All of our pupils join us with a unique set of needs and abilities. Often these are accompanied by characteristics which make learning a difficult and complicated process. We seek to understand each pupil to as great an extent as we can through working with them and drawing upon the knowledge of families and other professionals.

We bring our culture of high expectations to the target setting process. Education, Health and Care Plan meetings provide an opportunity to establish our ambitious aspirations for each pupil in partnership with one another. High expectations will look different for every pupil, linked to their age and their starting point. They inform a bespoke curriculum offer.

Where it is relevant to them then a pupil may be entered for national tests. The overall percentage of pupils who can meaningfully access these is relatively low and this means that publishing the data on the website might mean that an individual pupil’s outcomes could be identified. In these circumstances we choose not to publish them in this way.

One of the consequences of the context referenced above is that when national data sets are published it often looks as though our pupils are not doing well. Please remember that the real story of each pupil’s progress will be found through consideration of their individual journeys.

In what follows we give an overview of our processes and outcomes of both our internal information and data analysis as well as links to national data sets and accreditation outcomes as appropriate.

We are constantly seeking to improve the provision we make and to do this we have to understand how well we are doing now. Self-evaluation helps us to do this, providing key information about the things that matter to us. Governors then determine the school priorities for improvement.

The links on the left will take you to some of the key sources of information informing governor self-evaluation.