Data Report 2023-24

Targets & Progress

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

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

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

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

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

  • All module 6 outcomes across core subjects are all higher than the same time in the previous academic year. For reading 6%; writing 8%; speaking 8%; listening 10%; Maths 7%. 
  • Progress for PPG is on average 4% higher for the Yr 1-11 average across all strands in comparison to the last academic year.
  • Progress for EAL pupils is in line or higher for the Yr 1-11 in English Reading, Writing, Speaking and Maths in comparison to the last academic year.
  • Pupil attendance (Yr R-11) at the end of Module 6 was 90%, which is 1% above the same period in the previous academic year and 3%  above the national average of 87% for SEN school for the academic year to date. Persistent absence (29%) is significantly below the national average of 39% for SEN schools.
  • For pupils who completed Reading and Writing Entry Level 1-3 exams, the average pass rate was 76%, with Reading doing exceptionally well with 86%.
  • At M@L 4 pupils were entered for a GCSE, with 75% of these pupils achieving a grade 4 or 5 in their chosen subject. 
  • All pupils who completed accreditations through coursework passed, these accreditations included ASDAN Employability, Ascentis Horticulture and Animal Care, ASDAN Personal Progress units and ASDAN Short Courses in Performing arts and Sport and fitness. 
  • All pupils in Phase 4 achieved ASDAN Life Skills Certificates in line with the newly implemented living skills curriculum.
  • All pupils at M@W accessed individualised work experience opportunities including work experience at; Co-Op, Oxfam, Hairdressers and care home and Community Cupboard.

Year 14 Destinations

independent specialist college

14 (70%)

Local further education provider

2 (10%)

social care provision

4 (20%)