Annual Performance Statement

For a full and detailed review of annual performance please ask the school office to see how Self Evaluation and Development Plan for 2024 / 2025

The Libra School has 49 children on roll

84% (41) Boys, 16% (8) girls      
49out of 49 – 100% of children are day pupils from Somerset, Plymouth & Devon Local Authorities    
7out of 49 – 14% of children are Looked After
49out of 49 – 100% of the children have Education, Health & Care Plans (EHCP)    
100% of the children have exceptional social, emotional and or behavioural difficulties with specific learning difficulties.

Attendance

Attendance 2024-25
KS Averages	Key stage	Term 1	Term 2	Term 3	Term 4	Term 5	Term 6	Average
	KS1	92.7	99.1	95.9	100	88.7	96.6	92.7%
	KS2	91.3	86.6	91.5	96.2	93.6	92.9	93.3%
	KS3	88.4	91.7	89.9	89.8	87.9	89.7	88.8%
	KS4	84.8	81.7	89.1	95.9	93.5	93.7	93.6%
Whole school average		89.3	89.8	91.6	93.7	90.9	93.2	92.1%

Academic Progress

Libra’s Curriculum intent is: “to create an innovative and personalised curriculum that promotes a love of learning; provides breadth of knowledge and skills; that is enriching and supportive in terms of personal development and seeks to provide a platform for our children to succeed in whatever they aspire to do.”

Most children on arrival are significantly behind age related expectations in English and Maths and have suffered trauma which has manifested itself as social and emotional difficulties. Confidence, self-belief, self-esteem and resilience are very low. To counter these difficulties in Key Stage 1, 2 and 3, our curriculum has a literacy, numeracy and therapeutic focus which is supplemented by a strong SMSC curriculum, including our own devised Inner Warrior and Girls on Fire programme together with a strong outdoor learning curriculum. The Farm and Forest Schools provide their own unique outdoor learning opportunities. In addition to supporting and enhancing the teaching of the National Curriculum for Science and Art, they also give the children the opportunity to use their Maths and English knowledge and skills in real life situations. These naturally therapeutic environments support engagement and the building of strong relationships with school adults.

In Years 9 and 10 all young people embark on a programme of NCFE English and Maths from Entry Level to Level 2. From September 2025 the ASDAN Science short course will be replaced with the AQA Entry Level Science course, allowing children to work towards a nationally recognised qualification. Children assessed as working at, or close to ARE by the end of Year 8 will also have the additional option of studying for one or more GCSE(s) as appropriate. In addition to other core curriculum subjects, to enrich their curriculum, develop independent learning skills and to support “skills for life” the students will follow The Libra’s own Skills Curriculum and a range of ASDAN short courses. They will also participate in work experience if appropriate. ASDAN courses will lead to certificated outcomes, nationally recognised, that offer interest-led imaginative ways of supporting young people in becoming confident individuals who are physically, emotionally and socially healthy, responsible citizens, starting to make a positive contribution to society, and can embrace change and manage risk together with their own wellbeing.

In year 11 young people will continue to complete or extend qualifications from Years 9 and 10, whilst also being offered additional optional qualification opportunities in areas like first aid and lifeguarding for example. We work with children to ensure that they have the necessary qualifications to achieve entry to their identified college learning programme with a fully supported transition package which usually consists of staff supporting children on transition days and full information disclosure.

In addition to the full and comprehensive curriculums available across all Key Stages, to meet needs identified through EHCP’s, children and young people have access to a Speech and Language therapist, play therapists highly experienced with working with children in trauma, THRIVE practitioners and a programme of 1:1 interventions to support children who are not making the progress we expect. Children’s individual curriculum and timetable carefully reflect their individual EHCP needs and are continually reviewed and updated as the child develops and progresses.

Speech and Language progress across all key stages

A total of 20 Language assessments have been completed this academic year using the Clinical Evaluation of Language Fundamentals 5 (CELF-5). 14 of these assessments have been reassessments while 16 children have been assessed for the first time due to this being their first academic year at Libra. 

Of the 14 reassessments: 

50% (7 children) made expected progress.
5 of these pupils continue to have language difficulties, however their progress is expected, based on the clinical judgement of the SALT in relation to their difficulties.
1 child remains within the normal limits for overall language functioning, however she continues to experience difficulties in relation to expressive language.
1 child was reassessed due to concerns around English language and literacy, however his percentile rank is indicative of typical language skills.
21% (3 children) exceeded the expected progress.  
29% (4 children) regressed in terms of their Core Language Score and percentile ranks. As discussed above, the possible reasons for this are thought to be as follows:
2 children – Age related changes in the assessment structure
1 child – Attention and listening related difficulties, which are an area of ongoing concern.
1 child – Natural variability in performance

Of the 6 initial assessments: 

66% (4 children) demonstrated overall appropriate language skills for their age, with a percentile rank of at least 16.  
33% (2 children) achieved a percentile rank which is indicative of language difficulties.

We are continuing to offer a comprehensive SALT programme that is woven through our curriculum to support those children with needs in this area as well as a programme of social understanding sessions to develop social interaction which is an identified area of need for many of our children

Behaviour Data

This table shows the average number of safe containment issues per child per month year on year

Month	2024-25	YPs on roll	No of Safety interventions	2023-24	YPs on roll	No of Safety interventions	2022-23	YPs	No of Safety interventions
Sep	0.70	50	35	0.20	44	9	0.36	44	16
Oct	0.56	50	28	0.29	45	13	0.16	44	7
Nov	0.35	49	17	0.16	45	7	0.31	45	14
Dec	0.31	49	15	0.04	46	2	0.07	45	3
Jan	0.19	47	9	0.62	50	31	0.24	45	11
Feb	0.13	47	6	0.36	50	18	0.18	45	8
Mar	0.11	47	5	0.32	50	16	0.13	45	6
Apr	0.16	49	8	0.28	50	14	0.02	44	1
May	0.14	50	7	0.26	50	13	0.04	45	2
Jun	0.50	50	25	0.50	50	25	0.20	45	9
Jul	0.34	50	17	0.26	50	13	0.14	44	6
Total	0.32		172	0.30		161	0.17		83

For a full and detailed review of annual performance please ask the school office to see how Self Evaluation and Development Plan for 2024 / 2025

Key points from this review:

Our average percentage attendance has risen from 92% In 2022 / 2023 to 94% for 2023/2024. Two children with low attendance, one due to a significant medical issue and one due to refusal because of anxiety do have a negative impact on the overall data due to the small numbers.

Areas of strength

Progress across the board, with reading and writing the strongest
Progress in KS1 and KS3 in all areas
Progress of boys
Gaps analysis shows a year on year narrowing of the gap in reading for 69% of pupils
50% of pupils have narrowed the gap in writing and Maths
70% of pupils have narrowed the gap in speaking and listening
Communication with parents and carers of CiC and FSM children and indeed all children in very strong

Areas to develop

KS2 Maths
KS4 Speaking and listening
CiC writing, speaking and Maths
FSM Maths
Girls speaking and Maths
Targets in the SEF focus on further reducing the gap in Maths and writing in 2024/25

Overall, it has been an extremely positive year in terms of children’s academic progress, SMT feel confident through our termly meetings, lesson observations, informal discussions, and classroom “drop-ins” that we have a clear understanding of how our children are progressing, provide swift and relevant responses and actions to address areas of strength or weaknesses, ensuring children are challenged to be aspirational.

A review of the issues requiring the use of safe containment has shown:

62% of these issues are attributed to 5 (10%) children, all of whom are new children adjusting to the significantly different boundaries they have been used to.
60% of children have had no issues requiring safe containment this year.

We have tracked children’s behaviour data over this year to allow us to celebrate the positive behaviour progress that we have seen from many of our children and to identify interventions to support some children who are not yet able to manage their own behaviour effectively.

Through our 2023 / 2024 annual review within our SEF we have reviewed:

Attendance
Academic Progress
Behaviour
Play Therapy outcomes
THRIVE outcomes
Speech and Language outcomes
Social Understanding outcomes
EHCP administration

The Libra School has 45 children on roll

73.33% (33) Boys, 26.67% (12) girls    
45 out of 45 – 100% of children are day pupils from Somerset, Plymouth & Devon Local Authorities
7 out of 45– 15.56% of children are Looked After
45 out of 45 – 100% of the children have Education, Health & Care Plans (EHCP)
100% of the children have exceptional social, emotional and or behavioural difficulties with specific learning difficulties.

Attendance

Attendance 2022-23
KS Averages	Key stage	Autumn	Spring	Summer
	KS1	95.3	91.4	94.3
	KS2	97.2	93.0	92.4
	KS3	96.2	88.6	86.5
	KS4	95.7	95.3	93.6

Academic Progress

There are many factors that can impact on how well our children engage with learning depending on the wide range of needs they present with. For this to be effective, every child is measured against their own needs and those of their peers at both Libra, and in mainstream settings. At Libra we undertake regular checks each term to monitor the progress that each individual child is making in English and Maths. By doing so, we can respond in a timely matter to either children that are failing to meet expected levels, or are demonstrating accelerated progress, and adjust their curriculum accordingly. This may involve low level classroom interventions, increased support through therapeutic interventions, a change in resources, teaching styles or the learning environment, or an increase in the weighting for SEMH (Social, Emotional and Mental Health) support to re-engage with learning. When analysing our data, we do not just look at the academic, but we also look at the behaviour patterns for the children and extenuating factors that impact on their SEMH and engagement. This allows us to confidently assess the child’s needs and to ensure that we build a package of support around them to maximise their potential to meet academic, social and physical goals.

The development of the new farm school has allowed us to further extend our learning outside the classroom ethos and increase the opportunities to teach English and Maths to children who are not yet ready to fully engage with a formal classroom-based approach to learning.

The analysis of this data is shared each term with the senior leaders and teaching staff and used to inform planning for next steps of learning.

At the start of the year all children were set a predicted target or 10% above their actual progress from the previous year. This is to continue to work towards narrowing the gap from start point year on year. The impact of time missed through Covid was minimal in the previous year and as such, the final data would be a more accurate reflection of a good, or better, rate of progress.

Summary

Children started the year positively with more children on track to meet or exceed expected progress in KS2 Maths, KS3 and 4 English and Maths and Sensory learners. The vulnerable groups perform as well or better than “others” and whilst girls slightly out-perform boys, boys were showing good progress in Writing and Speaking. We identified 8 children across KS 1 and 2 for additional intervention work.

By the end of the Spring term, whilst progress in Reading and Writing for KS2 and for Boys in English and Maths had improved, in KS 2 children were not performing as well in Maths as in English. Individual action plans and interventions were agreed and by the end of the academic year, the vast majority of all children met or exceeded their targets in Maths and the vast majority of all children in KS 1, 3 and 4 met or exceeded their targets in English. All groups were performing comparatively, and our sensory learner was consistently exceeding expectations throughout the year.

April 2023	KS1			KS2			KS3			KS4
%	G	A	R	G	A	R	G	A	R	G	A	R
Reading	0	100	0	15	35	50	45	27	27	0	67	33
Writing	33	67	0	20	20	60	27	18	54	33	67	0
Speaking	67	33	0	15	35	50	18	54	27	33	67	0
Maths	67	33	0	25	40	35	9	45	45	0	67	33

Speech and Language progress across all key stages

A total of 21 assessments have been completed this academic year; 16 of these assessments have been reassessments while 5 children have been assessed for the first time. Of the reassessments:

12.5% (2 children) achieved a ‘high average’ percentile rank (significantly above the 50th percentile).
18.75% (3 children) made expected progress. 2continue to have significant language difficulties; however, their progress is expected, based on the clinical judgement of the SALT in relation to their difficulties. one child’s percentile rank is now within the normal range, however he has some difficulties in relation to ‘Semantic relationships’
43.75% (7 children) exceeded the expected progress. One of these children’s scores continues to indicate language difficulties (percentile rank of 14), however their progress since the previous academic year, where his score was in the 2nd percentile, exceeds the SALT’s expectations of his progress. It is important to note that the change in the assessment from the CELF-4 to the CELF-5 may contribute to this perceived progress and may not necessarily be replicated in the assessments which will be carried out in the next academic year
25% (4 children) regressed in terms of their Core Language Scores and percentile ranks. The reasons for regression have been thoroughly reviewed and appropriate strategies put in place for this year.

Of the 5 initial assessments:

60% (3 children) demonstrated appropriate language skills for their age, with a percentile rank of at least 16
40% (2 children) presented with mild language difficulties. In both cases, the child achieved scores in one subtest which indicated significant language difficulties in a given area, which contributed to their overall percentile rank indicating some language difficulties. Their overall percentile ranks are not of concern at this stage.

Behaviour Data

The physical intervention data shows extremely pleasing progress with the average number of physical interventions per child per month at its lowest in the history of the school. The requirement for physical intervention was limited to a very small number of children with the remainder of children showing exceptional progress in managing their behaviour and situations which they find challenging. Those children whose behaviour has required the use of physical intervention have been carefully considered monthly to identify areas of difficulty in order to reduce the number of issues requiring physical intervention and for all there has been a downward trend.

Behaviour monitoring particularly around swearing and the use of timeouts has been effectively managed with data being used to identify children whose behaviour is becoming concerning and to implement interventions. This has led to reduced swearing across the school and more effective use of timeouts to achieve the aim of improving learning engagement.