Earley Springs School-
2025/26
Pupil Achievement & Outcomes 2025/26
The 2025/26 academic year was Earley Springs School's first year
of operation and a period of significant development and growth.
Pupil numbers on the registered school roll remained very small for
much of the academic year and increased towards the end of the
year. Some pupils had previously received education through Earley
Springs under alternative provision/EOTAS arrangements before
becoming registered pupils, while others joined the school more
recently.
As a result, pupils included within our 2025/26 achievement
information had different starting points and differing lengths and
types of provision with Earley Springs. This context is important
when considering whole-school achievement information.
How we assess achievement
At Earley Springs, we recognise that achievement looks different for
every pupil. Progress is therefore considered from each
pupil's individual starting point and in relation to their individual
needs, curriculum pathway and EHCP outcomes.
We use appropriate assessment frameworks, including B Squared,
alongside teacher assessment, observations, evidence of learning
and progress towards individual EHCP outcomes.
This enables us to consider academic progress alongside
development in areas including:
- communication and interaction;
- literacy, reading and phonics, where appropriate;
- mathematics and wider curriculum learning;
- engagement and readiness to learn;
- independence;
- emotional regulation and social development; and progress towards individual EHCP outcomes.
Outcomes in 2025/26
End-of-year assessment demonstrated positive progress from
individual starting points across the cohort.
Particular strengths included:
Communication and interaction
Pupils developed their ability and confidence to communicate their
needs, choices and ideas and to participate more fully in learning
and interaction with others.
Literacy, reading and phonics
Pupils developed their early literacy, phonics, reading and writing
skills according to their individual starting points. Some pupils
progressed to independently segmenting and blending words and
reading increasingly complex texts.
Mathematics
Pupils demonstrated progress in number knowledge, calculation and
the application of mathematical skills.
Engagement and independence
Pupils became increasingly confident in school and classroom
routines, participating in learning and developing greater
independence.
Regulation and social development
Pupils developed strategies to support emotional regulation,
relationships and participation within the school community. For
some pupils, increased regulation and engagement supported
greater access to curriculum learning.
End-of-year assessment demonstrated positive progress from
individual starting points across the cohort.
Particular strengths included:
Communication and interaction
Pupils developed their ability and confidence to communicate their
needs, choices and ideas and to participate more fully in learning
and interaction with others.
Literacy, reading and phonics
Pupils developed their early literacy, phonics, reading and writing
skills according to their individual starting points. Some pupils
progressed to independently segmenting and blending words and
reading increasingly complex texts.
Mathematics
Pupils demonstrated progress in number knowledge, calculation and
the application of mathematical skills.
Engagement and independence
Pupils became increasingly confident in school and classroom
routines, participating in learning and developing greater
independence.
Regulation and social development
Pupils developed strategies to support emotional regulation,
relationships and participation within the school community. For
some pupils, increased regulation and engagement supported
greater access to curriculum learning.
Understanding our 2025/26 data
Due to the very small cohort, differing lengths and types of
provision, individual starting points and range of assessment
frameworks used, aggregated whole-school attainment or progress
percentages would not provide a meaningful or statistically reliable
representation of school performance for 2025/26.
The assessment information established during 2025/26 provides a
strong baseline from which leaders will monitor and analyse
achievement over time.
As Earley Springs grows, leaders will continue to strengthen whole-
school assessment, moderation and analysis so that we can clearly
demonstrate pupils' progress from their individual starting points,
identify patterns across the school and respond rapidly where
progress is less secure.