At Bridgelea, we welcome children who, upon their arrival, are often working below the expected levels for their age in Maths and English. Nevertheless, many pupils make impressive strides in their learning from their initial assessment. Each child works towards personalised targets based on the National Curriculum year group expectation descriptors that align with their individual levels. These descriptors are carefully employed to set ongoing, lesson-by-lesson targets. Where appropriate for the class group, teachers strive to incorporate age-related options.

At Bridgelea, we prioritise each child’s learning journey based on their current abilities rather than their chronological age. However, our Key Stage 1 and Key Stage 2 pupils still adhere to the National Curriculum expectations for their year group to inform their progress and to set challenging targets. We have implemented a tracking system linked to key writing objectives that spans from Reception through to Year 6, which we utilise for monitoring writing development. Descriptors are aligned with each child’s current learning age rather than their chronological age. For instance, when a Year 5 pupil joins us functioning within Year 3 expectations, we regard Year 3 standards as their starting point, enabling them to make accelerated progress towards their chronological age.

Any exceptions to this progress are typically due to additional cognitive difficulties, complex special educational needs, or significant past or present trauma in their lives. In such cases, we introduce additional support and monitoring to effectively track their progress. Overall, the assessment of progress is aggregated to reflect the number of half-terms attended throughout the academic year.

Data to follow for 2024/25