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 2025 / 26

Attendance:

Whole school attendance was lower than the national average, but higher than state funded special schools:

Libra 87.62%; National average 93.07%; State funded special schools 86.81%

There was a similar pattern around persistent absence; PA was higher than the national average, but significantly lower than state funded special schools, and pupils with an EHCP.

Persistent absence: Libra 30%; National 19.05%; State funded special schools 36.25%. National average of pupils with an EHCP 36.94%

Term 6 attendance was significantly impacted by Year 11 pupils and pupils undertaking GCSE exams going on study leave.

Areas of strength:

Progress in reading was the strongest of the core subject areas; in KS1, KS2 and KS4, for boys and girls, and for our vulnerable groups.

Slowest progress in reading was amongst KS3 pupils engaging with NC curriculum levels, and those who are entitled to FSM.

The group of KS3 pupils whose progress was slower had several changes of staff delivering their core subjects, as a result of colleagues leaving and the subsequent recruitment process.

Progress in maths has considerably improved; more pupils achieved or exceeded their targets in maths as a whole school, in KS2, KS3 and KS4, girls and boys, and all groups of vulnerable pupils except FSM.

Gap analysis showed more pupils narrowed the gap in maths; this suggests a review and update of the maths curriculum and related attainment targets two years ago is successfully impacting pupil progress.

Pupils undertaking NCFE and GCSE courses achieved unprecedented success in 2025/26; more pupils completed levels and their end of year targets than ever before, and despite similar challenges managing changes in staff.

Areas to develop:

The rate of progress for most groups has been slower in writing, except in KS4, where the overwhelming majority of pupils (82%) completed levels successfully.

Gap analysis reflected a similar picture; the gap widening by 4% from last year, with 71% of pupils further behind ARE in writing.

Writing will be a whole school focus for self-evaluation in 2026/27.

Although gap analysis showed a slight increase in the number of pupils where the gap has widened in oracy, there was also an increase in the number of pupils who have narrowed the gap.

A new English curriculum is in place for 2026/27, that interleaves oracy within learning topics in a more meaningful way.

Oracy will continue to be a standalone topic for pupils completing KS3/KS4 NCFE English, as pupils complete assessments for speaking and listening.

Behaviour:

15 Pupils have appeared on the daily update most frequently in 2025/26

Only two of these pupils are KS3 or above; all others are in KS2. Five of these pupils finished the year with persistent absence.

This group includes all four pupils whose curriculum has been more sensory focused, and are engaging at pre-KS1 levels.

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 

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