Outcomes

Outcomes 2019-08-15T11:23:42+00:00

Highlights from 2015/16

EALING CLUSTER

1 to 1 Support – 34 children received support

  • 85% of teachers reported a reduction in the child’s overall stress
  • 57% of parents repored a reduction in the child’s overall stress

Changes to the ways schools are assessing and measuring progress and the removal of National Curriculum levels has made the collection of this data very difficult this year.   We are currently working with schools to back date this information next year.

Lunchtime Drop-in Service

  • Children made 1027 visits to the lunchtime drop in
  • 477 unique pupils used the drop-in service
  • Nearly 1 in 4 pupils (23%) accessed the service
  • Friendship issues are by far the most common reason for a child self-referring
  • 66% of referrals are from girls and 34% from boys
  • 66% of children are in KS2, however, given the larger number of pupils in KS2 there is relatively little different between KS1 and KS2

Parents Service

  • 53 parents made 112 visits to the Parent’ Drop In
  • 7 couple made 10 visits
  • 4 parents received ongoing support

Staff Service

  • 43 members of staff accessed the service
  • 210 visits were made
  • 15 staff members received ongoing support

ACTON CLUSTER – ATTAINMENT

Reading:

  • Pre-therapy no children were working above age related expectations, this increased to 35%
  • 40% of children moved from below to working at or above age related expectations
  • The % of children working below expectations dropped by half from 70% to 35%
  • 15 out of 20 children made MORE progress in reading following therapy (75%)
  • Average progress increased from 1.05 to 2.25 sub-levels progress per year in reading

Writing

  • Writing saw the biggest increase in progress but the largest proportion of children still working below age related expectations after therapy
  • Pre-therapy no children were working above age related expectations, this increased to 20%
  • 20% of children moved from below to working AT or above age related expectations
  • The % of children working below expectations dropped by 15%
  • 16 out of 20 children made more progress in writing following therapy (80%)
  • Average progress increased from 0.85 to 2.2 sub-levels progress per year in writing
  • 6 made accelerated progress (more than 2 sub-levels per year)in writing

Maths

  • Pre-therapy NO children were working ABOVE age related expectations, this increased to 30%
  • 35% of children moved from below to working AT or ABOVE age related expectations
  • The % of children working below expectations dropped by nearly half 75% down to 40%
  • 14 out of 20 children made MORE progress in maths following therapy (70%)
  • Average progress increased from 1.15 to 2.15 sub-levels progress per year in maths
  • 5 made accelerated progress (more than 2 sub-levels per year)