Summarising our School Performance…
Our school ‘performance’ is about many things – how engaged and inspired children are by their learning, how they respond to teaching and progress in lessons, the culture of behaviour at the school and how secure children feel in the school environment. However performance is most commonly measured and understood in terms of the academic attainment at key points in the school year and the progress children made in that time.
The tests that take place nationally enable us to report on children’s attainment and progress against national benchmarks. A full breakdown of our performance data for the previous academic year can be downloaded from the Department of Education website. This website contains performance data for all maintained schools and academy schools in the UK and provides detailed summaries of attainment and progress for different pupil groups at the end of each key stage. The data can be compared to other schools locally, schools with similar characteristics nationally or the national average for all schools.
Click here to visit the Department of Education’s performance data website.
In 2014, the National Curriculum was rewritten and an associated change in the assessment system followed shortly after. July 2016 saw a completely different system of results come through that firstly, aren’t comparable to the previous assessment system, and secondly, at the time of writing (September 2016), doesn’t seem to be consistently applied or reported throughout the country. However, we can publish our results here, alongside the National Data that is currently available.
|KS2 Performance Data||2016||National|
|KS2 Average Scaled Score Reading||107||103|
|KS2 Average Scaled Score SPaG||105||104|
|KS2 Average Scaled Score Maths||104||103|
|Children meeting expected standard in Reading||88%||66%|
|Teacher Assessment of those meeting expected standard, Writing||59%||74%|
|Children meeting expected standard in SPaG (Spelling, Punctuation and Grammar)||82%||72%|
|Children meeting expected standard in Maths||76%||70%|
|Teacher Assessment of those meeting expected standard, Combined Reading, Writing & Maths||53%||53%|
|KS2 Average Progress (compared to pupils with similar starting points) Reading …’better than average’||+3.3||n/a|
|KS2 Average Progress (compared to pupils with similar starting points) Writing …’less than average’||-4.1||n/a|
|KS2 Average Progress (compared to pupils with similar starting points) Maths …’similar to average’||-0.4||n/a|
A summary of our Key Stage 2 results for the previous three years is provided in the table below.
|KS2 Performance Data||2014/15||2013/14||2012/13|
|% pupils achieving Level 4 or above in Reading, Writing and Mathematics||62%||89%||82%|
|% pupils making more than expected (2 levels) of progress in Reading between KS1 and KS2||92%||100%||100%|
|% pupils making more than expected (2 levels) of progress in Writing between KS1 and KS2||100%||89%||91%|
|% pupils making more than expected (2 levels) of progress in Mathematics between KS1 and KS2||69%||100%||100%|
|% pupils achieving Level 5 or above in Reading||31%||68%||45%|
|% pupils achieving Level 5 or above in Writing||15%||21%||18%|
|% pupils achieving Level 5 or above in Mathematics||38%||47%||27%|
Making Sure the School Keeps Improving: Our School Improvement Plan 2016-17
Welcome to our School Improvement Plan (in the lingo known as a SIP).
There are already lots of things that we’re really proud of as a school, like our nurturing community, out-of-school activities, and the friendly atmosphere that sees our kids leave school with a smile on their faces (most days). As our inspection reports testify, children feel nurtured, safe and secure at the school and they are excited and engaged in the rich variety of teaching that they are exposed to. However, as with all schools, we can keep improving and as a leadership team (including the Head and the Governors) we maintain a sharp focus on school improvement. Which is where the SIP comes in. Each year we self evaluate the school’s performance, focusing on the outcomes we provide for all children, and draw up an improvement plan which will guide our work and focus in the coming year(s) in order to improve specific areas at the school.
So the SIP is our road-map to making sure the school keeps improving, which means it has a real focus on where we can keep getting better.
How does the SIP work?
The job of school governors is to make sure the Headteacher and the staff have what they need to make all this happen. The SIP is a tool for us to drive and monitor improvements in areas like the school’s academic performance and results. So the School Improvement Plan outlines the key objectives and targets that the school governors and leadership team set for September 2016 to September 2017. The plan focuses on the key priorities which we think will create successful ‘outcomes’ (more education establishment lingo) for our pupils that we can measure, and help us secure a strong future for the school in the next year and over the years following.
What is the plan based on?
- The Head and Governors self evaluation of the school (undertaken in July 2015)
- School performance data based for the academic year ending July 2015 published by the Department of Education and used for national comparisons.
School performance data based for the academic year ending July 2016 published by the Department of Education and used for national comparisons
Discussions with all teaching staff. Governors met with all teachers/subject leaders onthe Inset Day in September 2016 to gather their views about performance and school improvement
Areas we think we need to improve following feedback from parents, pupils, staff and governors
- Consideration of our school finances
- Consideration of the impact of the new curriculum and assessment frameworks that have been introduced nationally
- Government and local authority initiatives and developments in the current education environment.
What are our key areas of focus for 2016-2017?
As a school, we want to:
- Numeracy – we aspire to maintain the strong progress in this area and close any slippage gaps as pupils move from one year to the next. We will also continue to promote and support mixed ability maths as a way to develop growth mindsets in all our pupils
- Literacy – we will improve the quality of writing across the school, focusing in particular on spelling and phonics. To help us achieve our goals we want to increase parental awareness and support for pupil’s work in this area and improve our library resources.
- Special Educational Needs (SEN) – we will deepen our tools for tracking and supporting pupil progress in all areas to ensure that we are using our resources to maximise the outcomes for all children with SEN
- Disadvantaged and Pupil Premium Children – we will ensure our pupil premium funding is targeted effectively and in particular will focus on ensuring our higher ability Pupil Premium children continue to make strong progress when compared to all pupils within the school and nationally
- Early Years Phonics – we will work to ensure our Early Years and Year 1 have a strong foundation in phonics. We will improve results in Year 1 phonics tests through a high level of individual support and promoting more parental support of phonics and early years reading.
- Communication – we will continue to develop more effective means of communicating with parents and engaging them in their children’s learning
- Physical spaces – we will improve the physical spaces around the school, including development of outdoor learning areas.
- Governors – governors will continue to focus on monitoring and evaluating the effectiveness of school improvement so that we create the best outcomes for pupils. We will work to ensure that the school has a secure, long-term future within both the local and national educational landscape by thoroughly reviewing the future of the school and the best way for us to achieve the best outcomes for pupils.
If you’d like to talk through the SIP in detail then please contact Mr Thomas.