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  • From their different starting points, the proportions of pupils with SEND making expected progress and the proportions exceeding expected progress, in English and in mathematics, are close to or above national figures. Both internal and national data sets are used to evidence this.
  • School systems promote parent and carer contributions to maximise outcomes for pupils with SEND.
  • Progress for pupils with SEND, across year groups, in a wide range of subjects is consistently strong and evidence in their work indicates that they achieve well.
  • Pupils with SEND develop and apply a wide range of skills, in reading, writing, communication and mathematics effectively.
  • The school is engaging with a range of methodologies to prepare pupils with SEND for the next stage in their education, training or employment. This is evidenced by the tracked outcomes following transition and their destination data.
  • The school uses a range of data to identify barriers to learning. This includes monitoring the types, rates and patterns of bullying and levels of attendance for pupils with SEND.
  • Rates, patterns of and reasons for fixed-period and permanent exclusions of pupils with SEND are not disproportionate. There are no informal or unofficial exclusions.

Specific Outcomes include:

  • GCSE subjects
  • Entry Level subjects
  • BTEC
  • Food and Hygiene certification
  • Cycling proficiency
  • Swimming proficiency
  • Experience of Work
  • Personal Social Development
  • Interview Experience
  • Functional literacy and numeracy
  • Communication and Language development
  • Travel Training
  • Life Skills
  • Gardening, animal care, cookery
  • National Curriculum content - taught subject knowledge
  • Money sense