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Performance and impact

‘The headteacher and senior manager have an accurate view of teaching based on regular monitoring of teaching and its impact on learning and progress. They use this information, together with monitoring of the impact of the curriculum on pupils’ learning and the impact of procedures for ensuring pupils’ safety and wellbeing on their behaviour and personal development, to accurately evaluate the school’s work and to set clear priorities for development.’
include Suffolk Ofsted report, 2013

Data collection

Data collection and collation is fundamental to safe and effective practice. By understanding baseline data and tracking learner progress, we are able to demonstrate a methodology that is ethical, that is based on evidence-based practices and that has impact for learners.

A comprehensive Assess, Plan, Review (APR) process is backed up by a national database (SIMS), which is used to monitor and evaluate the qualitative and quantitative performance of all projects in relation to minimum standards and national standards, and in relation to similar include projects.

Staff create accurate and stretching individual educational plans and qualification pathways for young people. Learner progression is tracked through an ongoing six-weekly assessment policy, with staff adjusting learning goals accordingly.

Annual evaluation

Catch22 include produces an annual national evaluation report, which is also distilled into local evaluations. The primary aim is to improve outcomes for learners and ensure that the requirements of referrers are satisfied.

Further information