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School Performance Tables

 

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Previous Ofsted reports

 

Click here to open our last Ofsted report

 

 

EYFS Foundation Stage profile 2016

There were 54 children in this cohort, 29 of whom had attended our Nursery. 

8 of these children joined school during Autumn term and 5 more in Spring; a child left during both terms.

19% (10 children) have SEN/D needs.

 

Emerging

GLD

39%

61%

 

 

Phonics screening 2016

There were 62 children in this cohort.  3 children were not assessed as they were new arrivals with little or no English at the time of the Phonics screening.

5 children joined this cohort in Year 1.

21% (13 children) have identified SEN/D needs including 1 child with a statement.

 

17 Year 2 children accessed the Phonics screening.

9 of these (53%) achieved the expected standard.

 

Year 1

 

Year 2 cumulative

56%

85%

 

 

Y2 standards overview 2016 based on Teacher Assessments

60 children (100%) were assessed

5 children joined this cohort in Year 1 and a further child joined in Year 2.

23% (14 children) have identified SEN/D needs.

 

Reading

Writing

Maths

Expected

standard +

Greater depth

Expected

standard +

Greater depth

Expected

standard +

Greater depth

63%

13%

62%

7%

68%

10%

 

Y6 standards overview 2016

60 children (out of 61) were assessed.

1 child joined as a new arrival in Year 6 and therefore will not be included in the SATs results. 

14% (9 children) have SEN/D support including 1 child with an EHC plan.

We were moderated for Writing, with all of our judgements ratified.

 

 

END OF KS2 RESULTS 2016

SCHOOL

NATIONAL AVERAGE

READING, WRITING & MATHS

(Expected Standard)

32%

53%

READING, WRITING & MATHS

(High level of attainment)

0%

5%

 

READING (Expected Standard)

31%

66%

READING (High level of attainment)

3%

19%

READING (Average Scaled Score)

96.2

103

READING

-3.19

Threshold for sufficient progress -5

 

WRITING (Expected Standard)

68%

74%

WRITING (Greater Depth)

0%

15%

WRITING (Average Progress)

0.92

Threshold for sufficient progress -7

 

SPELLING, PUNCTUATION & GRAMMAR (Expected Standard)

48%

72%

SPELLING, PUNCTUATION & GRAMMAR (High level of attainment)

10%

23%

SPELLING, PUNCTUATION & GRAMMAR (Ave. Scaled Score)

99.7

104

 

MATHS (Expected Standard)

49%

70%

MATHS (High level of attainment)

3%

17%

MATHS (Average Scaled Score)

98.8

103

MATHS (Average Progress)

-1.26

Threshold for sufficient progress -5

 

Progress measures

 

Reading data is for 56 pupils; writing and maths for 57 pupils.

The remaining pupils in the cohort have no KS1 data and therefore progress cannot be ascertained.

  • Progress is a value-added measure calculated by using KS1 data for those pupils for which have this recorded. 
  • There is no measure of ‘sufficient progress’ for individual pupils.
  • To meet the progress element a school needs to have sufficient progress scores in English reading, and English writing, and mathematics.  
  • Interpreting Progress Scores:
  • score of 0 means pupils in this school on average do about as well at KS2 as those with similar prior attainment nationally. 
  • positive score means pupils in this school on average do better at KS2 as those with similar prior attainment nationally.

 

 

 

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