At Devonshire Primary Academy we endeavour to provide all our pupils with an education which enables them to reach THEIR full potential. We provide an atmosphere in which our children feel secure and valued, with each child treated as an individual and encouraged to develop his or her own special talents.
In 2016, the more challenging national curriculum, which was introduced in September 2014, was assessed by new tests and interim frameworks for teacher assessments. As a result, results are no longer reported as levels: each pupil receives their test results as a scaled score and teacher assessments based on children reaching ALL the standards set in the interim frameworks.
It must be noted that “Because of the changes set out above, figures for 2016 are not comparable to those for earlier years. The expectations for pupils at the end of Key Stage 2 have been raised. Given the differences from previous years to the curriculum and assessments, levels are not comparable with scaled scores or teacher assessment outcomes.” DfE 01/09/2016 SFR39/2016.
Progress now compares pupils’ Key stage 2 results to those of pupils nationally who achieved similar key stage 1 results. This is achieved by calculating a pupil’s average score from when they were in Key Stage 1 across reading, writing and maths. Children are then put in bands and their key stage 2 scores are compared with other children within the same band.
A score of 0 means that pupils in school do ‘about as well at KS2 as those with similar prior attainment nationally’
A positive score (greater than 0) means that pupils in school ‘make more progress in KS2 than those with similar prior attainment nationally’
A negative score (less than 0) means that pupils in school ‘make less progress in KS2 than those with similar prior attainment nationally.
The Special Needs and Disabilities Co-ordinator is Mrs Nixon. Mrs Houghton is the Governor responsible for SEND.
The Academy and Governors are commited to the principle of inclusion, consequently extra help is given to children through a system of in-class provision. There are occasions when it is better for children to have individual or small group support. The SENDCO works closely with parents to discuss children's needs and progress. Children with additional needs may receive targeted support. Some individuals may have Education Health and Care Plans in place (previously known as statements).
The Educational Psychologist supports the Academy to assess children's needs and provide advice. The Emotional Well-Being in Schools Team (EWIST) can offer support and advice for children with emotional, social, and mental health difficulties. There are close links with health services. Advisory teacher input is sought when appropriate.
The Academy and Nursery make every effort to welcome and accomodate disabled pupils, and to provide appropriate facilities. All pupils are treated equally, regardless of disability, race, gender or religion.
Devonshire Rd, Blackpool FY3 8AFBlackpool, North West
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