Ofsted & Pupil Performance

Milestone Academy’s last Ofsted report confirmed that our Academy remained outstanding, a great achievement for our staff and pupils.

Parent View gives you the chance to tell Ofsted what you think about your child’s school. The survey can be completed at any time; you don’t have to wait until the school is being inspected.

Ofsted will use the information you provide when making decisions about which schools to inspect and when.

At Milestone Academy we set challenging but personalised targets for all of our pupils taking into account their age and starting point. We closely monitor progress throughout the year and formally record progress three times a year. This enables us to quickly identify any targeted support required, when a target needs to be changed, if it has been met, or adjusted if it is proving to be too challenging. This allows us to make sure that pupils are always making the best possible progress.

In September 2015 we introduced a new target setting and assessment system called Pupil Asset. In collaboration with many other Kent Special Schools we have developed and are now using Pupil Asset because it enables us to set targets and track progress for our pupils and then make a robust and rigorous analysis of pupil progress using information collected over several years by local special schools.

Alongside measuring progress in English and maths we also record Personal, Social and Physical (PSP) progress as well as progress against provision plan outcomes. For many of our pupils PSP progress is at least as important as progress in English and maths so we track progress and agree strategies in these areas to promote the best possible outcomes.

• Communication,
• Cognition,
• Environmental Control Technology,
• Physical – Fine and Gross Motor Skills,
• Personal Social Emotional Wellbeing.

Outcomes 2022-23

• All module 6 outcomes across core subjects are higher than the same time in the previous academic year. For reading 5%; writing 5%; speaking 5%; listening 2%; Maths 2%; PSPD 14%.
• Progress for vulnerable groups are in-line or higher with the Yr 1-11 average across all strands in comparison to the last academic year.
• Progress for EAL pupils from Module 4 has increased for English Reading (5%), Speaking (3%), Listening (3%).
• Attendance (90%) is in line with the same period in the previous academic year and above the national average of 87% for SEN Schools
• For pupils who completed English and Math Entry Level 1-3 exams, the average pass rate was 74%, with Reading doing exceptionally well with 82%
• The vast majority of pupils who completed accreditations through coursework passed, these accreditations included The Trinity Arts Award, Ascentis Employability, Horticulture and Animal Care, WJEC Healthy Living and Fitness, ASDAN PSD and PP and Short Course
• Yr 14 Leavers destinations: of 15 pupils, 10 transitioned to independent specialist colleges, 3 transitioned to local FE Providers and 2 to Social Care provision.

The engagement model is an assessment system for pupils not engaged in subject-specific study in key stage 1 and key stage 2. The engagement model has 5 areas of engagement: exploration, realisation, anticipation, persistence and initiation. These areas allow teachers to assess pupils’ engagement in developing new skills, knowledge and concepts in the school’s curriculum by demonstrating how pupils are achieving specific outcomes. They represent what is necessary for pupils to fully engage in their learning and reach their full potential.