School Performance

Schools Performance Report September 2021 - July 2022

Whitefield School is a very large special school, organised into six departments, each led by an Assistant Principal, reporting to the Principal. Each department provides targeted teaching and learning opportunities for a specific group of pupils:

• Early Years educates pupils aged 3-5 years old with autism or speech and communication difficulties.
• Peter Turner Primary educates pupils aged 3-11 years who have a diagnosis of Autism Spectrum Condition (ASC) and associated learning difficulties including communication, speech and language or hearing loss.
• Niels Chapman Secondary educates   pupils aged 11-19 years who have a diagnosis of Autism Spectrum Condition (ASC) and associated learning difficulties including communication, speech and language or hearing loss. 
• Rebecca Goodman Centre caters for pupils aged 11-19 years old with a wide range of abilities. All pupils have communication and interaction needs whilst some may be on the autistic spectrum, they may additional learning needs and/or hearing loss.
• Margaret Brearley works with four groups of pupils aged 3-19 years:

Pupils with severe learning difficulties

Pupils with profound and multiple learning difficulties

Pupils with multisensory needs – by this we mean pupils who have additional sensory needs alongside other special needs such as physical disabilities or ASC

Pupils taught in Evergreen Class, a virtual provision to support families and our pupils who are nearing the end of their life.

• Rowan Sixth Form educates post 16 students who can access a range of qualifications to support their future employment and quality of life. Provision is often in partnership with other credible providers e.g. Waltham Forest College. This enables our students to access a broad curriculum and qualifications offer.  

Outcomes for 2021-22
The eligibility for pupils’ entering public examinations, vocational qualifications, national assessments and/or other accredited courses is informed by our knowledge about our pupils’ achievement, their aspirations and their EHCP.  We are able to offer a broad range of qualifications.

Early Years Foundation Stage (EYFS)
There were 17 (out of 17) pupils assessed against the 17 Early Learning Goals (ELG).  Official reporting to the borough was required and assessment showed that:

• 6% (1 pupil) of pupils achieved expected in 1 ELG
• 94% (16 pupils) of pupils were recorded as emerging in all ELGs

However internal school assessment shows that despite 96% our pupils not achieving the Good Level of Development (National benchmark) very encouragingly:

• 41% (7 pupils out of 17) of pupils accessed discrete phonics lessons following the Read, Write, Inc. program and are now following set 1 phonics in Year 1.
   

Phonics Screening Check
In 2021-22 in Year 1 2 pupils took the Phonics Screening Check but achieved below the threshold. In Year 2 6 pupils retook the Phonics Screening Check but achieved below the threshold.

Key Stage 1 and 2 end of year assessments and Year 4 Multiplication Check
In 2021-22 the school didn’t have any pupils who were able to access these assessments.

Post 16
49 (out of 70 pupils) completed ASDAN - Towards Independance Units. Internal moderation scheduled to take place in the Autumn Term 2022.

Destinations
23 pupils left Whitefield School Post 16 provision at the end of Summer term. We are proud to report that 100% of our leavers (Year 11 +) went on to a relevant next stage in education training and employment.

• 1 pupil enrolled on Project Search
• 9 pupils took up a place at Waltham College
• 1 pupil took a place at St Johns College
• 2 pupils too up places at Epping College
• 1 pupil remained in Residential placement
• 7 pupils accessed Social Care placements
• 2 pupils enrolled on Big Creative

Quality Mark Award
The school was awarded the Inclusion Quality Mark Award in May 2022. This national accreditation is awarded to schools which meet the Quality Mark Standard and will last for two years, after which a renewal assessment is required. The Quality Mark promotes, supports and celebrates progress and improvements made by a school in English and mathematics. Without these ‘basic skills’ of good communication, English and mathematical skills, individuals are disadvantaged throughout their lives – as learners, in the workplace and as parents, consumers and citizens and so they form the ‘bedrock’ of a good education.

SCHOOLS PERFORMANCE REPORT ACADEMIC YEAR 2020 – 2021

OUR CURRICULUM is designed around five pathways. These are tailored towards the individual needs of our children and young people. This is to ensure all pupils learn in a way that supports their special need and disability, so they can make good progress,  in line with their Education and Health Care Plan. Our pathways also focus on developing pupils’ knowledge about learning how to learn, enjoying and  exploring their environment, building on and following their own interests and strengths.

OUR CURRICULUM PATHWAYS:

• REACHING OUT                 a sensory curriculum for life and learning
• STEPPING ON                    an exploratory curriculum for life and learning
• CLIMBING UP                    an academic curriculum for life and learning
• TAKING OFF                       a curriculum to prepare pupils aged 16 and above for their next stage

CHILDREN IN THE EARLY YEARS (other than those with profound and multiple learning difficulties) follow the Early Years Foundation Stage, which we adapt for children’s individual needs.

OUTCOMES FOR 2020 - 21
The eligibility for pupils’ entering public examinations, vocational qualifications, national assessments and/or other accredited courses is informed by our knowledge about our pupils’ achievement, their aspirations and their EHCP.  We are able to offer a broad range of qualifications.

1. Early Years Foundation Stage (EYFS)
   There were 23 children assessed against the 17 Early Learning Goals (ELG). Though official reporting to the borough was not required (due to C-19) internal school assessment shows that despite our pupils not achieving the Good Level of Development (National benchmark) very encouragingly:
   13% of pupils achieved expected in 2 ELGs
   21% of pupils achieved expected in 1 ELG
   65% of pupils recorded as emerging in all ELG
2. Phonics Screening Check
   In 2020-21 5 pupils took the Phonics Screening Check and 1 pupil passed. The 4 pupils who were unsuccessful will carry out the Phonics Screening Check in Year 2 2021 – 2022.
3. Key Stage 2 end of year assessments and Year 4 Multiplication Check
   In 2020-21 the school didn’t have any pupils who were able to access these assessments.
4. Entry Levels KS3 - pupils were eligible in 2020-21 and 100% were entered.

5. Entry Levels KS4 – 9 pupils were eligible in 2020-21 and 100% were entered.

6. AQA Units
   The Unit Award Scheme (UAS) is a unique recording of achievement scheme, rather than a qualification. It offers learners the opportunity to have their achievements formally recognised with a certificate each time a short unit of learning is successfully completed.
   In 2020-21 49 pupils from Key Stages 3, 4 and Post 16 worked towards achieving AQA units in PE, Science and/or Horticulture. In total, 49 students received a total of 139 AQA unit awards.
7. Functional skills
   In 2020-21 3 eligible pupils entered and achieved functional skills English level 1, Waltham Forest College accreditation.

Award Scheme Development and Accreditation Network (ASDAN)
​Key Stage 3

22 eligible pupils completed either ‘Key Steps’ or ‘New Horizons’ as they reached the end of Key Stage Three. These outcomes  were certificated by our school moderators.

Key Stage 4
7 eligible pupils completed units in ‘Personal Progress’, achieving a Certificate Award. Due to the pandemic, external moderation has been delayed and is due to take place in the Autumn Term 2021.

Post 16
34 eligible pupils completed Towards Independence Units.  Due to the pandemic, external moderation has been delayed and is due to take place in the Autumn Term 2021. All units were self-moderated and certificated and we are awaiting certificates.
The post 16 lead and the transition lead supported families to identify and secure placements for the young people, which were accessible to them and suitable to their needs. Pupils from all three pathways went on to be engaged in meaningful occupation in the form of community engagements, college or internships. Despite the restrictions due to lockdown in the spring and summer terms, our young people were able to continue to be transitioned to new destination.

Destination leavers
We are proud to report that 100% of our leavers (Year 11 +) went on to a relevant next stage in education training and employment. There were 17 young people in post 16, who left Whitefield in July 2021. The school worked with the Local Authority, the families and other agencies to ensure the next destinations for these children and young people were secure and suitable to their needs. These young people went on to attend the following different provisions according to their needs:

• 6 students enrolled with social care centres.
• 7 students enrolled for courses at a range of different colleges.
• 1 student entered an internship with Ellingham.
• 2 students accessed additional activities within a supported living environment
• 1 student accessed additional outreach within the home environment

OUR CURRICULUM is designed around five pathways. These are tailored towards the individual needs of our children and young people. This is to ensure all pupils learn in a way that supports their special need and disability, so they can make good progress,  in line with their Education and Health Care Plan. Our pathways also focus on developing pupils’ knowledge about learning how to learn, enjoying and  exploring their environment, building on and following their own interests and strengths.

OUR CURRICULUM PATHWAYS:

• REACHING OUT              a sensory curriculum for life and learning
• STEPPING ON                 an exploratory curriculum for life and learning
• CLIMBING UP                  an academic curriculum for life and learning
• TAKING OFF                    a curriculum to prepare pupils aged 16 and above for their next stage

CHILDREN IN THE EARLY YEARS (other than those with profound and multiple learning difficulties) follow the Early Years Foundation Stage, which we adapt for children’s individual needs.

OUTCOMES FOR 2018-2019: The eligibility for pupils’ entering public examinations, vocational qualifications, national assessments and/or other accredited courses is informed by our knowledge about our pupils’ achievement, their aspirations and their EHCP.  We are able to offer a broad range of qualifications.

1.  Early Years Foundation Stage (EYFS)

There were 17 children assessed against the 17 Early Learning Goals (ELG) . Though official reporting to the borough was required (due to C-19) internal school assessment shows that despite our pupils not achieving the Good Level of Development (National benchmark) very  encouragingly:

12% of pupils achieved expected in 2 ELGs

24% of pupils achieved expected in 1 ELG

64% of pupils recorded as emerging in all ELG

2.  Entry Levels KS3 – 9 pupils were eligible in 2020-21 and 100%  were entered.

3.  Entry Levels KS4 – 9 pupils were eligible in 2020-21 and 100%  were entered.

4.  AQA Units

The Unit Award Scheme (UAS) is a unique recording of achievement scheme, rather than a qualification. It offers learners the opportunity to have their achievements formally recognised with a certificate each time a short unit of learning is successfully completed.

In 2018-19 25 pupils from Key Stages 3, 4 and Post 16 worked towards achieving AQA units in Chemistry and Science.

5.  Award Scheme Development and Accreditation Network (ASDAN)

Key Stage 3

11 pupils (out of 11 eligible pupils) completed either ‘Key Steps’ or ‘New Horizons’ as they reached the end of Key Stage Three. These outcomes  were certificated by our school moderators.

Key Stage 4

10 (out of 10 eligible pupils) completed units in ‘Personal Progress’, achieving a Certificate Award. Due to the pandemic, external moderation has been delayed and is due to take place in the Autumn Term 2021.

Post 16

43 (out of 43 eligible pupils) completed Towards Independence Units.  Due to the pandemic, external moderation has been delayed and is due to take place in the Autumn Term 2021. All units were self-moderated and certificated and we are awaiting certificates.

Leavers’ destinations

We are proud to report that 100% of our leavers (Year 11 + ) went on to a relevant next stage in education training and employment.

DfE School Performance Tables