Achievement

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At Cleaswell Hill, achievement is about so much more than test scores or comparing ourselves to national data. We take a truly holistic approach that recognises the unique journey of every one of our 262 pupils. 

We carefully track the progress of disadvantaged pupils and those known to children's social care, ensuring they receive targeted interventions identified through our half-termly progress reviews and enhanced pastoral support through our therapy team.

Achievement Across Our Three Pathways

Engagement Pathway

Achievement means developing exploration, anticipation, persistence, initiation and realisation – building communication, regulation, engagement, independence and readiness to learn through the Engagement Model.

We've adapted our approach to use yearly targets rather than termly ones, assessed using the NEN framework. This is crucial because it factors in incidental learning and shows the journey around a target – the exploration, the setbacks, the breakthroughs – rather than just whether a specific target was met on a specific date. Progress isn't always linear for our learners, and our assessment reflects that reality. 

Core Pathway

Achievement is about functional learning, real-world application, transferable skills, confidence and motivation through project-based learning, pupil voice and differentiated support. 

Extended Pathway

Achievement includes meaningful qualifications from Entry Level 1 to GCSE, vocational skills through Duke of Edinburgh, Performing Arts, Catering and Horticulture, plus independence and positive post-school destinations. 

How We Measure Progress

Our triangulated approach to achievement includes:

• Curriculum, foundations and accreditation – knowing more, doing more, communicating more

• EHCP and therapy outcomes – statutory priorities becoming classroom progress

• Engagement, wellbeing and regulation – emotionally safe and ready to learn

• Attendance and access to learning – present, settled and available

• Pupil voice and self-advocacy – agency and influence over learning

• Parent/carer input – progress generalising beyond school

• Professional curiosity and barriers – understanding the whole pupil

• Destination and readiness – prepared for next stage

Personalised Learning Intention Maps (PLIMs)

We break down long-term EHCP outcomes into smaller, achievable steps through Personalised Learning Intention Maps (PLIMs). Achievement

Our recent achievement data:

PLIM Targets Met (Whole School) Spring 2026: 81%, maintaining strong performance from Autumn 2025: 78%. 

By Area of Need:

• Communication and Interaction: 81% 

• Cognition and Learning: 79% 

• Social, Emotional and Mental Health: 76% 

• Sensory and Physical: 77% 

Supporting our disadvantaged pupils

Pupil Premium pupils met 83.25% of their EHCP targets compared to 81% for non-Pupil Premium pupils, demonstrating the effectiveness of our targeted support. 

51.34% of our pupils are eligible for Pupil Premium. 

Quality assurance through moderation

We ensure the quality of our assessment judgements through regular moderation sessions that focus on reviewing the quality of evidence and checking that evidence matches intended targets. The system allows leaders to undertake real-time cohort analysis, including monitoring the proportion of targets met.

Qualifications and Accreditation

A clear pathway from Entry Level to GCSE

We offer a comprehensive range of qualifications matched to each pupil's starting point, ability and aspirations:

Our Innovative RHS Horticulture Accreditation

The Appleby Centre lead-initiated contact with the Royal Horticultural Society (RHS) and co-created an accreditation specifically designed for SEND learners. This work has national impact, providing a model of curriculum innovation that broadens accreditation routes for pupils with complex needs and demonstrates sector-leading practice in inclusive curriculum design. 

Recent qualification outcomes

91% of pupils achieved their projected qualifications in maths and English in 2025-26. 

Understanding our data context

The qualifications section of the IDSR does not fully reflect our school context, as students are entered for GCSE examinations across Years 10, 11, 12 and 13, rather than in Year 11 alone. 

Our data will not align with national averages for standardised testing due to the complex needs of some pupils and the working level of our extended pathway.

24-25 qualification results

In the summer term 2025 the following qualifications were achieved:

• 8 students gained their GCSE English Literature qualification, including 4 at grade 4+ 

• 4 students gained their GCSE Maths qualification  

• 1 student gained their GCSE Biology qualification  

• 1 student gained their GCSE PE qualification 

• 1 student gained their AQA Maths qualification at Entry Level 3 

• 5 students gained their AQA Science qualification at Entry Level 2 

• 1 student gained their AQA Science qualification at Entry Level 1 

• 2 students gained their AQA Step Up to English Gold qualification at Entry Level 3  

• 11 students gained their AQA Step Up to English Silver qualification at Entry Levels 1 & 2 

• 4 students gained their Functional Skills maths qualification at Entry Level 2  

• 5 students gained their Functional Skills maths qualification at Entry Level 3 

• 1 student gained their Functional Skills English qualification at Entry Level 1. 

• 1 student gained their Functional Skills English Level 1 qualification. 

• 3 students gained their Essential Digital Skills Entry Level qualification.  

• 1 student gained their Essential Digital Skills Level 1 qualification.  

• 3 students gained their BTEC Performing Arts qualification.  

• 5 students gained their BTEC Home Cooking skills Level 1 qualification. 

• 9 students gained their BTEC Pre-Vocational skills Entry Level 2 qualification. 

Exam Entries

There is a total of 26 GCSE exam entries this year, including: 11 in English Language, 5 in maths, 5 in PE, 4 in biology and 1 in statistics. Further entires in maths include 2 in Level 1, 7 in Entry Level 3 and 12 in the AQA Entry Level Certificate. In English there is one entry in the Level 1 qualification, 9 in the AQA Entry Level 3, 7 in the AQA Entry Level 1/2 and 8 in the Pearson Entry Level 1 qualification. 9 children have been entered in the Entry Level Certificate for Science.