Pupil Achievement

Analysis of Progress 2016 / 17

DfE School Performance Tables

Where pupil numbers are small, results are not published and the tables do not take account of children with lower starting points.

End of KS Assessment Data 2016 / 2017

The Data sets by the DfE compare our deaf children with hearing mainstream pupils of the same age.

Pupils at Royal Cross School have been placed at the school because their hearing impairment has led to a complexity of needs and increased barriers to learning that co-exists with additional factors.

All pupils have low levels of language development and communication difficulties on entry (confirmed by baseline assessments). They require more time and more intensive input to develop language skills to achieve their potential academically, personally and socially.

All our pupils make progress from their entry points and some make significant progress, especially in PSED due to the appropriate communication environment and specialist teaching.

School staff, parents and the children themselves are justifiably proud of their achievements socially, educationally and emotionally. Unfortunately, these achievements do not always receive the recognition they deserve when simply compared with hearing children.

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‘Communication is Key’

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