We set personalised targets for every pupil, which guide the teaching approach, support systems, and ongoing evaluation of their progress. Through periodic assessment, we shape future lesson planning and support strategies, ensuring that pupils progress according to, or surpass, predicted or expected outcomes. Each pupil's academic progress is measured relative to their starting point with us, allowing them to build confidence, achieve small goals, and grow in a way that reflects their individual potential. 

We set and use Individual Education Plan (IEP) targets and provision maps to inform Quality First Teaching (QFT), lesson content, and the level of support provided. Ongoing evaluations are carried out to monitor progress against IEP/EHCP targets. This continuous tracking informs future planning and intervention strategies, helping pupils meet or exceed their EHCP goals. Each pupil's progress is assessed relative to their starting point, enabling them to master and achieve their IEP/EHCP targets during their time with us.

We begin by conducting initial assessments to establish each pupil's starting point in relation to our Framework for Nurturing Independence (FNI). This framework encompasses essential life skills in areas such as further learning, independent living, active citizenship, employment, and spiritual and personal health. 

The FNI targets guide teaching, lesson content, and the support available, while ongoing evaluation ensures that pupils are continually developing the skills needed for independence. Progress is tracked continuously to adjust planning and interventions, ensuring that pupils not only meet but often exceed the expectations of the FNI. Every pupil masters their FNI targets in alignment with their unique starting point at Minerva May School, fostering their independence and readiness for life beyond school. 

We recognise the importance of good attendance in supporting our pupils' overall development and learning. Consistent attendance is vital for ensuring continuity in learning, building relationships, and fostering a sense of belonging within the school community. 

We understand that for our pupils with Special Educational Needs and Disabilities (SEND), Social, Emotional, and Mental Health (SEMH) difficulties, or those experiencing Emotionally Based School Avoidance (EBSA), maintaining regular attendance can be a significant challenge. With this in mind, we set individual attendance targets by carefully analysing historical and current barriers to school attendance. 

By collecting and examining attendance data, we are able to tailor bespoke interventions designed to improve attendance. These interventions are shaped through multi-disciplinary work, close collaboration with parents and carers, and direct engagement with the pupils themselves. Our approach to improving attendance reflects our school motto, "Together We Can," which guides our everyday practice. Through this partnership-driven approach, we aim to help every pupil overcome obstacles to consistent attendance and fully participate in the life of the school.