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 2020, there were no assessments in the summer term due to the interruption that came about from Coronavirus and the subsequent lockdown.   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 2020, for the Year 2 children who missed it in June last year as Year 1 children.

pdfroundicon 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
KS1 Reading 77% 75%
KS1 Writing 69% 69%
KS1 Maths 77% 76%

Year 1 Phonics

(Autumn 2020 school data as Year 2 children)

100% 82%
EYFS Performance Data
‘Good Level of Development’ 80% 71%


Making Sure the School Keeps Improving:  Our School Improvement Plan 2019/20

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:

  1. Improve the quality of children’s writing across the school by implementing consistent and rigorous teaching strategies which systematically address both the areas for development identified by the literacy adviser during her visit in May 2019 and actions already identified
  2. Construct a comprehensive curriculum plan, underpinned by the vision and values of the school, setting out:
    1. the knowledge and skills that children will gain at each stage
    2. how this will be taught
    3. how the outcomes that children achieve will be assessed
  3. Work constructively with other schools in the Braunton Learning Cooperative Trust to develop and implement initiatives to enhance the quality of children’s education across the Trust
  1. Undertake a review of roles, responsibilities and accountability across the school in order to ensure all leadership responsibilities are planned with professional development opportunities specified and delivered.
  2. Enrich the curriculum and children’s wider education by undertaking a programme of grant funding applications and other fund-raising projects including the development of:
    • outside spaces for learning and physical activities
    • a new learning area

If you’d like to talk through the SIP in detail then please contact Mr Thomas.