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Standards and Quality Report 2002-03
Attainment
In Lionel
School, we aim to
optimise attainment in coursework,
ensure continuity and progression, encourage and promote positive
self-esteem in pupils, and provide regular feedback to our pupils, which
is clear, informative and supportive.
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Key Strengths
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| No |
Quality
Indicator |
Themes |
4 |
3 |
2 |
1 |
| 2.1 |
Overall Quality of
Attainment |
Within Lionel
School good progress is usually evident annually as we seek to
raise the overall quality of attainment, although a standard
caveat for any smaller school is that apparent progress can be
very variable over the course of several years simply due to wide
statistical variations caused by small samples.
For example, when we used the recommended
formula to set targets in Reading, Writing and Mathematics some
years ago, we found that the targets set for the school by the
official formula was actually lower than the standards we were
already achieving. We therefore opted to set targets based on analysis of each pupil individually.
Overall, we have sought to raise attainment
and/or maintain high standards of attainment. Almost all
pupils coming to the school make very good progress from their
prior levels of attainment. Performance in terms of 5-14
levels is consistently strong across a range of subjects. We
also monitor our pupils’ attainment in national examinations
once they leave Lionel School, and we are pleased and encouraged
by their high levels of subsequent attainment. |
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Points for Action
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| 2.1 |
Overall Quality of
Attainment |
Improving
attainment
for boys in Reading and Writing, and to a lesser extent, girls in
Mathematics, are the main areas identified for remedial
action. To tackle boys' reading, more non-fiction books have
been purchased, and there is some evidence that better reading is
taking place as a result. Classroom strategies to enhance
the learning experience of boys are also being pioneered following
in-service training.
Setting in
Secondary based on prior attainment in Primary also allows the
school to target learning support as effectively as
possible. We also try to test the baseline
attainment capabilities of pupils objectively through Cognitive Abilities
Tests on S1, to try to further establish how we are adding value.
Finally, PSD
monitoring and individualised target setting are intended to help
raise attainment. |
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