What Are the Vulnerable Groups?

As we are a school for children with special educational needs, every child is part of a vulnerable group. Some pupils 'belong' to multiple vulnerable groups and this in itself helps us identify the needs of the individual as well as the groups of children with similar needs and difficulties. We look at age and gender, though also these groups of identified children to examine their progress and attainment over each term.

  • Autism
  • Speech and Language Communication Needs
  • Moderate Learning Disabilities
  • Severe Learning Disabilities
  • Social Emotional and Mental Health needs
  • English as Additional Language
  • Black / Multi Ethnicity
  • Children Looked After
  • Post Looked After Children
  • Pupils with complex Medical Needs

In Year Progress Data

In year tracking and monitoring captures progress at October, March and May of each year. The data captured in October requires 25% of the annual target to be met. We know that there is 'slippage' of learning and the re-establishing of groups with new teachers. By Spring data collection points, we expect children to making more progress in their learning (expecting 52% of targets achieved) followed by the summer data point (100% of progress target achieved).

By tracking, monitoring progress of groups and individuals, we can support children with additional help, foci, strategies etc. to be back on track where possible, to make all the points progress required.

CAPPS Progress In Year (2016-2017)


End of Key Stage Outcomes Data 2015-2016

Pupils make outstanding progress at The Collett School. Our systems for measuring progress are rigorous. We use national datasets to calculate the expected progress, from differing starting points, as well as nationally determined datasets that determine whether progress as a whole is inadequate, requires improvement, good or outstanding. Progress is measured from baseline testing, using our own assessment methods and those of the mainstream school they are leaving as well as other nationally moderated scores from Occupational Health, Education Psychology and Speech and Language therapists.

This document identifies progress over time of age-groups reaching the end of their Key Stage.

This document shows the progress of vulnerable learners across the 2015-2016 academic year.