Performance Measures

At The Orchards School, we are committed to providing an outstanding education for all of our pupils, each of whom has individual learning and developmental needs. We understand that progress for pupils with special educational needs and disabilities (SEND) cannot always be measured in the same way as it is for their peers in mainstream schools. While national assessments and testing such as SATs and GCSEs are important indicators for many schools, we recognise that the majority of our pupils are not able to access these assessments due to the nature of their disabilities. Therefore, we take a personalised approach to monitoring and measuring progress that aligns with their unique needs.

How We Measure Progress

In line with the Department for Education (DfE) school performance measures, we ensure that our pupils’ progress is tracked in a way that reflects their individual starting points, personal development, and learning outcomes. For pupils who are unable to access national testing, we utilise alternative methods that are more appropriate and meaningful to them.

1. Personalised Intention Maps (PLIMs)
Each pupil at The Orchards School has a Personalised Intention Map (PLIM), which sets out their specific learning targets across key areas, including communication, social interaction, life skills, and academic development. These PLIMs are reviewed regularly to ensure that goals remain relevant to the pupil’s needs. The progress against these targets is continuously monitored and updated through our bespoke assessment system, Earwig. This enables us to track each pupil’s development in a detailed and accessible way.

2. Tailored Progress Monitoring Tools
We use a variety of progress monitoring tools, such as the P scales and other SEND-specific assessment frameworks, to track and measure pupil outcomes. These tools allow us to capture the progress that our pupils make across different areas of learning, even when they cannot participate in standardised national tests. Our assessments are designed to highlight both small steps of progress and significant milestones that reflect the unique learning journeys of our pupils.

3. Ongoing Teacher Assessments
Teachers at The Orchards School continuously assess pupils’ progress through observation, formative assessments, and ongoing dialogue with pupils and their families. This allows us to gather a holistic view of each pupil’s progress, taking into account not just academic development but also social, emotional, and behavioural growth. Regular assessments ensure that we adapt our teaching methods to meet the evolving needs of our pupils.

A Holistic Approach to Progress

We believe that progress goes beyond academic achievement. For our pupils, progress is equally about developing communication skills, social interactions, self-care abilities, and independence. Therefore, we ensure that our progress measures are comprehensive and reflect the broad spectrum of skills that are vital for our pupils’ overall development. This includes both formal and informal assessments, as well as feedback from families and external professionals, to ensure that we can measure progress in the most holistic way possible.

Reporting Progress

We are fully committed to transparency in how we report pupil progress. While we do not take part in national testing for the majority of our pupils, we work closely with the local authority and other educational bodies to ensure that our progress measures are aligned with national expectations for SEND schools. This ensures that we are compliant with DfE regulations and that our stakeholders can have confidence in our ability to track and report on pupil progress effectively.

Please click here to view DfE performance measures for The Orchards

Conclusion

At The Orchards School, we measure progress by focusing on what truly matters for our pupils: their personal growth, learning, and development. While we are not bound by the same performance measures as mainstream schools, we remain committed to ensuring that all our pupils make meaningful progress in their education. Our approach to progress is flexible, responsive, and child-centred, and we will continue to strive for the best possible outcomes for every pupil, in line with the DfE’s expectations for special schools.