Impact of the Quality of Education

The holistic progress of all pupils is paramount at Moorbridge PRU.  Progress data is collected continuously due to the ever changing cohort of pupils at Moorbridge PRU.  Progress is measured in a holistic manner and through a variety of different measures. The measures that we use are:

  • Progress of individual pupils in all subjects over time. (pupils are baselined in subjects and progress is measured - Expected (Amber) Progress  - 2 sub levels of progress in an academic year,  Good Progress (Green) - average of 3 Sub levels of progress in a year, Exceptional Progress (Blue)  - average of 4 or more sub levels of progress a year and Below Expectations (Red) - where pupils on average progress 1 or less sub levels of progress a year.
  • Closing the Gap - Looking at where pupils are expected to be from their KS2 SATS results in English and Maths and where they are now.  We look at 6 different flightpaths of expectations from the KS2 results, we look at where the pupils are now and decide what needs to be done to close the gap academically.  This helps to form the targets in subjects.
  • Attendance Improvement Progress
  • Attendance Targets and Achievement
  • Subjects Targets and Achievement
  • Personal Development Targets and Achievement
  • Social and Emotional Development based on the Moorbridge Holistic Development Profile

As a school we use all of this information to help in the holistic development of all pupils.  We additionally hold the following meetings to help all pupils to build bridges and be successful learners and members of the community:

  • Raising Achievement Meetings take place on a weekly basis with subject leads in order to ensure progress of all pupils
  • 1/2 Termly Pupil Progress Meetings take place to monitor all students in each Key Stage
  • Weekly Pastoral and Welfare meetings take place to look at Attendance progression and Personal Development
  • Daily Behaviour Meetings take place to analyse, evaluate and formulate strategies for all pupils

Please see document ''September 2019 Data'  at the bottom of this page which summarises all of our performance last year .


Key Stage 4 GCSE/Equivalent Attainment - 2019 

Key Stage 4 Attainment   - 89% Full Time Pupils gained 5 GCSE's 9-4/A*-C/Equivalent

The staff at Moorbridge PRU - 

'Well Done all the students and staff at Moorbridge. We have yet again managed to achieve outstanding results. The % of pupils achieving 5 GCSE’S A*-C is far in excess of the previous National Average for Pupil Referral Units '


Management Committee/Governors October 2019– 

‘Fantastic and Well done to all the staff and students at Moorbridge this is an outstanding achievement!’

The following tables demonstrate KS4 performance over the last 2 years in comparison to National Standards:

5+ GCSE at A*-C or 4-9 or equivalent

5+ A*-C or 4-9 including English and mathematics GCSEs

5+ GCSE at A*-G or 1-9 or equivalent

A*-C or 1-9 in English and maths GCSE or equivalent

A*-G or 1-9 in English and maths GCSE or equivalent

A pass in any qualification

AP & PRU - Nationally from 2014 -15







Moobridge 2017 - 2018







Moobridge 2018 - 2019







Please see additional information at bottom of the page - 'GCSE Results Summary'.

Approaches to Literacy and Numeracy at Moorbridge PRU

Literacy and Numeracy are integral parts of all subjects at Moorbridge PRU.

We have a weekly Literacy and Numeracy focus as well as weekly spellings in all subjects.  Please see weekly plan below


There are weekly additional Literacy and Numeracy Tasks for all pupils to be completed as a class activity.

Approaches to Reading at Moorbridge PRU

Moorbridge PRU Academy is committed to raising the standards of reading for all its students. It is important that all students develop the ability to read confidently to cope with the demands of everyday life.

Moorbridge PRU has a Libraryand all students are encouraged to use this.  Moorbridge PRU students all have an assigned time on a daily basis for reading.

Teaching effective reading skills is not just the responsibility of the English department. All subjects, where students are expected to read, are taking steps to develop these skills and provide opportunities for them to acquire the appropriate knowledge.

Specific strategies on the approaches to the teaching of reading:

·         KS3  reading lessons

·         Cloze activities to support word recognition and comprehension.

·         Different text types implemented daily.

·         Moving image to support printed text.

·         Displays for key words.

·         Language for learning as a focus of lesson objectives.

·         Using texts related to local surrounding to personalise and engage.

·         Activities linked to a range of reading strategies: empathising, inferring, close reading, reading backwards and  forwards, skimming, scanning, predicting and questioning but to name a few.

·         1:1 extract to support phonics at individual word level.

·         1:1 extract to place words in to sentences.

·         1:1 extract to develop grammar.

Performance tables: which schools are excluded?

Guidance from the school and college performance table website says that, for 2014, the following providers are excluded from Key Stage (KS) 4 performance tables:

·       Hospital schools

·       Pupil referral units

·       Alternative provision

About the 2014 key stage 4 results, DfE

A school leader asked us whether pupil referral units (PRUs) or alternative provision academies (AP academies) will be excluded from the progress 8 and attainment 8 performance measures. These measures come into effect in 2016 as part of the reforms to the secondary accountability system.

We put this question to the Department for Education (DfE).

A representative from the DfE's progress 8 team explained that PRUs and AP academies are not included in performance tables, so floor standards are not applied to them. She confirmed that this will continue to be the case when the progress 8 and attainment 8 measures come into effect.

PRUs are not included in performance tables, so floor standards are not applied to them

However, she added that PRUs and AP academies will still be expected to demonstrate that their pupils are making good progress and that their needs are being met fully.

BUT - Dual registered pupils in PRUs

The DfE representative also explained that where a pupil is registered at both a PRU or AP academy and a mainstream school, and is being prepared for qualifications by the mainstream school, the pupil's exam results will count towards the mainstream school's performance tables.

This information has been downloaded from "The Key for School Leaders" with reference to PRU data.


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