School Performance Data
Our performance data can be found by following this link:
Summary of data for the 2018-19 academic year
- Cohort of 50 this year (80 the previous year)
- Good Level of Development has fallen below National and LA.
- Baseline concerns in the prime areas have been addressed successfully e.g. speech and language
- 10% SEN (3.4% the previous year)
- Health and Self Care and Writing results were above the Local Authority
- Managing Feeling and Behaviour and Knowledge and Understanding of the World were well below the Local Authority (PSED is an area of concern)
- 17.2% SEN (number of pupils at SEN support is above the LA but below for the number of EHCPs)
- 19.8% EAL (4.3% above the LA)
- 25.9% disadvantaged (7.2% above the LA)
- Despite the improvement over time, the number of pupils at expected in Reading and Writing are below LA and National
- Greater depth in maths and writing is above National (question marks over accurate assessments)
- Maths data is improving but not in line with LA and National
- Reading fluency needs improving. 1:1 reading is not happening regularly enough due to the lack of adults. Whole class teaching of reading is supporting comprehension skills but not supporting fluency.
- Writing results have risen successfully because of the Talk 4 Writing and Mrs Wordsmith professional development that
- Improved since last year
- Rapid improvement needed
Summary of KS2 results
- Very low percentage of pupils reaching the expected national standard
- Writing results were positive (teacher assessment)
- A low percentage of disadvantaged pupils and SEND pupils reached the expected standard with none of these pupils achieving the greater depth standard
- Boys have underperformed compared to girls
- Progress results have improved since last year
- Most able pupils have made the least progress which links to pitching teaching accurately
Challenges to supporting these pupils to reach ARE
Context of the year group
- 6 EHCPs (1 at assessment stage) / 4 pupils did not sit their SATs tests / 5 pupils went onto special school instead of mainstream at the end of the year
- Progress of boys a concern
- Poor parental engagement (12 parents attended the SATs workshop) / Low aspirations. Pupils in this cohort were not given EHCP/EHAs until Year 5 or 6 (unmet SEN needs)
Poor legacy teaching
- Poor teaching for all pupils due to failing teachers, recruitment issues, NQTs/RQTs.
- Some pupils had ten teachers throughout Key Stage 2.
Pupils came into Year 6 low having gaps from the Year 3 – 5 curriculum. Baseline results showed that 87% of pupils were working towards the expected standard. 50% of these pupils converted to expected by the end of the year. This meant a huge job for Year 6 teachers between September and May.
- Little intervention in Y6 (Level 3 TA left)
- Any TAs available were with high needs pupils that could not be used for intervention.
- Unsuccessful intervention throughout KS2 (identified by the gaps in learning) – identified and been addressed whole school.
Impact of intervention teacher was seen within the classroom. One class teacher had not selected the ‘right’ pupils for the booster work therefore the impact of her work was less effective.
- Maths basics were not solid for the year group.
- Two of the Year 6 classes had an arithmetic focus which can be seen positively in their end of year results.
Confident Teacher Assessments
- Teachers were aspirational when target setting
- PiXL assessments and previous years SATs paper were showing improvements
- Yarc assessments helped identify pupils in need of access arrangements.
- 18 out of 81 children had readers for the tests