Background Information
| Total number of students on roll (all ages) |
86 |
| Total number of students on roll with SEN, with statements or on School Action Plus |
|
| Percentage of students on roll with SEN, with statements or on School Action Plus |
|
| Total number of students on roll with SEN, supported at School Action |
|
| Percentage of students on roll with SEN, supported at School Action |
|
Cohort Information for students at the end of Key Stage 4
| Number of students at the end of Key Stage 4 |
17 |
| % of students at the end of Key Stage 4 aged 14 or under |
0% |
| % of students at the end of Key Stage 4 aged 15 |
82% |
| Number of students with SEN with statements or on School Action Plus |
|
| Percentage of students with SEN with statements or on School Action Plus |
|
| Number of students with SEN supported at School Action |
|
| Percentage of students with SEN supported at School Action |
|
GCSE and equivalent achievements of students at the end of Key Stage 4
| % achieving Level 2 (5+A*-C) including English and maths GCSEs |
0% |
| % achieving Level 2 in functional English and maths |
0% |
| % achieving Level 1 in functional English and maths |
47% |
| % achieving Level 2 threshold (the equivalent of 5+A*-C) |
0% |
| % achieving Level 1 threshold (the equivalent of 5+A*-G) |
35% |
| % of students at the end of Key Stage 4 who achieved two GCSEs or equivalent at grades A*-C which cover the Key Stage 4 science programme of study |
0% |
| % achieving at least one entry level qualification |
100% |
| Average total point score per student (uncapped) |
171.1 |
Key Stage 2 to 4 Contextual Value Added Measure
| Key Stage 2 to 4 contextual value added measure |
1099.5 |
| Upper limit of CVA confidence interval |
1120.5 |
| Lower limit of CVA confidence interval |
1078.6 |
| Coverage indicator - % of students included in Key Stage 2 to 4 CVA |
82% |
| Average number of qualifications (equiv to GCSE) taken by students included in Key Stage 2 to 4 CVA |
7.8 |
Key Stage 3 to 4 Contextual Value Added Measure
| Key Stage 3 to 4 contextual value added measure |
1088.3 |
| Upper limit of CVA confidence interval |
1105.4 |
| Lower limit of CVA confidence interval |
1071.2 |
| Coverage indicator - % of students included in Key Stage 3 to 4 CVA |
100% |
Year on year comparison for 15 year olds
| Number of 15 year old students in 2006/07 |
15 |
5+A*-C (and equivalent) including English and maths GCSEs results over time
| % of 15 year olds achieving Level 2 including English and maths - 2004 |
0% |
| % of 15 year olds achieving Level 2 including English and maths - 2005 |
0% |
| % of 15 year olds achieving Level 2 including English and maths - 2006 |
0% |
| % of 15 year olds achieving Level 2 including English and maths - 2007 |
0% |
5+A*-C (and equivalent) results over time
| % of 15 year olds achieving Level 2 (GCSE/GNVQ) - 2004 |
11% |
| % of 15 year olds achieving Level 2 (GCSE and equivalent) - 2005 |
0% |
| % of 15 year olds achieving Level 2 (GCSE and equivalent) - 2006 |
0% |
| % of 15 year olds achieving Level 2 (GCSE and equivalent) - 2007 |
0% |
Absence
| % of half days missed due to total absence |
N/A |
| % of half days missed due to unauthorised absence |
N/A |
School statistics (based on the number of 15 year olds)
- Title : Year on year comparisons
Curriculum and structure of the school
Moor House School caters for children from the age of seven to sixteen, encompassing three key stages. Our Key Stage Two pupils benefit from small class sizes and a curriculum taught largely by the class teacher. In this way pupils can build confidence in a nurturing classroom environment and benefit from having a consistent figure on whom they can trust and depend. As children develop and become more confident in themselves as members of the school community, they are exposed to more subject specialist teaching by qualified staff who can offer a high level of knowledge and expertise in their subject area and can teach pupils to GCSE and Certificate of Achievement level.
There have been significant and exciting developments in the curriculum over the last few years which have enabled the school to provide increasingly attractive learning experiences.
Since 1997, new purpose- built classroom areas have been created for the teaching of Information and Communication Technology, Art, Science and Food Technology. Music is now taught to all pupils in Key Stages Two and Three, as well as being part of a creative arts option at Key Stage Four and the school even has its own set of Afro-Caribbean steel drums, or 'pans',as they are known.
This substantial upgrading of curriculum accommodation and resources has resulted in a marked development in pupil achievement. Many children have discovered a talent for cooking, for example, which has resulted in the creation of an examination course at Key Stage Four. GCSE courses in Art, Pottery and Design Technology have been firmly established over a number of years and continue to prove attractive and successful options. Interest developed at this stage can often result in viable career options.
Pupils are organised in tutor groups with a tutor who cares for their needs and welfare during the school day. In addition, tutors attend each of their pupils' annual review meetings as well as writing and collating the teaching reports required for that review. The average number of pupils per class is nine.
Teachers carry out a series of assessments in both literacy and numeracy in the autumn term of each academic year in order to establish the degree of progress each pupil has made.
The school also operates a target setting system designed to monitor a child's progress against a range of specific targets across the curriculum as a whole. In this way, many aspects of a child's learning and development can be reinforced, monitored and reviewed by a multi disciplinary team of teachers, therapists, support assistants, and residential care staff.
Pupils in Key Stage Four are entered for a variety of examinations in a range of subjects, details of which can be found at the back of the prospectus.
The curriculum at Moor House School is under constant review and opportunities to explore new or additional examination courses are evaluated on an ongoing basis.
All pupils follow a core curriculum of English, Mathematics, Science and Information and Communication Technology throughout the School. History, Geography, Art, Music, 3D Design, Drama and PSHE are also taught at Key Stages Two and Three. Children move into a new Key Stage in line with DfES regulations in years 7 (Key Stage 3) and 10 (Key Stage 4).
At Key Stage Four pupils may be entered for GCSE examinations in English, Mathematics, Science and at least two Option subjects (depending upon ability) from a choice of Art and Design, Pottery, Design Technology and Food Studies. It is our policy that pupils are entered for GCSE in these and any subjects in which they show ability and aptitude. Pupils at Key Stage Four also follow the ASDAN Youth Award Scheme. All pupils should achieve the Bronze level and we hope that some will achieve the Silver level, which is accredited against the core skills of the General National Vocational qualifications. Pupils are also entered for WJEC Certificate of Educational Achievement in English and RSA CLAIT (Computer Literacy and Information Technology), as well as OCR Certificate of Achievement in Science.
Educational visits
A range of educational outings is provided through the school's visits policy and it is envisaged that each pupil will have the opportunity to take part in a number of trips which will develop his or her academic and cultural interests. In addition, activity weeks at specialist outdoor activity centres, such as Bowles and Hindleap Warren, are arranged to encourage and promote each pupil's physical confidence, ability and independence.