Curriculum impact

Curriculum development part 3 - CURRICULUM IMPACT – How do we measure how successful our curriculum is?

How do we measure how well we have achieved our curriculum intent?

What does the Reynalds Cross School Curriculum offer?		What is the aim?	How is this measured?	What are the success criteria?	Status of the success criteria at the end of 2023/24
	PUPIL PROGRESSION	We ensure that pupils are making progress when following the curriculum.	Data from personal targets (linked to Education Health and Care Plans)	The majority (80%) of pupils make at least expected progress.	Achieved
			Attendance monitoring	Attendance for the term is at least 90%.	Achieved (89.5%)
			EYFS progression	The majority (80%) of EYFS pupils make at least expected progress using the EYFS assessment tool	Achieved
	PUPIL SUPPORT	We ensure that a range of strategies and interventions are put in place if pupils are having difficulties following the curriculum.	Data meetings	Interventions are put in place for pupils who are not making progress (or if any other concerns).	Achieved
			Tracking of vulnerable groups.	Vulnerable groups are making at least equal progress to their peers with their personal targets.	Achieved
			Engagement model tracking	Pupils with more complex needs have progress measured using the engagement model.	Achieved
	EVOLVING PROVISION	We ensure the curriculum is regularly updated and improved.	Feedback from staff	Staff are given opportunities to give feedback about the curriculum and these are acted upon.	Achieved
			Feedback from parents	Parents are given opportunities to give feedback about the curriculum and these are acted upon.	Achieved
			Feedback from pupils	Pupils are given opportunities to give feedback about the curriculum and these are acted upon.	Achieved
			Feedback from other agencies	Other agencies are given opportunities to give feedback about the curriculum and these are acted upon.	Achieved
	HIGH STANDARD DELIVERY	We ensure that curriculum delivery is of a high standard.	Planning scrutiny	Planning is scrutinised and any improvements required shared and monitored.	Achieved
			Work scrutiny	Pupil work is scrutinised and any improvements required shared and monitored.	Achieved
			Timetable audit	Timetables follow the school guidance including minimum number of lessons.	Mostly achieved*
			Internal moderation of work	Internal moderation sessions take place half termly.	Achieved
			External moderation of work	External moderation sessions take place.	Achieved
			Lesson observations	Lesson observations are completed and any improvements shared and monitored.	Achieved
			CPD opportunities	CPD opportunities are available to all staff.	Achieved
			Performance reviews	Performance reviews completed with no staff requiring capability.	Acheived
	EFFECTIVE TEACHING	We ensure all curriculum subjects are taught effectively.	Subject leadership groups action plan scrutiny	Subject leadership group action plans are scrutinised and any improvements required shared and monitored.	Achieved
	EFFECTIVE TEACHING	We ensure all curriculum subjects are taught effectively.	Termly subject focus	There is a half termly focus for subject leadership groups including learning walks, moderation activities and parent sessions.	Achieved
	CELEBRATION OF SUCCESSES	We ensure curriculum successes are celebrated and shared with next destinations.	Retention data	The majority of pupils (80%) move from KS3 to KS4.	Achieved
			Retention data	The majority of pupils (80%) move from KS4 to KS5.	Achieved
			Qualifications data	The majority of leavers (80%) achieved the qualifications predicted when they started KS4.	No leavers
			Qualifications data	The majority of ASDAN modules (80%) pass external moderation.	Achieved
			Transition planning (pupil voice) data	The majority of leavers (80%) attend a post school placement of their choice.	No leavers
			Certificates and trophies	Trophies are given out for effort and achievement on a termly basis (as well as certificates weekly).	Achieved
	PLANNING FOR THE FUTURE	We ensure our future planning (CEIAG) provision delivered through the curriculum is effective.	Destinations data	The majority of leavers (80%) from the last academic year had sustained participation at their next destination (excluding those who did not respond).	Achieved
	PLANNING FOR THE FUTURE		Gatsby benchmarks	At least 80% achieved in each of the Gatsby Benchmarks.	Achieved

* Some variation in the hours taught seen across classes, this will be reviewed in 2024/25.

What additional tools do we use to help with setting and evaluating pupil progression?


Solar is our online assessment tool tracker which allows us to record and report on the targets we set.	EHCPs are support plans for our pupils. They outline a pupil’s individual needs.	Developmental walls outline the small steps that pupils need to make in order to make progress in a range of National Curriculum subjects. These contain elements of the Pre-Key Stage Standards.	The EYFS framework focuses on pupil’s wellbeing and development as they begin growth and prepare for their entrance into compulsory education.	ASDAN is a qualification provider which allow us to accredit work completed by the older pupils.	The Engagement Model is a strategy used to measure the linear and lateral progress of pupils with more complex needs.	The National Curriculum is a set of subjects and standards used by schools so children learn the same things. It covers what subjects are taught and the standards children should reach in each subject.	The Gatsby Benchmarks are a framework for school leaders and careers advisors to assess the development of our pupils in employability skills.