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.
For 2021, there were no assessments in the summer term due to the interruption that came about from Covid-19. The results below are from summer 2019 but we will update this table with any newer data depending on changes made by the DfE – for example Phonics, taken in Autumn 2021, for the Year 2 children who missed it in June last year as Year 1 children.
Click here to visit the Department of Education’s performance data website.
|KS2 Performance Data||2019||National ’19|
|Average Scaled Score Reading||106.1||104|
|Average Scaled Score SPaG||106.7||106|
|Average Scaled Score Maths||105.1||105|
|Reading – Children meeting expected standard||89%||73%|
|Reading – Children achieving a higher expected standard||17%||27%|
|Writing – Teacher Assessment of those meeting expected standard||72%||78%|
|SPaG – Children meeting expected standard (Spelling, Punctuation and Grammar)||89%||78%|
|SPaG – Children achieving a higher standard (Spelling, Punctuation and Grammar)||28%||36%|
|Maths – Children meeting expected standard||83%||79%|
|Maths – Children achieving a higher expected standard||22%||27%|
|Teacher Assessment of those meeting expected standard, Combined Reading, Writing & Maths||61%||65%|
|KS2 Average Progress in Reading (compared to pupils with similar starting points) …’better than average’||-1||Not available|
|KS2 Average Progress in Writing (compared to pupils with similar starting points) …’less than average’||-3.4||Not available|
|KS2 Average Progress in Maths (compared to pupils with similar starting points) …’similar to average’||-0.2||Not available|
|KS1 Performance Data|
Year 1 Phonics
(Autumn 2020 school data as Year 2 children)
|EYFS Performance Data|
|‘Good Level of Development’||80%||71%|
Making Sure the School Keeps Improving: Our School Improvement Plan 2020/21
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 the forthcoming year. 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
- School performance data based on the previous and current academic year, looking at government data for national comparisons as well as in year data to help us understand priorities relating to specific cohorts and groups within the school
Discussions with all teaching staff and subject leaders including those responsible for Literacy Coordination, Maths coordination and our SENDCo and Pupil Premium leader.
Areas we think we need to improve following feedback from parents, pupils, staff and governors
- Consideration of our school finances
- Government and local authority initiatives and developments in the current education environment.
What are our key areas of focus for the next academic year?
As a school, we want to:
- Implement fully the foundation curriculum in KS1 and KS2, and the new early years framework in the EYFS, ensuring that regular formative assessment enables teachers to evaluate how well children develop their knowledge and skills.
- Maintain a sharp focus on attendance, ensuring that parents are aware of and understand the impact of absence, particularly persistent absence, on children’s learning and progress.
- Embed fully the new phonics programme in EYFS and KS1, supporting children to overcome the impact of the phonics teaching lost during the national lockdowns.
- Ensure that the new RE curriculum is consistently implemented across all classes and, more generally, that the issues are identified in the 2017 SIAMS inspection are fully addressed.
- Ensure that teaching in maths enables children to acquire a secure understanding of what they have been taught so they can confidently move on to more challenging work. Fully embed our maths Teaching for Mastery vision so that all children are meeting the Expected level of development with a higher-than-average number achieving Greater Depth by the end of each key stage.
- Improve the quality of children’s writing across the school by embedding fully the strategies devised in cooperation with the literacy adviser before the pandemic. Complete the roll out of discrete vocabulary teaching.
- Make effective use of covid recovery funding and other resources to:
- help children become more resilient and confident learners
- re-establish consistent expectations, systems and routines to ensure high standards of behaviour in lessons and around the school
- support children whose attainment and progress have been most affected by the pandemic to overcome the gaps in their learning.
- Ensure that resources and expertise are effectively deployed to meet the increasingly high and complex needs of children with SEND.
If you’d like to talk through the SIP in detail then please contact Mr Thomas.