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Outcomes for Learners

DEFINING OUTSTANDING OUTCOMES AT NWSSSS

 

Our strong belief is that learners need to develop resilience and skills to manage their own behaviour, to ensure enduring success. It is not sufficient to be ‘well controlled’ by adults within the school setting.

 

For each learner there is a unique pathway.

Each learner has their own starting point and their own journey, comparisons are difficult as backgrounds and starting points vary.

Achievement is measured from starting points for individuals.

Each learner must be equipped for the next stage of his or her education.

 

What does outstanding look like?

(These descriptors are used to help to highlight the NWSSSS aspiration for all learners.)

 

  • Learners who attend for an intervention programme and return to mainstream able to apply the strategies never needing an EPP to the end of the key stage they are in
  • Learners who attend or have attended programmes can always conduct themselves in a way, which will enable them to take an active and functioning role in society in the future.
  • Learners who achieve the maximum targeted academic outcomes
  • Learners who maintain a place in a mainstream school to the end of Y11
  • For Y11 learners, a secure post 16 pathway which is sustained for more than 1 term
  • Learners who are aware of their ability to make behaviour choices and are able to apply these with decreasing amount of support over time.

 

 

What does good look like?

 

  • Learners who attend for an intervention programme and are able to apply some of the strategies to improve their engagement in education
  • Learners who attend or have attended programmes can often conduct themselves in a way, which will enable them to take an active and functioning role in society in the future.
  • Learners who achieve some of the targeted academic outcomes
  • Learners who maintain a place in mainstream to the end of the key stage
  • For Y11 learners, a post 16 pathway is identified and support in place to achieve this
  • Learners who have some awareness of their ability to make behaviour choices and are able to apply these with support over time.

These documents provide information on the progression pathways of students who left our school in Y11. We track this information through personal contact and our work with other agencies.

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