Pupils in The Brier School have significant difficulties in the area of cognition and learning, but this does not stop us being ambitious for each and every pupil in school.

Challenging expectations are set for all pupils and achievements celebrated. Overall attainment is below national expectation, and in 2019 in our Primary department, one pupil passed the Year 1 phonics test and one passed the Mathematics SATS test. These national tests did not take place in 2020 / 2021.

In Key Stage 4 six pupils achieved grades in GCSEs English and/or Mathematics and evidence of a challenging, broad and balanced curriculum with strong outcomes.

Pupil progress is evidenced on an ongoing basis on the DAPA (Dudley Attainment and Progress Assessment), which is developed and used by special schools and increasingly for SEND pupils in mainstream schools. Working closely with other DAPA schools has been advantageous for quality assurance, moderation, challenge and support. As a school we use the ‘Evidence for Learning’ app to capture photographic and video evidence of attainment. This enables the celebration of progress, effective moderation of outcomes, and the rigorous moderation and quality assurance of assessment alongside teaching and learning.

DAPA v3 has the pre-key stage standards embedded, and pupils are assessed on these at the end of Key Stage 1 and 2. Four pupils achieved below pre-key stage standard 1 in 2019, and P Level attainment was submitted for these pupils. In 2020 the requirement to submit pre-key stage standard data was not required and pupils in school continued to be assessed on DAPA v3.

EYFS pupils continue to be assessed on the statutory framework, in 2020-2021 we are an adopter school for the new EYFS framework. In addition, we have a small steps assessment, to enable progress towards EYFS outcomes to be identified and celebrated. Pupils entering school have a range of complex needs and are working predominantly within the 8-20-month attainment band on entry. Challenging expectation and a close working relationship with families and multi-agency staff have high levels of impact. By the end of the reception year, evidence of attainment captured in Learning Journeys, coupled with feedback at EHCP reviews highlight excellent progress for the vast majority of pupils.

Due to the COVID19 Pandemic the Government has announced that it will not publish any school or college level educational performance data based on tests, assessments or exams for 2020 or 2021.

Use the links below to view and compare The Brier School's performance data for 2018 - 2019.

The government will not publish KS2 school level data for the 2021 to 2022 academic year. They have archived data from the 2018 to 2019 academic year because they recognise that the data from that year may no longer reflect current performance.