils) exceeded expected progress in Mathematics.

 

37% of pupils (6 out of 16 pupils) made exceptional progress in English.

31% of pupils (5 out of 16 pupils) made exceptional progress in Mathematics.

Analysis of progress for specific groups

 

Most able pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 learner baseline 9.0

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

 

Most dependent pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 learner baseline 3.0

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

 

4 Broad Areas of Need:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

79% (11/14)

57% (8/14)

36% (5/14)

79% (11/14)

57% (8/14)

29% (4/14)

Cognition and Learning

- Moderate

- Severe

- PMLD

100% (1/1)

100% (1/1)

 

0% (0/1)

100% (1/1)

 

100% (1/1)

 

0% (0/1)

 

Social, Emotional and Mental Health difficulties

-ADHD

n/a

n/a

n/a

n/a

n/a

n/a

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

100% (2/2)

100% (2/2)

50% (1/ 2)

100% (2/2)

100% (2/2)

50% (1/ 2)

 

 

 

BME:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

100% (4/4)

50% (2/4)

25% (¼)

100% (4/4)

25% (¼)

0% (0/4)

 

CLA:

No pupils at End of KS1 are CLA.

 

Gender:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 8 pupils

100% (8/8)

75% (6/8)

25% (2/8)

100% (8/8)

75% (6/8)

12.5% (1/8)

Female- 8 pupils

63% (5/8)

50% (4/8)

50% (4/8)

63% (5/8)

63% (5/8)

50% (4/4)

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

9 pupils

89% (8/9)

78% (7/9)

44% (4/9)

89% (8/9)

78% (7/9)

33% (3/9)

 

Conduct Support Plans (CSPs):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

8 pupils

75% (6/8)

63% (5/8)

38% (3/8)

75% (6/8)

75% (6/8)

38% (3/8)

 

 

Key Stage 2

We recognise that Progression Guidance is no longer used to benchmark special school data. However, in the absence of an alternative national data set we are continuing to use this as a comparative indicator so we can compare data over time. As a Teaching School Hub we have set up an assessment network ‘North West Specialist Curriculum, Assessment and Pedagogy Group’ (NWSCAP previous NWSAG) to develop a coherent response to Assessment Without levels in the Special sector.

 The National data sets from Progression Guidance are used to benchmark our pupils’ progress. These data sets indicate lower, median and upper quartile progress. Expected progress is median quartile progress (ie progress made by 50% of pupils nationally with same staring point over KS2) where progress exceeds this expectation we record this as exceeding expected progress.     

 

Percentage of pupils making expected progress:

 

88% of pupils (15 out of 17 pupils) made Expected progress or above in English.

94% of pupils (16 out of 17 pupils) made Expected progress or above in Mathematics.

 

76% of pupils (13 out of 17 pupils) exceeded expected progress in English.

82% of pupils (14 out of 17 pupils) exceeded expected progress in Mathematics.

 

76% of pupils (13 out of 17 pupils) made exceptional progress in English.

53% of pupils (9 out of 17 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 learner baseline 13.0

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

 

Most dependent pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 learner baseline 4.0

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

 

4 Broad Areas of Need:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

92% (12/13)

77% (10/13)

77% (10/13)

92% (12/13)

85% (11/13)

62% (8/13)

Cognition and Learning

- Moderate

- Severe

- PMLD

66% (2/3)

66% (2/3)

66% (2/3)

100% (3/3)

100% (3/3)

33% (1/3)

Social, Emotional and Mental Health difficulties

-ADHD

n/a

n/a

n/a

n/a

n/a

n/a

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

0% (0/1)

0% (0/1)

 

 

BME:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

50% (½)

50% (½)

50% (½)

50% (½)

50% (½)

50% (½)

 

 

 

CLA:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil

100% (1/1)

0% (0/1)

0% (0/1)

100% (1/1)

0% (0/1)

0% (0/1)

 

 

Gender:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male-12 pupils

92% (11/12)

83% (10/12)

83% (10/12)

92% (11/12)

83% (10/12)

58% (7/12)

Female- 5 pupils

80% (4/5)

60% (3/5)

60% (3/5)

80% (4/5)

80% (4/5)

40% (2/5)

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

8 pupils

88% (7/8)

75% (6/8)

75% (6/8)

100% (8/8)

88% (7/8)

50% (4/8)

 

Conduct Support Plans (CSPs):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

8 pupils

100% (8/8)

88% (7/8)

88% (7/8)

100% (8/8)

88% (7/8)

63% (5/8)

Key Stage 3

Below figures include ISC learners (*) that are disapplied from the National Curriculum

Percentage of pupils making expected progress:

 

95% of pupils (21 out of 22 pupils) made Expected progress or above in English.

95% of pupils (21 out of 22 pupils) made Expected progress or above in Mathematics.

 

82% of pupils (18 out of 22 pupils) exceeded expected progress in English.

59% of pupils (13 out of 22 pupils) exceeded expected progress in Mathematics.

 

59% of pupils (13 out of 22 pupils) made exceptional progress in English.

27% of pupils (6 out of 22 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 learner baseline 17.0

100% (1/1)

0% (0/1)

0% (0/1)

100% (1/1)

0% (0/1)

0% (0/1)

 

Most dependent pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 learners, baseline 6.0

100% (2/2)

100% (2/2)

50% (½)

100% (2/2)

100% (2/2)

50% (½)

 

4 Broad Areas of Need:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

94% (17/18)

83% (15/18)

61% (11/18)

94% (17/18)

56% (10/18)

22% (4/18)

Cognition and Learning

- Moderate

- Severe

- PMLD

100% (5/5)

80% (4/5)

60% (3/5)

100% (5/5)

60% (3/5)

40% (2/5)

Social, Emotional and Mental Health difficulties

-ADHD

n/a

n/a

n/a

n/a

n/a

n/a

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

 

BME:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

75% (¾)

75% (¾)

25% (¼)

100% (4/4)

75% (¾)

25% (¼)

 

CLA:

There are no CLA learners at the end of Key Stage 3

 

 

Gender:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 13 pupils

100% (13/13)

77% (10/13)

46% (6/13)

100% (13/13)

69% (9/13)

31% (4/13)

Female – 9 pupils

89% (8/9)

89% (8/9)

78% (7/9)

89% (8/9)

44% (4/9)

22% (2/9)

 

 

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 11 pupils

100% (11/11)

100% (11/11)

64% (7/11)

100% (11/11)

73% (8/11)

18% (2/11)

 

 

 

Conduct Support Plans (CSPs):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 7 pupils

86% (6/7)

86% (6/7)

43% (3/7)

86% (6/7)

71% (5/7)

14% (1/7)

 

 

Key Stage 4

Below figures include ISC learners (*) that are disapplied from the National Curriculum

Percentage of pupils making expected progress:

100% of pupils (18 out of 18 pupils) made Expected progress or above in English.

94% of pupils (17 out of 18 pupils) made Expected progress or above in Mathematics.

 

100% of pupils (18 out of 18 pupils) exceeded expected progress in English.

72% of pupils (13 out of 18 pupils) exceeded expected progress in Mathematics.

 

56% of pupils (10 out of 18 pupils) made exceptional progress in English.

28% of pupils (5 out of 18 pupils) made exceptional progress in Mathematics.

  

Analysis of progress for specific groups

 

Most able pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 learner 18.0

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

 

Most dependent pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 learner baseline 7.0

100% (1/1)

100% (1/1)

0% (0/1)

100% (1/1)

100% (1/1)

0% (0/1)

 

4 Broad Areas of Need:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

100% (16/16)

100% (16/16)

56% (9/16)

94% (15/16)

75% (12/16)

31% (5/16)

Cognition and Learning

- Moderate

- Severe

- PMLD

100% (4/4)

100% (4/4)

25% (¼)

75% (3/4)

50% (2/4)

0% (0/4)

Social, Emotional and Mental Health difficulties

-ADHD

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

0% (0/1)

0% (0/1)

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

100% (1/1)

0% (0/1)

 

BME:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

7 pupils

100% (7/7)

100% (7/7)

14% (1/7)

86% (6/7)

71% (5/7)

14% (1/7)

 

CLA:

There are no CLA learners at the end of Key Stage 4.

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male – 12 pupils

100% (12/12)

100% (12/12)

58% (7/12)

100% (12/12)

92% (11/12)

42% (5/12)

Female – 6 pupils

100% (6/6)

100% (6/6)

50% (3/6)

83% (5/6)

33% (2/6)

0% (0/6)

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

5 pupils

100% (5/5)

100% (5/5)

80% (4/5)

100% (5/5)

60% (3/5)

20% (1/5)

 

Conduct Support Plans (CSPs):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

100% (4/4)

100% (4/4)

0% (0/4)

75% (¾)

75% (¾)

25% (¼)

 

 

 

 

Whole School Pupil Data by Key Stage  

Individual pupil progress and analysis Summer Term 2025 

Pupils joining Tor View for EYFS are generally those with severe and profound and multiple learning difficulties. All pupils started and ended their Reception year operating significantly below National Expectations. All pupils were recorded as Emerging on entry to school and at the end of EYFS, reception year. 

9 pupils are now at the end of the EYFS. 

In terms of progress Tor View has been working with a collaborative of specialist EY providers to establish agreed progress targets for the EYFS. Pupils are baseline assessed on entry to Reception and then a summative assessment is made at the end of the EYFS. For each cohort of learners, we are now able to identify if progress is: Outstanding; Good; Steady or a cause for concern. 

EYFS- No pupils have made less than steady progress. 

 

As there is no national data available for KS1 pupils and the KS is 2 years we expect pupils to make progress which is at least half of the expected progress for pupils of the same cohort across KS2 (4 years). Progress is benchmarked with the NWSCAP (Northwest Specialist Curriculum, Assessment and Pedagogy, previous NWSAG) progress charts 2024-25.

Percentage of pupils making expected progress:

 

93% of pupils (13 out of 14 pupils) made Expected progress or above in English.

93% of pupils (13 of 14 pupils) made Expected progress or above in Mathematics.

 

71% of pupils (10 out of 14 pupils) exceeded expected progress in English.

79% of pupils (11 out of 14 pupils) exceeded expected progress in Mathematics.

 

71% of pupils (10 out of 14 pupils) made exceptional progress in English.

79% of pupils (11 out of 14 pupils) made exceptional progress in Mathematics.

Analysis of progress for specific groups

 

Most able pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S7.0 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S3.0 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

4 Broad Areas of Need:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

10/11

91%

8/11

73%

8/11

73%

10/11

91%

9/11

82%

9/11

82%

Cognition and Learning

- Moderate

- Severe

- PMLD

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

Social, Emotional and Mental Health difficulties

-ADHD

NA

NA

NA

NA

NA

NA

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

2/2

100%

1/2

50%

1/2

50%

2/2

100%

1/2

50%

1/2

50%

 

BME:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

1/2

50%

0/2

0%

0/2

0%

1/2

50%

1/2

50%

1/2

50%

 

CLA:

No pupils at End of KS1 are CLA.

 

Gender:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 9 pupils

9/9

100%

7/9

78%

7/9

78%

9/9

100%

8/9

89%

8/9

89%

Female-5 pupils

4/5

80%

3/5

60%

3/5

60%

4/5

80%

3/5

60%

3/5

60%

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

4/4

100%

4/4

100%

4/4

100%

4/4

100%

4/4

100%

4/4

100%

 

Conduct Support Plans (CSPs):

No pupils at End of KS1 have a CSP.

 

We recognise that Progression Guidance is no longer used to benchmark special school data. However, in the absence of an alternative national data set we are continuing to use this as a comparative indicator so we can compare data over time. As a Teaching School Hub we have set up an assessment network ‘North West Specialist Curriculum, Assessment and Pedagogy Group’ (NWSCAP previous NWSAG) to develop a coherent response to Assessment Without levels in the Special sector.

 The National data sets from Progression Guidance are used to benchmark our pupils’ progress. These data sets indicate lower, median and upper quartile progress. Expected progress is median quartile progress (ie progress made by 50% of pupils nationally with same staring point over KS2) where progress exceeds this expectation we record this as exceeding expected progress.     

Percentage of pupils making expected progress:

 

100% of pupils (9 out of 9 pupils) made Expected progress or above in English.

100% of pupils (9 out of 9 pupils) made Expected progress or above in Mathematics.

 

89% of pupils (8 out of 9 pupils) exceeded expected progress in English.

100% of pupils (9 out of 9 pupils) exceeded expected progress in Mathematics.

 

89% of pupils (8 out of 9 pupils) made exceptional progress in English.

100% of pupils (9 out of 9 pupils) made exceptional progress in Mathematics.

Analysis of progress for specific groups

 

Most able pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S9.0

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S5.0

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

4 Broad Areas of Need:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

8/8

100%

7/8

78%

7/8

78%

8/8

100%

8/8

100%

8/8

100%

Cognition and Learning

- Moderate

- Severe

- PMLD

1/1

      100%

1/1

100%

 

1/1

100%

 

1/1

100%

1/1

100%

1/1

100%

Social, Emotional and Mental Health difficulties

-ADHD

NA

NA

NA

NA

NA

NA

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

NA

NA

NA

NA

NA

NA

 

BME:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

1/2

50%

1/2

50%

2/2

100%

2/2

100%

2/2

100%

 

CLA: No pupils at End of KS2 are CLA.

 

Gender:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 7 pupils

7/7

     100%

6/7

86%

6/7

86%

7/7

100%

7/7

100%

7/7

100%

Female-2 pupils

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

 

Conduct Support Plans (CSPs):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

Percentage of pupils making expected progress:

 

95% of pupils (20 out of 21 pupils) made Expected progress or above in English.

90% of pupils (19 out of 21 pupils) made Expected progress or above in Mathematics.

 

86% of pupils (18 out of 21 pupils) exceeded expected progress in English.

81% of pupils (17 out of 21 pupils) exceeded expected progress in Mathematics.

 

57% of pupils (12 out of 21 pupils) made exceptional progress in English.

62% of pupils (13 out of 21 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

Most able pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S15.0

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S4.0

1/1

100%

1/1

100%

0/1

0%

1/1

100%

1/1

100%

0/1

0%

 

4 Broad Areas of Need:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

11/11

100%

11/11

100%

8/11

73%

11/11

100%

10/11

91%

8/11

73%

Cognition and Learning

- Moderate

- Severe

- PMLD

9/10

90%

7/10

70%

4/10

40%

9/10

90%

7/10

70%

5/10

50%

Social, Emotional and Mental Health difficulties

-ADHD

NA

NA

NA

NA

NA

NA

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

NA

NA

NA

NA

NA

NA

 

BME:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

5 pupils

5/5

100%

5/5

100%

3/5

60%

5/5

100%

5/5

100%

2/5

40%

 

CLA:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil

1/1

100%

1/1

100%

0/1

0%

1/1

100%

1/1

100%

0/1

0%

 

 

 

 

 

Gender:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 14 pupils

14/14

100%

14/14

100%

10/14

71%

13/14

93%

12/14

86%

10/14

71%

Female-7 pupils

6/7

%

4/7

57%

2/7

29%

6/7

86%

5/7

71%

3/7

43%

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 11 pupils

 

11/11

100%

10/11

91%

7/11

64%

10/11

91%

8/11

73%

6/11

55%

 

Conduct Support Plans (CSPs):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

7 pupils

6/7

86%

6/7

86%

3/7

43%

6/7

86%

5/7

71%

3/7

43%

 

Functional Skills English Entry Level 1

7

Functional Skills English Entry Level 2

4

Functional Skills Maths Entry Level 1

7

Functional Skills Maths Entry Level 2

4

Functional Skills Maths Entry Level 3

1

 

 

 

 

 

 

 

English Literature

1

7

English Language

1

6

Science

1

7/6

Maths

1

5

Maths

1

4

French

1

5

 

 

Arts Award Discover

33

 

DofE Bronze

11

 

Healthy Lifestyles Entry WJEC Level 2

12

 

Business & Enterprise Level 1

4

Percentage of pupils making expected progress:

 

97% of pupils (32 out of 33 pupils) made Expected progress or above in English.

97% of pupils (32 out of 33 pupils) made Expected progress or above in Mathematics.

 

85% of pupils (28 out of 33 pupils) exceeded expected progress in English.

82% of pupils (27 out of 33 pupils) exceeded expected progress in Mathematics.

 

73% of pupils (24 out of 33 pupils) made exceptional progress in English.

70% of pupils (23 out of 33 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

Most able pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils S17 baseline

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

 

Most dependent pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S4 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

4 Broad Areas of Need:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

22/23

96%

22/23

96%

18/23

78%

22/23

96%

18/23

78%

17/23

74%

Cognition and Learning

- Moderate

- Severe

- PMLD

7/7

100%

3/7

43%

3/7

43%

7/7

100%

6/7

86%

5/7

71%

Social, Emotional and Mental Health difficulties

-ADHD

NA

NA

NA

NA

NA

NA

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

3/3

100%

3/3

100%

3/3

100%

3/3

100%

2/3

67%

1/3

33%

 

 

 

 

 

 

BME:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils

3/3

100%

3/3

100%

3/3

100%

3/3

100%

3/3

100%

3/3

100%

 

CLA:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

6 pupils

5/6

83%

4/6

67%

3/6

50%

5/6

83%

4/6

67%

4/6

67%

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 24 pupils

23/24

96%

21/24

88%

18/24

75%

23/24

96%

20/24

83%

16/24

67%

Female- 9 pupils

9/9

100%

7/9

78%

6/9

67%

9/9

100%

7/9

78%

7/9

78%

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

23 pupils

22/23

96%

18/23

78%

17/23

74%

22/23

96%

18/23

78%

16/23

70%

 

Conduct Support Plans (CSPs):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 9 pupils

8/9

89%

8/9

89%

6/9

67%

8/9

89%

6/9

67%

6/9

67%

Tor View Further Education Department

32 Pupils 97% of Leavers

Other Care Provision

1 Learner

 

Functional Skills English Entry Level 2

2

Functional Skills English Entry Level 3

2

Functional Skills Maths Entry Level 1

7

Functional Skills Maths Entry Level 2

2

Functional Skills Maths Entry Level 3

2

 

 

 

 

 

 

Open Awards Entry Level Award in Hospitality and Catering Skills

Entry Level 1

7

Entry Level 2

2

Entry Level 3

0

Open Awards Entry Level Award in Horticulture Skills

Entry Level 1

3

Entry Level 2

10

Entry Level 3

0

Open Awards Entry Level Award in Exploring Opportunities in Construction and Building Industries

Entry Level 1

3

Entry Level 2

6

Entry Level 3

0

Open Awards Entry Level Certificate in Physical Health and Mental Wellbeing

Entry Level 1

2

Entry Level 2

6

Entry Level 3

5

Open Awards Entry Level Award in Creative Arts

Entry Level 1

10

Entry Level 2

5

Entry Level 3

0

 

Valley College

7 Learners

Other FE Provider

1 Learner

Social Care Provision

2 Learner

 

Further Education

Steps are not intended for use in FE. However, staff welcome the structure provided by SS2S as a source of systematic skill-based targets. Progress in FE is measured by successful transitions outcomes and accreditation. There is therefore no requirement to report on Step progress although this data is used information

Whole School Pupil Data by Key Stage

Individual pupil progress and analysis Summer Term 2024

Pupils joining Tor View for EYFS are generally those with severe and profound and multiple learning difficulties. All pupils started and ended their Reception year operating significantly below National Expectations. All pupils were recorded as Emerging on entry to school and at the end of EYFS, reception year.

12 pupils are now at the end of the EYFS.

In terms of progress Tor View has been working with a collaborative of specialist EY providers to establish agreed progress targets for the EYFS. Pupils are baseline assessed on entry to Reception and then a summative assessment is made at the end of the EYFS. For each cohort of learners, we are now able to identify if progress is: Outstanding; Good; Steady or a cause for concern.

EYFS- No pupils have made less than steady progress.

 

Prime Areas of Learning

Communication and Language

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

25% 

100% 

100% 

0% 

Physical Development

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

58% 

100% 

100% 

0% 

Personal, Social and Emotional Development

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

58% 

100% 

100% 

0% 

Specific Areas of Learning

Literacy

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

75% 

100% 

100% 

0% 

Mathematics

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

50%

100%

100%

0%

Understanding the World

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

67%

100%

100%

0%

Expressive Arts and Design

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

83%

100%

100%

0%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

External EYFS moderation took place June 2019, moderator described progress for Reception aged pupils as “phenomenal”.

 

Key Stage 1

As there is no national data available for KS1 pupils and the KS is 2 years we expect pupils to make progress which is at least half of the expected progress for pupils of the same cohort across KS2 (4 years). Progress is benchmarked with the NWSCAP (Northwest Specialist Curriculum, Assessment and Pedagogy, previous NWSAG) progress charts 2023-24.

Percentage of pupils making expected progress:

100% of pupils (7 out of 7 pupils) made Expected progress or above in English.

100% of pupils (7 out of 7 pupils) made Expected progress or above in Mathematics.

 

86% of pupils (6 out of 7 pupils) exceeded expected progress in English.

86% of pupils (6 out of 7 pupils) exceeded expected progress in Mathematics.

 

86% of pupils (6 out of 7 pupils) made exceptional progress in English.

86% of pupils (6 out of 7 pupils) made exceptional progress in Mathematics.

Analysis of progress for specific groups

 

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S6 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S3 baseline

1/1

100%

0/1

0%

0/1

0%

1/1

100%

0/1

0%

0/1

0%

 

4 Broad Areas of Need:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

7/7

100%

6/7

86%

6/7

86%

7/7

100%

6/7

86%

6/7

86%

Cognition and Learning

- Moderate

- Severe

- PMLD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Social, Emotional and Mental Health difficulties

-ADHD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S5 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

CLA:

No pupils at End of KS1 are CLA.

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 6 pupils

6/6

100%

5/6

83%

5/6

83%

6/6

100%

5/6

83%

5/6

83%

Female-1 pupils

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Pupil Premium including Care Leavers:

No pupils at End of KS1 are Pupil Premium including Care Leavers.

 

Conduct Support Plans (CSPs):

No pupils at End of KS1 have a CSP.

Key Stage 2

We recognise that Progression Guidance is no longer used to benchmark special school data. However, in the absence of an alternative national data set we are continuing to use this as a comparative indicator so we can compare data over time. As a Teaching School Hub we have set up an assessment network ‘North West Specialist Curriculum, Assessment and Pedagogy Group’ (NWSCAP previous NWSAG) to develop a coherent response to Assessment Without levels in the Special sector.

 The National data sets from Progression Guidance are used to benchmark our pupils’ progress. These data sets indicate lower, median and upper quartile progress. Expected progress is median quartile progress (ie progress made by 50% of pupils nationally with same staring point over KS2) where progress exceeds this expectation we record this as exceeding expected progress.     

Percentage of pupils making expected progress:

88% of pupils (15 out of 17 pupils) made Expected progress or above in English.

88% of pupils (15 out of 17 pupils) made Expected progress or above in Mathematics.

 

71% of pupils (12 out of 17 pupils) exceeded expected progress in English.

71% of pupils (12 out of 17 pupils) exceeded expected progress in Mathematics.

 

47% of pupils (8 out of 17 pupils) made exceptional progress in English.

59% of pupils (10 out of 17 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S10

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

0/1

0%

 

 

Most dependent pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

6 pupils -S5

6/6

100%

5/6

83%

5/6

83%

6/6

100%

5/6

83%

5/6

83%

 

4 Broad Areas of Need:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

11/12

92%

10/12

83%

7/12

58%

11/12

92%

10/12

83%

8/12

67%

Cognition and Learning

- Moderate

- Severe

- PMLD

4/5

      80%

2/5

40%

 

1/5

20%

 

4/5

80%

2/5

40%

2/5

40%

Social, Emotional and Mental Health difficulties

-ADHD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

NA

 

 

 

NA

 

 

 

NA

 

 

 

NA

 

 

 

NA

 

 

 

NA

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil

1/1

100%

1/1

100%

0/1

0%

1/1

100%

1/1

100%

1/1

100%

 

CLA:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil

1/1

100%

1/1

100%

0/1

0%

1/1

100%

1/1

100%

1/1

100%

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male-15 pupils

13/15

87%

10/15

67%

6/15

40%

13/15

87%

10/15

67%

9/15

60%

Female-2 pupils

2/2

100%

2/2

100%

1/2

50%

2/2

100%

2/2

100%

1/2

50%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

5 pupils

5/5

100%

5/5

100%

4/5

80%

5/5

100%

5/5

100%

5/5

1000%

 

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

6 pupils

6/6

100%

5/6

83%

3/6

83%

6/6

100%

5/6

83%

5/6

83%

Percentage of pupils making expected progress:

95% of pupils (21 out of 22 pupils) made Expected progress or above in English.

91% of pupils (20 out of 22 pupils) made Expected progress or above in Mathematics.

 

82% of pupils (18 out of 22 pupils) exceeded expected progress in English.

91% of pupils (20 out of 22 pupils) exceeded expected progress in Mathematics.

 

73% of pupils (16 out of 22 pupils) made exceptional progress in English.

73% of pupils (16 out of 22 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S16

1/1

100%

0/1

0%

0/1

0%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S2

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

4 Broad Areas of Need:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

17/18

94%

14/18

78%

13/18

72%

16/18

89%

16/18

89%

14/18

78%

Cognition and Learning

- Moderate

- Severe

- PMLD

4/4

100%

4/4

100%

 

3/4

75%

 

4/4

100%

4/4

100%

2/4

50%

Social, Emotional and Mental Health difficulties

-ADHD

NA

 

 

NA

 

 

NA

 

 

NA

 

 

NA

 

 

NA

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

NA

 

 

 

NA

 

 

 

NA

 

 

 

NA

 

 

 

NA

 

 

 

NA

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

9 pupils

9/9

100%

8/9

89%

8/9

89%

9/9

100%

8/9

89%

7/9

78%

 

CLA:

No pupils at End of KS4 are CLA.

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male-15

15/15

100%

13/15

87%

11/15

73%

15/15

100%

15/15

100%

12/15

80%

Female- 7

6/7

86%

5/7

71%

4/7

57%

5/7

71%

5/7

71%

4/7

57%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

6 pupils in total

 

6/6

100%

5/6

83%

5/6

83%

5/6

83%

5/6

83%

5/6

83%

 

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

5 pupils

4/5

80%

3/5

60%

2/5

40%

3/5

60%

 

3/5

60%

 

2/5

40%

Open Awards Functional Skills 2023-24

Functional Skills English Entry Level 1

7 Learners

Functional Skills English Entry Level 2

4 Learners

Functional Skills Maths Entry Level 1

9 Learners

Functional Skills Maths Entry Level 2

1 Learner

Functional Skills Maths Entry Level 3

1 Learner

Functional Skills ICT Entry Level 3

10 Learners

 

*To be completed 12/24

 

Arts Award

Discover

20 Learners

 

Duke of Edinburgh

Bronze

29 Learners

 

Percentage of pupils making expected progress:

100% of pupils (21 out of 21 pupils) made Expected progress or above in English.

100% of pupils (21 out of 21 pupils) made Expected progress or above in Mathematics.

 

95% of pupils (20 out of 21 pupils) exceeded expected progress in English.

67% of pupils (14 out of 21 pupils) exceeded expected progress in Mathematics.

 

81% of pupils (17 out of 21 pupils) made exceptional progress in English.

57% of pupils (12 out of 21 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S19 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S4 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

4 Broad Areas of Need:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

11/11

100%

10/11

91%

8/11

73%

11/11

100%

7/11

64%

6/11

55%

Cognition and Learning

- Moderate

- Severe

- PMLD

10/10

100%

10/10

100%

9/10

90%

 

10/10

100%

7/10

70%

6/10

60%

Social, Emotional and Mental Health difficulties

-ADHD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

 

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

6 pupils

6/6

100%

6/6

100%

5/6

83%

6/6

100%

4/6

67%

3/6

50%

 

CLA:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil

1/1

100%

1/1

100%

0/1

0%

1/1

100%

1/1

100%

1/1

100%

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 10 pupils

10/10

100%

9/10

90%

7/10

70%

10/10

100%

6/10

60%

5/10

50%

Female- 11 pupils

11/11

100%

11/11

100%

10/11

91%

11/11

63%

8/11

73%

7/11

64%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

6 pupils

6/6

100%

5/6

83%

3/6

50%

6/6

100%

3/6

50%

3/6

50%

 

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

6 pupils

6/6

100%

5/6

83%

3/6

50%

6/6

100%

3/6

50%

3/6

50%

Tor View Further Education Department

20 Pupils 100% of Leavers

 

Open Awards Functional Skills 2023-24

Functional Skills English Entry Level 1

1 Learner

Functional Skills English Entry Level 2

1 Learner

Functional Skills English Entry Level 3 

1 Learner

Function Skills English Level 2

1 Learner

Functional Skills Mathematics Entry Level 1

6 Learners

Functional Skills Mathematics Entry Level 2

1 Learner

Functional Skills Mathematics Entry Level 3

1 Learner

Functional Skills ICT Entry Level 2

1 Learner

Functional Skills ICT Entry Level 3 

3 Learners

 

*To be completed 12/24

 

KS5 Vocational Options

Looking After Yourself & Your Home Entry Level 1

26 Learners

Looking After Yourself & Your Home Entry Level 2

15 Learners

Looking After Yourself & Your Home Entry Level 3

6 Learners

Further Learning and Employability Level 1

1 Learner

Further Learning and Employability Level 2

1 Learner

 

Valley College

7 Learners

Other FE Provider

3 Learners

Social Care Provision

2 Learners

Further Education

Steps are not intended for use in FE. However, staff welcome the structure provided by SS2S as a source of systematic skill-based targets. Progress in FE is measured by successful transitions outcomes and accreditation. There is therefore no requirement to report on Step progress although this data is used informally.

 

 

Individual pupil progress and analysis Summer Term 2023

Pupils joining Tor View for EYFS are generally those with severe and profound and multiple learning difficulties. All pupils started and ended their Reception year operating significantly below National Expectations.

In terms of progress Tor View has been working with a collaborative of specialist EY providers to establish agreed progress targets for the EYFS. Pupils are baseline assessed on entry to Reception and then a summative assessment is made at the end of the EYFS. For each cohort of learners, we are now able to identify if progress is: Outstanding; Good; Steady or a cause for concern.

EYFS- No pupils have made less than steady progress.

External EYFS moderation took place June 2019, moderator described progress for Reception aged pupils as “phenomenal”.

 

 

Prime Areas of Learning

Communication and Language

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

45%

100%

100%

0%

Physical Development

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

45%

100%

100%

0%

Personal, Social and Emotional Development

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

45%

100%

100%

0%

Specific Areas of Learning

Literacy

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

78%

100%

100%

0%

Mathematics

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

100%

100%

100%

0%

Understanding the World

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

22%

100%

100%

0%

 

Expressive Arts and Design

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

89%

100%

100%

0%

 

 

Key Stage 1 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts

As there is no national data available for KS1 pupils and the KS is 2 years we expect pupils to make progress which is at least half of the expected progress for pupils of the same cohort across KS2 (4 years).

 

Percentage of pupils making expected progress:

100% of pupils (12 out of 12 pupils) made Expected progress or above in English.

100% of pupils (12 out of 12 pupils) made Expected progress or above in Mathematics.

 

83% of pupils (10 out of 12 pupils) exceeded expected progress in English.

83% of pupils (10 out of 12 pupils) exceeded expected progress in Mathematics.

 

75% of pupils (9 out of 12 pupils) made exceptional progress in English.

75% of pupils (9 out of 12 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

Most able pupils: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S8 baseline 

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils S2 baseline

3/3

100%

3/3

100%

3/3

100%

3/3

100%

3/3

100%

3/3

100%

 

4 Broad Areas of Need: 

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

10/10

100%

10/10

100%

7/10

70%

10/10

100%

8/10

80%

7/10

70%

Cognition and Learning

- Moderate

- Severe

- PMLD

2/2

100%

2/2

100%

2/2

100%

 

2/2

100%

2/2

100%

2/2

100%

Social, Emotional and Mental Health difficulties

-ADHD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

BME: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils S2 baseline

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

 

CLA: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils – S2 and S3 baselines

2/2

100%

1/2

50%

1/2

50%

2/2

100%

1/2

50%

1/2

50%

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 9 pupils

9/9

100%

8/9

89%

6/9

67%

9/9

100%

8/9

89%

6/9

67%

Female-3 pupils

3/3

100%

3/3

100%

3/3

100%

3/3

100%

3/3

100%

3/3

100%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils baseline S3, S5, S6, S8

4/4

100%

3/4

75%

3/4

75%

4/4

100%

3/4

75%

3/4

75%

 

Conduct Support Plans (CSPs): 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils baseline S3, S6, S8 

3/3

100%

3/3

100%

2/3

67%

3/3

100%

3/3

100%

2/3

67%

 

 

Key Stage 2 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts

 

 

Percentage of pupils making expected progress:

 

100% of pupils (13 out of 13 pupils) made Expected progress or above in English.

85% of pupils (11 out of 13 pupils) made Expected progress or above in Mathematics.

 

85% of pupils (11 out of 13 pupils) exceeded expected progress in English.

54% of pupils (7 out of 13 pupils) exceeded expected progress in Mathematics.

 

62% of pupils (8 out of 13 pupils) made exceptional progress in English.

23% of pupils (3 out of 13 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S12-English S11- Maths baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

0/1

0%

 

Most dependent pupils: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil -S4 baseline

1/1

100%

0/1

0%

0/1

0%

1/1

100%

0/1

0%

0/1

0%

 

4 Broad Areas of Need: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

10/10

100%

9/10

90%

7/10

70%

8/10

80%

5/10

50%

2/10

20%

Cognition and Learning

- Moderate

- Severe

- PMLD

3/3

100%

1/3

33%

1/3

33%

 

3/3

100%

2/3

67%

1/3

33%

Social, Emotional and Mental Health difficulties

-ADHD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

BME: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils 

2/2

100%

2/2

100%

1/2

50%

1/2

50%

1/2

50%

0/2

0%

 

CLA: 

No pupils at End of KS2 are CLA.

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male-6 pupils

6/6

100%

5/6

83%

5/6

83%

5/6

83%

5/6

83%

3/6

50%

Female-7 pupils

7/7

100%

5/7

71%

3/7

43%

6/7

86%

2/7

29%

0/7

0%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils 

3/3

100%

2/3

67%

1/3

33%

2/3

67%

1/3

33%

0/3

0%

 

Conduct Support Plans (CSPs): 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

5 pupils 

5/5

100%

4/5

80%

3/5

60%

4/5

80%

3/5

60%

0/5

0%

Key Stage 3

 

Percentage of pupils making expected progress:

 

94% of pupils (29 out of 31 pupils) made Expected progress or above in English.

100% of pupils (31 out of 31 pupils) made Expected progress or above in Mathematics.

 

87% of pupils (27 out of 31 pupils) exceeded expected progress in English.

94% of pupils (29 out of 31 pupils) exceeded expected progress in Mathematics.

 

77% of pupils (24 out of 31 pupils) made exceptional progress in English.

84% of pupils (26 out of 31 pupils) made exceptional progress in Mathematics.

 

 

Analysis of progress for specific groups

 

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S20 – English S23 – Maths baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S2 baseline

1/1

100%

1/1

100%

0/1

0%

1/1

100%

1/1

100%

0/1

0%

 

 

 

4 Broad Areas of Need: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

21/23

91%

19/23

83%

17/23

74%

23/23

100%

21/23

91%

19/23

83%

Cognition and Learning

- Moderate

- Severe

- PMLD

6/6

100%

6/6

100%

6/6

100%

 

6/6

100%

5/6

83%

5/6

83%

Social, Emotional and Mental Health difficulties

-ADHD

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

1/1

100%

1/1

100%

0/1

0%

 

1/1

100%

1/1

100%

0/1

0%

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

4/4

100%

4/4

100%

3/4

75%

4/4

100%

3/4

75%

3/4

75%

 

CLA:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils

3/3

100%

3/3

100%

3/3

100%

3/3

100%

3/3

100%

2/3

67%

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male-25

24/25

96%

23/25

92%

20/25

80%

25/25

100%

23/25

92%

22/25

88%

Female- 6

5/6

83%

5/6

83%

5/6

83%

6/6

100%

6/6

100%

4/6

67%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

12 pupils in total

8 PPG

2 Care leavers 

11/12

92%

11/12

92%

11/12

92%

12/12

100%

12/12

100%

12/12

100%

 

Conduct Support Plans (CSPs): 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

7 pupils

7/7

100%

7/7

100%

6/7

86%

6/7

86%

 

5/7

71%

 

4/7

57%

 

Open Awards Functional Skills 2022-23

Functional Skills English Entry Level 1

6 Learners

Functional Skills English Entry Level 2

2 Learners

Functional Skills Maths Entry Level 1

4 Learners

Functional Skills Maths Entry Level 2

2 Learners

Functional Skills ICT Entry Level 1

9 Learners

 

GCSE’s

Maths

2 Learners

July 2025 Completion

English

1 Learner

July 2025 Completion

Science Combined (Physics, Chemistry, Biology)

1 Learner

July 2025 Completion

French

1 Learner

July 2025 Completion

 

Arts Award

Explore

10 Learners

Bronze

6 Learners

 

Duke of Edinburgh

Bronze

18 Learners

Key Stage 4 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts

 

Percentage of pupils making expected progress:

 

100% of pupils (18 out of 18 pupils) made Expected progress or above in English.

83% of pupils (15 out of 18 pupils) made Expected progress or above in Mathematics.

 

89% of pupils (16 out of 18 pupils) exceeded expected progress in English.

688% of pupils (13 out of 18 pupils) exceeded expected progress in Mathematics.

 

78% of pupils (14 out of 18 pupils) made exceptional progress in English.

56% of pupils (10 out of 18 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S17 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S6 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

0/1

0%

 

4 Broad Areas of Need: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

9/9

100%

8/9

89%

7/9

78%

8/9

89%

6/9

67%

5/9

56%

Cognition and Learning

- Moderate

- Severe

- PMLD

9/9

100%

8/9

89%

7/9

78%

 

7/9

78%

7/9

78%

6/9

67%

Social, Emotional and Mental Health difficulties

-ADHD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils

3/3

100%

3/3

100%

2/3

67%

3/3

100%

3/3

100%

2/3

67%

 

CLA:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

6 pupils

5/6

83%

5/6

83%

5/6

83%

4/6

67%

4/6

67%

2/6

33%

 

Gender: 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 10 pupils

10/10

100%

8/10

80%

6/10

60%

8/10

80%

7/10

70%

5/10

50%

Female- 8 pupils

8/8

100%

8/8

100%

8/8

100%

7/8

88%

6/8

75%

5/8

63%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

5 pupils

5/5

100%

5/5

100%

4/5

80%

4/5

80%

4/5

80%

3/5

60%

 

Conduct Support Plans (CSPs): 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils

3/3

100%

2/3

67%

1/3

33%

3/3

100%

2/3

67%

2/3

67%

Tor View Further Education Department

16 Pupils 100% of Leavers

 

Open Awards Functional Skills 2022-23

Functional Skills English Entry Level 1

2 learners

Functional Skills English Entry Level 2

2 learners

Functional Skills English Entry Level 3 

3 learners

Functional Skills Mathematics Entry Level 1

2 learners

Functional Skills Mathematics Entry Level 2

3 learners

Functional Skills Mathematics Entry Level 3

2 learners

Functional Skills ICT Entry Level 1

1 learner

Functional Skills ICT Entry Level 2

1 learner

Functional Skills ICT Entry Level 3 

2 learners

Find more information on Open Awards functional skills here.

 

Open Awards Vocational Qualifications 2022-23

Certificate In Independent Living – Living In The Community. Entry Level 1

16 Learners

Certificate In Independent Living – Living In The Community. Entry Level 2

12 Learners

Certificate In Independent Living – Living In The Community. Entry Level 3

4 Learners

Certificate In Employability & Professional Development. Level 1

3 Learners

Accrington & Rossendale College - Mainstream Further Education

1 Learner

Valley College - Specialist Provider Institute

4 Learners

Paid Employment

2 Learners

Social Care Provision

2 Learners

Project Search – Supported Internship

1 Learner

Supported Living

1 Learner

 

 


Individual pupil progress and analysis Summer Term 2022

Pupils joining Tor View for EYFS are generally those with severe and profound and multiple learning difficulties. All pupils started and ended their Reception year operating significantly below National Expectations.

In terms of progress Tor View has been working with a collaborative of specialist EY providers to establish agreed progress targets for the EYFS. Pupils are baseline assessed on entry to Reception and then a summative assessment is made at the end of the EYFS. For each cohort of learners, we are now able to identify if progress is: Outstanding; Good; Steady or a cause for concern.

EYFS- No pupils have made less than steady progress.

External EYFS moderation took place June 2019, moderator described progress for Reception aged pupils as “phenomenal”.

 

Prime Areas of Learning

Communication and Language

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

60%

100%

100%

0%

Physical Development

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

60%

100%

100%

0%

Personal, Social and Emotional Development

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

80%

100%

100%

0%

Specific Areas of Learning

Literacy

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

100%

100%

100%

0%

Mathematics

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

80%

100%

100%

0%

Understanding the World

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

80%

100%

100%

0%

 

Expressive Arts and Design

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

80%

100%

100%

0%

 

 

Key Stage 1 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts

 

As there is no national data available for KS1 pupils and the KS is 2 years we expect pupils to make progress which is at least half of the expected progress for pupils of the same cohort across KS2 (4 years).

 

Percentage of pupils making expected progress:

100 % of pupils (14 out of 14 pupils) made Expected progress or above in English.

100% of pupils (14 out of 14 pupils) made Expected progress or above in Mathematics.

 

100% of pupils (14 out of 14 pupils) exceeded expected progress in English.

100% of pupils (14 out of 14 pupils) exceeded expected progress in Mathematics.

 

86% of pupils (12 out of 14 pupils) made exceptional progress in English.

86% of pupils (12 out of 14 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S7 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils S4 baseline

3/3

100%

3/3

100%

1/3

33%

3/3

100%

3/3

100%

1/3

33%

 

 

4 Broad Areas of Need:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

11/11

100%

11/11

100%

9/11

82%

11/11

100%

11/11

100%

9/11

82%

Cognition and Learning

- Moderate

- Severe

- PMLD

1/1

100%

1/1

100%

1/1

100%

 

1/1

100%

1/1

100%

1/1

100%

Social, Emotional and Mental Health difficulties

-ADHD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S5 baseline

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

CLA:

No pupils at End of KS1 are CLA.

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 11 pupils

11/11

100%

11/11

100%

9/11

82%

11/11

100%

11/11

100%

9/11

82%

Female-3 pupils

3/3

100%

3/3

100%

3/3

100%

3/3

100%

3/3

100%

3/3

100%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil baseline S6

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil baseline S7

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

Key Stage 2 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts


 

Percentage of pupils making expected progress:

 

100% of pupils (17 out of 17 pupils) made Expected progress or above in English.

100% of pupils (17 out of 17 pupils) made Expected progress or above in Mathematics.

 

100% of pupils (17 out of 17 pupils) exceeded expected progress in English.

100% of pupils (17 out of 17 pupils) exceeded expected progress in Mathematics.

 

71% of pupils (12 out of 17 pupils) made exceptional progress in English.

82% of pupils (14 out of 17 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils:

 

English- 2 pupils’ baseline S9

Maths- 1 pupil baseline S9

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

1/2

50%

1/2

50%

1/2

50%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

English-2 pupils’ baseline S3

Maths- 2 pupils’ baseline S3

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

2/2

100%

2/2

100%

1/2

50%

2/2

100%

2/2

100%

1/2

50%

 

4 Broad Areas of Need:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

8/8

100%

8/8

100%

7/8

88%

8/8

100%

8/8

100%

7/8

88%

Cognition and Learning

- Moderate

- Severe

- PMLD

4/5

80%

4/5

80%

3/5

60%

 

5/5

100%

5/5

100%

5/5

100%

Social, Emotional and Mental Health difficulties

-ADHD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

4/4

100%

4/4

100%

2/4

50%

4/4

100%

4/4

100%

2/4

50%

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

4/4

100%

4/4

100%

3/4

75%

4/4

100%

4/4

100%

4/4

100%

 

CLA:

No pupils at End of KS2 are CLA

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 13 pupils

13/13

100%

13/13

100%

11/13

85%

13/13

100%

13/13

100%

10/13

77%

Female-4 pupils

3/4

75%

3/4

75%

1/4

25%

4/4

100%

4/4

100%

4/4

100%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

9 pupils

8/9

89%

8/9

89%

7/9

78%

9/9

100%

9/9

100%

7/9

78%

 

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

4/4

100%

4/4

100%

3/4

75%

4/4

100%

4/4

100%

3/4

75%

 

 

 

Key Stage 3 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts

 

Percentage of pupils making expected progress:

 

79% of pupils (15 out of 19 pupils) made Expected progress or above in English.

63% of pupils (12 out of 19 pupils) made Expected progress or above in Mathematics.

 

68% of pupils (13 out of 19 pupils) exceeded expected progress in English.

58% of pupils (11 out of 19 pupils) exceeded expected progress in Mathematics.

 

58% of pupils (11 out of 19 pupils) made exceptional progress in English.

42% of pupils (8 out of 19 pupils) made exceptional progress in Mathematics.

 

 

Analysis of progress for specific groups

 

Most able pupils:

 

English- 1 pupil Step 14 baseline

Maths- 1 pupil Step 14 baseline

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

attendance 67% Parental Covid Anxiety & Unauthorised holiday

0/1

0%

0/1

0%

0/1

0%

0/1

0%

0/1

0%

0/1

0%

 

Most dependent pupils:

 

English- 1 pupil Step 3 baseline

Maths-1 pupil Step 3 baseline

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

1/1

100%

1/1

100%

0/1

0%

1/1

100%

1/1

100%

0/1

0%

 

4 Broad Areas of Need:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

6/8

75%

5/8

63%

5/8

63%

6/8

75%

6/8

75%

6/8

75%

Cognition and Learning

- Moderate

- Severe

- PMLD

9/11

82%

7/11

64%

5/11

45%

 

6/11

56%

5/11

45%

2/11

18%

Social, Emotional and Mental Health difficulties

-ADHD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

6 pupils

5/6

83%

5/6

83%

4/6

67%

5/6

83%

4/6

67%

3/6

50%

 

CLA:

No pupils at End of KS3 are CLA.

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male-8

7/8

88%

5/8

63%

4/8

50%

5/8

63%

5/8

63%

4/8

50%

Female-11

8/11

73%

7/11

64%

7/11

64%

7/11

64%

6/11

55%

4/11

36%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

7 pupils in total

5 PPG

2 Care leavers

6/7

86%

5/7

71%

3/7

43%

5/7

71%

5/7

71%

2/7

29%

 

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

5 pupils

4/5

80%

3/5

60%

3/5

60%

3/5

60%

 

3/5

60%

 

3/5

60%

 

 

Open Awards Functional Skills 2021-2022

Functional Skills English Entry Level 1

2 Learners

Functional Skills English Entry Level 2

2 Learners

Functional Skills English Entry Level 3

1 Learner

Functional Skills Maths Entry Level 1

2 Learners

Functional Skills Maths Entry Level 2

2 Learners

Functional Skills ICT Entry Level 1

3 Learners

Functional Skills ICT Entry Level 2

1 Learner

 

GCSE’s

Computing 

1 Learner 

Grade 9 

Geography 

1 Learner 

Grade 3 

Maths 

1 Learner 

Grade 8 

Double Science 

1 Learner 

Grade 9 (x2) 

 

ASDAN

Bronze

3 Learners

 

Duke of Edinburgh

Bronze

22 Learners

Key Stage 4 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts

 

Percentage of pupils making expected progress:

 

92% of pupils (11 out of 12 pupils) made Expected progress or above in English.

83% of pupils (10 out of 12 pupils) made Expected progress or above in Mathematics.

 

83% of pupils (10 out of 12 pupils) exceeded expected progress in English.

67% of pupils (8 out of 12 pupils) exceeded expected progress in Mathematics.

 

58% of pupils (7 out of 12 pupils) made exceptional progress in English.

42% of pupils (5 out of 12 pupils) made exceptional progress in Mathematics.

 

 

 

Analysis of progress for specific groups

 

Most able pupils:

 

English-2 pupils Step 22 Baseline

Maths-1 pupil GCSE

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

2/2

100%

2/2

100%

2/2

100%

1/1

100%

1/1

100%

1/1

100%

 

 

Most dependent pupils:

 

English- 1 pupil Step 7 baseline

Maths- 1 pupil Step 7 baseline

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

1/1

100%

1/1

100%

0/1

0%

1/1

100%

1/1

100%

1/1

100%

 

4 Broad Areas of Need:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Communication and Interaction

-Autism

-Speech and Language Communication Need

8/8

100%

7/8

88%

5/8

63%

7/8

88%

5/8

63%

3/8

38%

Cognition and Learning

- Moderate

- Severe

- PMLD

2/3

67%

2/3

67%

1/3

33%

 

2/3

67%

2/3

67%

2/3

67%

Social, Emotional and Mental Health difficulties

-ADHD

N/A

 

N/A

 

N/A

 

N/A

 

N/A

 

N/A

Sensory and/or physical needs

-VI

- HI

-Multi Sensory Impairment

-Physical Disability

1/1

100%

 

1/1

100%

 

1/1

100%

 

1/1

100%

 

N/A

 

N/A

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

1/2

50%

1/2

50%

0/2

0%

1/2

50%

1/2

50%

0/2

0%

 

CLA:

No pupils at End of KS4 are CLA.

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 9 pupils

9/9

100%

8/9

89%

6/9

67%

8/9

89%

7/9

78%

4/9

44%

Female- 3 pupils

2/3

67%

2/3

67%

1/3

33%

2/3

67%

1/3

33%

1/3

33%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

4/4

100%

4/4

100%

3/4

75%

4/4

100%

4/4

100%

2/4

50%

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils

3/3

100%

3/3

100%

2/3

67%

2/3

67%

2/3

67%

1/3

33%

Tor View Further Education Department

9 Learners

Blackburn College

1 Learner

Haslingden High School Sixth Form

1 Learner

Open Awards Functional Skills 2021-2022

Functional Skills English Entry Level 1

4 Learners

Functional Skills English Entry Level 3

2 Learner

Functional Skills Maths Entry Level 1

4 Learners

Functional Skills Maths Entry Level 2

3 Learners

Functional Skills Maths Entry Level 3

1 Learner

Functional Skills ICT Entry Level 1

3 Learners

Functional Skills ICT Entry Level 2

3 Learner

Functional Skills ICT Entry Level 3

1 Learner

 

Open Awards Vocational Qualifications 2021-2022

Entry Level Award in Physical Health & Mental Wellbeing. Entry Level 1

9 Learners

Entry Level Certificate in Physical Health & Mental Wellbeing. Entry Level 1

4 Learner

Entry Level Certificate in Physical Health & Mental Wellbeing. Entry Level 2

12 Learners

Entry Level Certificate in Physical Health & Mental Wellbeing. Entry Level 3

5 Learners

Certificate in Physical Health & Mental Wellbeing. Level 1

3 Learner

Bury College - Mainstream Further Education

1 Learner

Burnley College - Mainstream Further Education

1 Learner

Valley College - Specialist Provider Institute

2 Learners

Social Care Provision

2 Learners


Individual pupil progress and analysis Summer Term 2021

Pupils joining Tor View for EYFS are generally those with severe and profound and multiple learning difficulties. All pupils started and ended their Reception year operating significantly below National Expectations.

In terms of progress Tor View has been working with a collaborative of specialist EY providers to establish agreed progress targets for the EYFS. Pupils are baseline assessed on entry to Reception and then a summative assessment is made at the end of the EYFS. For each cohort of learners, we are now able to identify if progress is: Outstanding; Good; Steady or a cause for concern.

EYFS- No pupils have made less than steady progress.

External EYFS moderation took place June 2019, moderator described progress for Reception aged pupils as “phenomenal”.

Prime Areas of Learning

Communication and Language

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

57%

100% 

100% 

0% 

Physical Development

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

29% 

100%

100% 

0% 

Personal, Social and Emotional Development

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

71% 

100% 

100% 

0% 

Specific Areas of Learning

Literacy

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

43%

100%

100% 

0% 

Mathematics

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

57%

100%

100%

0%

Understanding the World

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

71%

100%

100% 

0% 

Expressive Arts and Design

Percentage of pupils making Outstanding progress.

Percentage of pupils making Good progress.

Percentage of pupils making Steady progress.

Percentage of pupils making progress which is a Cause for concern.

14%

100% 

100% 

 0%

 

 

 

Key Stage 1 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts

 

As there is no national data available for KS1 pupils and the KS is 2 years we expect pupils to make progress which is at least half of the expected progress for pupils of the same cohort across KS2 (4 years). 

 

Percentage of pupils making expected progress:

100% of pupils (7 out of 7 pupils) made Expected progress or above in English.

100% of pupils (7 out of 7 pupils) made Expected progress or above in Mathematics.

 

86% of pupils (6 out of 7 pupils) exceeded expected progress in English.

86% of pupils (6 out of 7 pupils) exceeded expected progress in Mathematics.

 

86% of pupils (6 out of 7 pupils) made exceptional progress in English.

86% of pupils (6 out of 7 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils:

 

 

English- 2 pupils S7

Maths- 2 pupils S7

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

 

Most dependent pupils:

 

English- 1 pupil S4

Maths- 1 pupil S4

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

1/1

100%

n/a

n/a

1/1

100%

n/a

n/a

 

 

Black and Minority Ethnic (BME):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

2/2

100%

 

Children Looked After (CLA):

No pupils at End of KS 1 are CLA.

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 6 pupils

6/6

100%

5/6

83%

5/6

83%

6/6

100%

5/6

83%

5/6

83%

Female-1 pupil

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil

1/1

100%

n/a

n/a

1/1

100%

n/a

n/a

1 pupil was entitled to the Pupil Premium Grant in KS2 and they made expected progress in English and Maths

 

Conduct Support Plans (CSPs):

No pupils are currently on CSPs

Key Stage 2 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts

 

We recognise that Progression Guidance is no longer used to benchmark special school data. However, in the absence of an alternative national data set we are continuing to use this as a comparative indicator so we can compare data over time. As a Teaching School Hub we have set up an assessment network ‘North West Specialist Curriculum, Assessment and Pedagogy Group’ (NWSCAP previous NWSAG) to develop a coherent response to Assessment Without levels in the Special sector.

 

 The National data sets from Progression Guidance are used to benchmark our pupils’ progress. These data sets indicate lower, median and upper quartile progress. Expected progress is median quartile progress (ie progress made by 50% of pupils nationally with same staring point over KS2) where progress exceeds this expectation we record this as exceeding expected progress.     

 

Percentage of pupils making expected progress:

 

88% of pupils (7 out of 8 pupils) made Expected progress or above in English.

75% of pupils (6 out of 8 pupils) made Expected progress or above in Mathematics.

 

75% of pupils (6 out of 8 pupils) exceeded expected progress in English.

63% of pupils (5 out of 8 pupils) exceeded expected progress in Mathematics.

 

50% of pupils (4 out of 8 pupils) made exceptional progress in English.

50% of pupils (4 out of 8 pupils) made exceptional progress in Mathematics.

 

Analysis of progress for specific groups

 

Most able pupils:

 

 

English -3 pupil S9

Maths-1 pupil S11

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

 

2/3

67%

1/3

33%

1/3

33%

1/1

100%

1/1

100%

N/A

 

 

Most dependent pupils:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S6

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

2/2

100%

2/2

100%

1/2

50%

1/2

50%

1/2

50%

 

CLA:

No pupils at End of KS2 are CLA.

 

Gender:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 5 pupils

4/5

80%

4/5

80%

3/5

60%

3/5

60%

3/5

60%

3/5

60%

Female-3 pupils

3/3

100%

2/3

66%

1/3

33%

3/3

100%

2/3

66%

1/3

33%

 

 

Pupil Premium including Care Leavers:

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils

2/3

66%

2/3

66%

2/3

66%

2/3

66%

2/3

66%

1/3

33%

 

 

Conduct Support Plans (CSPs):

 

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

2/2

100%

1/2

50%

2/2

100%

1/2

50%

n/a

Key Stage 3 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts

Percentage of pupils making expected progress:

13/16 pupils (81%) made expected progress or above in Maths.

16/16 pupils (100%) made expected progress or above in English.

 

Percentage of pupils exceeding expected progress:

11/16 pupils (69%) exceeded expected progress or above in Maths.

13/16 pupils (81%) exceeded expected progress or above in English.

 

Percentage of pupils making exceptional progress:

7/16 pupils (44%) made exceptional progress in Maths.

9/16 pupils (56%) made exceptional progress in English.

 

Analysis of progress for specific groups

 

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil S14

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

Most dependent pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil

S4

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

1/1

100%

 

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

4/4

100%

2/4

50%

2/4

50%

1/4

25%

1/4

25%

1/4

25%

 

 

CLA:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

4 pupils

4/4

100%

4/4

50%

2/4

50%

4/4

100%

4/4

50%

2/4

50%

 

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male-10

10/10

100%

8/10

80%

7/10

70%

13/10

87%

11/10

73%

10/10

67%

Female-6

6/6

100%

6/6

100%

2/6

33%

5/6

83%

4/6

66%

2/6

33%

 

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

3 pupils

3/3

100%

3/3

100%

3/3

100%

3/3

100%

3/3

100%

2/3

66%

 

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 Pupils

2/2

100%

2/2

100%

2/2

100%

1/2

50%

(1 pupil was 1 sub level away from reaching target)

1/2

50%

 

N/A

 

Open Awards Functional Skills 2020-2021

Functional Skills English Entry Level 1

2 Learners

Functional Skills English Entry Level 2

2 Learners

Functional Skills Maths Entry Level 1

2 Learners

Functional Skills Maths Entry Level 2

2 Learners

Functional Skills ICT Entry Level 1

4 Learners

 

GCSE’s

Maths

1 Learner

July 2022 Completion

Computing

1 Learner

July 2022 Completion

Science Combined (Physics, Chemistry, Biology)

1 Learner

July 2022 Completion

Geography

1 Learner

July 2022 Completion

 

ASDAN

Bronze

3 Learners

 

Duke of Edinburgh

Bronze

10 Learners

Key Stage 4 - North West Specialist Curriculum, Assessment and Pedagogy Progress Charts

 

Percentage of pupils making expected progress:

14/16 pupils (88%) made expected progress or above in Maths.

15/16 pupils (94%) made expected progress or above in English.

 

Percentage of pupils exceeding expected progress:

12/16 pupils (75%) exceeded expected progress or above in Maths.

14/16 pupils (88%) exceeded expected progress or above in English.

 

Percentage of pupils making exceptional progress:

11/16 pupils (69%) made exceptional progress in Maths.

12/16 pupils (75%) made exceptional progress in English.

 

Analysis of progress for specific groups

 

Most able pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

1 pupil

1/1

100%

1/1

100%

1/1

100%

1/1

100%

N/A

N/A

 

 

Most dependent pupils:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

2 pupils

2/2

100%

2/2

100%

2/2

100%

2/2

100%

1/2

50%

1/2

50%

 

 

BME:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

BME-

2 pupils

2/2

100%

1/2

50%

1/2

50%

2/2

100%

1/2

50%

1/2

50%

 

 

 

CLA:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

CLA-

1 pupil

1/1

100%

N/A

N/A

Pupil was 3 sub levels away from expected.  Intervention prioritised.

N/A

N/A

 

 

Gender:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

Male- 15 pupils

14/15

93%

13/15

87%

12/15

80%

13/15

87%

11/15

73%

10/15

67%

Female- 1 pupil

1/1

100%

1/1

100%

0/1

0%

1/1

100%

1/1

100%

1/1

100%

 

Pupil Premium including Care Leavers:

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

PP- 5 pupils

4/5

80%

4/5

80%

3/5

60%

5/5

100%

4/5

80%

4/5

80%

 

 

Conduct Support Plans (CSPs):

 

English

Maths

Expected

Exceeded

Exceptional

Expected

Exceeded

Exceptional

CSP- 7 pupils

6/7

86%

6/7

86%

6/7

86%

7/7

100%

7/7

80%

6/7

86%

Tor View Further Education Department

13 Learners

Open Awards Functional Skills 2020-2021

Functional Skills English Entry Level 1

2 learners

Functional Skills Mathematics Entry Level 1

1 learner

Functional Skills Mathematics Entry Level 2

1 learner

Functional Skills ICT Entry Level 1

1 learner

Functional Skills ICT Entry Level 2

1 learner

Find more information on Open Awards functional skills here.

 

GCSE’s

Science

1 Learner

 

Open Awards Vocational Qualifications 2020-2021

Award In Independent Living – Looking After Yourself In Your Home. Entry Level 1

7 Learners

Certificate In Independent Living – Looking After Yourself In Your Home. Entry Level 2

17 Learners

Certificate In Independent Living – Looking After Yourself In Your Home. Entry Level 3

2 Learners

Certificate In Skill For Further Learning And Employment. Level 1

2 Learners

Accrington & Rossendale College - Mainstream Further Education

1 Learner

Valley College - Specialist Provider Institute

3 Learners

Social Care Provision

3 Learners

Temporarily Suspended Education for Paternity Reasons (Returned to Education September 2023)

1 Learner