Progress How we measure progress Progress at Prior’s Court School is measured using our I Can statements system. Simply put, an I Can statement is what a young person is able to do in any given task, activity or learning scenario across our seven Areas of Learning. I Can statements build on each other but are broken down into achievable steps towards a much bigger goal. We recognise that young people all have different starting points and require different levels of support. We use ten levels ranging from 'Encounter' to 'Application' and feel that this supports the journey and challenge of each young person. All young people at Prior’s Court are functioning below National Curriculum levels. The I Can statements represent the journey of learning towards a level being achieved. Measuring learning progress in all environments Our I Can statements system allows us to measure progress not only in traditional teaching environments such as the classroom, but also recognising the importance of generalising that skill to different times and places. The Areas of Learning focus on all areas that are important to enable young people to live as independently as possible. We recognise that Daily Living skills such as cleaning teeth and dressing are essential life skills. The breadth of this system is huge with the seven Areas of Learning breaking down into more than 30 Learning Programmes, hundreds of Focus Areas, and thousands of I Can statements, to provide a holistic view of progress across a wide range of scenarios. There are also five prompt levels: Experience recorded Physical prompt Gestural prompt Communicated prompt Mastered The ambition is for the young people to gain skills at a mastered, most independent level. The independence is recognised as still requiring structure and visual support. We recognise the complexities of our learners and therefore when they achieve the I can (regardless of level) we celebrate that success and recognise this as a skill gained. 2020-21 progress data The academic year 2020-21 was the first year of our data gathering learning in our seven Areas of Learning. We have increased our expectations of the number of "I can" skills to be learnt over each month and therefore over the academic year. Our ambition is two "I can" statements across each month. For the majority of young people many of these programmes are running across the Waking Day and throughout the 52 weeks. Area of Learning Outstanding (18 or more I cans achieved) Good (9 or more I cans achieved) Functional Academics (18 young people) 66% 88% Vocational (30 young people) 50% 97% Communication (55 young people) N/A 41% Programme of Learning Outstanding (5 or more I cans) Good (3 or more I cans) Functional Academics Area of Learning: Literacy (18 young people) 77% 88% Numeracy (18 young people) 50% 77% Computing (18 young people) 5% 38% Creative (18 young people) 38% 72% Communication Area of Learning: Expressive (55 young people) 38% 70% Receptive (55 young people) 3% 18% Social skills (55 young people) 16% 49% Where progress is not yet at the level we would hope for a young person, this is often because they still require some level of staff support or prompting in order to complete a task and therefore while they haven’t yet achieved the skill to a ‘mastered level’ they are still working to achieve this. How learning is accredited