St Martin’s Catholicst-martins.halton.sch.uk/Shared Documents/Head's... · 1 Y2 to Hillview In - 1 Y2 from St Augustine’s, Castlefields 1 Y5 from Our Lady’s, Palacefields

P D Hallman January 2015 2

St Martin’s Catholic

Primary School

Headteacher’s Report

To the Governors

Spring 2015

Part 1


St Martin’s Catholic Primary School

Headteacher’s report to the Governors Spring 2015

Part 1

A. The Context of the School

General Information about the School

Pupils and Class Organisation.

The Spring term commenced on 6th

January 2015.

Classes were organised as follows: -

Class 1 Year 6 29 Mr McNulty

Class 2 Year 5 30 Miss Walton

Class 3 Year 4 30 Mrs Clarke and Mrs Walton

Class 4 Year 3 31 Mrs. Hunter and Mrs. Stanley

Class 5 Year 2 30 Mrs Wild and Mrs Forber

Class 6 Year 1 29 Mrs Carney

Class 7 Reception 30 Mrs O’Nions and Miss Carter

Total number on roll 209 children.

Pupil movements

During last term and the beginning of this term, we have had the following pupil movements:-

Out - 1 Y1 to The Brow

1 Y2 to Hillview

In - 1 Y2 from St Augustine’s, Castlefields

1 Y5 from Our Lady’s, Palacefields


Staffing Context

In post and allowance responsibilities

The school employs the following staff: -

Mr. Martin Valdez Maintenance Officer (30 h.p.w.)

Mrs. Karen Reese Administrator (32-½ h.p.w.)

Mrs. Helen Bailey Clerical support (20 hours per week)

Mrs. Linda Rotherham S.M.S (6-¼ h.p.w.)

Miss Sophie Rotherham M.D.A. (3 ¾ h.p.w.)

Mrs. Irene Morris M.D.A. (6-¼ h.p.w.)

Mrs Nicky Connolly M.D.A (6 ¼ h.p.w.)

Mrs Shelley Stanley M.D.A. (6 ¼ h.p.w.)

Mrs Ann Marie Doyle M.D.A. (6 ¼ h.p.w.)

Miss Caroline Shadlock M.D.A. (6 ¼ h.p.w.)

Mrs. Karen Hughes M.D.A. (6 ¼ h.p.w.)

Breakfast Club (7 ½ h.p.w.)

Mrs. Karen Smith M.D.A. (30 h.p.w.)

Support worker for Breakfast Club and Parents Cafe

Mrs. Ruth Iddon Teaching Assistant (K.S.1)

Mrs Glenis Brockley Teaching Assistant (K.S.1)

Mrs. Margaret Smith Teaching Assistant (10 h.p.w.)

Mrs. Kelly Walsh Teaching Assistant (21 h.p.w.)

Mrs. Becky Slonecki Teaching Assistant (21 h.p.w.)

Miss Danica Harrison Teaching Assistant (25 h.p.w.)

Mrs. Ann Grindrod Behaviour Support Assistant (Pupil Premium funding)

Mrs. Angela Crummer Learning Mentor (4 days per week)

(Pupil Premium funding) Mrs. Karen O’Nions Class Teacher (0.51)

Ms Liz Carter Class Teacher (0.51)

Mrs. Clare Carney Class Teacher Assistant Headteacher

Mrs. Lesley Wild Class Teacher + TLR2 (0.51)

Mrs. Karen Forber Class Teacher (0.61)


Mrs. Adele Hunter Class Teacher + TLR2 (0.51)

Mrs. Marion Stanley Class Teacher + TLR2 (0.51)

Miss Sarah Walton Class Teacher +TLR

Mrs. Roz Clarke Class Teacher (0.61)

Mrs. Siobhan Isherwood Class Teacher (0.61)

Mr. Pete McNulty Class Teacher

Mrs. Gill Walton Class Teacher Deputy Headteacher (0.91)

Mr. Phillip Hallman Headteacher

Funded by the three Murdishaw Schools (through Pupil Premium)

Mrs. Jane Rostance Family Support Worker

The Social Background of Learners

As a RC (Aided) Primary School we have strong links with our local community

through parents and our governing body and strong links with church and parish

which enrich pupils’ religious, spiritual, moral and social education. The school’s

excellent church links contribute a valuable dimension to its Christian ethos.

Most of our children have attended our pre-school provision, Tiny Steps, before they

enter Early Years Foundation Stage. The children come from a wide mix of different

socio-economic backgrounds. A large majority of children live in subsidised rented

housing; a small minority live in owner occupier private housing.

The percentage of pupils known to be eligible for free school meals is well above the

national average. At the start of this term we have 67 on Free School Meals, which is

32% of roll. We have 89 pupils who have been on Free School Meals at any time in

the past 6 years and so are eligible for Pupil Premium. This is 43% of roll.

On an average day the meals are as follows:-

Dinners 150

Packed Lunches 59

Home for lunch 0

(Dinner numbers have gone up due to Universal Infant Free School Meals.)

There are a significant number of homes with no one in employment. A few pupils

come from homes where English is an additional language this number includes New

Commonwealth, Polish and Eastern European children. There is a significant number

of ‘fragmented homes’, which is difficult to quantify or compare nationally. The

school and grounds suffer from some vandalism.


Links with Parents and the Community

The school is seen to be successful by the community it serves and it is a popular

choice with parents. Last year we had one appeal to gain a place in school. We have

very strong links with Tiny Steps Pre School and First Steps Playgroup both of which

are held on site. As part of our links with Tiny Steps they visit school and assemblies

on a regular basis. The Reception Teachers also have meetings with the parents of all

new children. The children also have a number of class visits in the Summer term

before they start school.

Parents are very supportive of the school and help to raise additional funds for the

school. Last term we raised money for a whole range of charities including:

Christmas Fair £1 500

Save the Children £ 125

Children in Need £ 125

Catholic Children’s Society £ 125

Shelter £ 125

Halton Haven £ 100

A number of our Parents help as volunteers in classrooms and help with visits and

sports. A monthly newsletter is sent out to all parents and is posted on the School

Website. We hold two parents evenings each year and parents are welcome to come in

and talk to the Headteacher at any time or to speak to their child’s Classteacher at the

end of the school day.

We have very strong links with the two other Murdishaw primary schools for shared

Family Support Work. We employ the Family Support Worker and she has a

workload across the three schools. We also have strong links and with St Chad’s High

School and the other Runcorn Aided Schools and together they enable us to ensure

that we are successful in promoting community cohesion. We are in the process of

establishing extra activities with St Chad’s and are looking at how would could work

as part of a Teaching School consortium.

We try to ensure that good opportunities are provided for pupils of all ages to take on

positions of responsibility and leadership in the school and in a wide range of

activities, for example as Play Leaders and Pupil Mentors. This makes a valuable

contribution to our ethos and quality of provision. Pupils are also encouraged to

participate in charity work and fund raising and they play an important role in our

Christmas and Summer Fairs.

We have a Friends of St Martin’s group who help to organise fundraising for the

school. They held a very successful Christmas Fair and also supported a number of

activities within school.

We also have strong links with Liverpool Hope University. We provided a student

places last term and are providing a similar number throughout the rest of this year.

The majority of teaching staff have also been trained by Liverpool Hope University as

Student Mentors.


1. Pupil Achievement My current judgement for Pupil Attainment is Outstanding overall. This is due to the

fact that now standards are consistently very high throughout the school and virtually

every child makes at least two levels and more progress by the end of Key Stage 2.

Our new tracking systems are now fully up to date. We have set ourselves higher

expectations as a direct result of this. The targets we have set is to achieve 14+ APS

points over Key Stage 2 and 10 APS+ over Key Stage 1. We are currently looking at

moving over from APS to a system without any levels but rather looking at the

number of children who are at and above age related expectations. I hope to have the

first of these results by the end of the summer term. The breakdown for Autumn Term

2014 is in Appendix 1 (Headteacher’s Report Part 2).

The children enter school at well below the national average. We take samples of

work as they enter school to evidence this. By the end of Key Stage 1 the children are

well above national expectations and by the end of Key Stage 2 they are well above

the national achievements. This is at least good progress throughout the school.

This progress is consistent across a variety of core groups including Free School Meal

children, Gender and SEND. This is due to very high expectations for all pupils and

the very high standard of teaching throughout the school. Other factors affecting

achievement include a wide curriculum offering many arts and sports opportunities

together with a very happy and highly motivated staff. We continually strive to live

out the school’s Mission Statement and to base all our values on the teachings of

Jesus.

Before Christmas we received a Pupil Premium Award in recognition of the

exceptional achievement of the school in narrowing the gaps between our Pupil

Premium children and their peers. As a result of this award we are entitled to apply

for an additional award. The application I have made on behalf of the school is

attached as Appendix 2.

I have included a breakdown of our More Able pupils’ progress as well to ensure that

they too achieve at least 14+ APS in Key Stage 2.


The Key Stage 2 targets for this year demonstrate continued high standards of

performance expected from all involved:

Year group 2015 Targets 2015 Achievement 2014

Total Pupils in Yr Group 29 26

% Achieving Level 4+ in

both English AND Maths 86 92

% Making 2 levels of

progress in English from

KS1

100

100

% Making 2 levels of

progress in Maths from

KS1

100 100

Appendix 3 has my analysis for Governors of RAISEonline Data November 2014

We are constantly ensuring that there are no gaps in attainment within social

groups/ethnic groups/gender/ looked after children. Each child is expected to achieve

their own potential and is provided with additional support appropriate to their own

needs. The Pastoral Support Team meet on a monthly basis to examine all vulnerable

children’s needs and to ensure that any additional needs are addressed as needed.

2. Pupils’ Behaviour and Safety

Pupils’ conduct in lessons and around the school is generally of a very high

standard and was recognised as Outstanding in the October 2013 Inspection

Report. We are constantly looking at ways to make sure the children are provided

with a safe and stimulating environment and use Mentors, and the school council to

listen to the pupils’ voice.

Pupils’ attendance and punctuality at school and in lessons is good and

improving by comparison to our benchmark schools. The data comparing whole

school and Free School Meal children for the last two years is as follows:


Autumn term 2014

Group Number of

pupils

Authorised Unauthorised % Attendance

Whole School 211 3.1 0.6 96.3

Free School

Meals

67 4.2 0.6 95.2

No Free

School Meals

144 2.6 0.6 96.8

Autumn term 2013

Group Number of

pupils

Authorised Unauthorised % Attendance

Whole School 206 2.2 1.2 96.7

Free School

Meals

76 3.1 1.7 95.2

No Free

School Meals

130 1.7 0.9 97.5

The data shows the success we have had in addressing attendance. We are continuing

to achieve over our target of 96% attendance. There is still a slight difference between

Free School Meals and Non Free School but this is an improving picture.

Our Attendance and Behaviour Mentor is funded through the Pupil Premium Grant

and obviously she works with all children but more of her work is directed towards

those in greater need, i.e. the Free School Meal children.

Pupils’ behaviour and attitudes towards others and respect for other young

people and adults, including the way they treat one another is generally of a high

standard. Visitors to the school often comment very favourably on the pupils’

attitude and behaviour. They show great respect to all visitors and to one another. All

children are encouraged to treat one another as they would wish to be treated as also

as followers of Jesus. We celebrate success through the use of Stars of the Week and

through the use of a House point system in the Juniors.

The School Council meets on a regular basis with Angela Crummer our Learning

Mentor.


The children in Year 6 are working with Sr. Teresa on the Mini Vinnies project. A

Mini Vinnies group is a structured and active body of students and teachers’ within a

school community who aim to make a difference to those who are poor,

disadvantaged and marginalised.

We try to ensure that all pupils are well protected from bullying. We continually

remind the children that they must tell some one if they feel they are being bullied and

then we can address the problem. We always try to talk to the victim so that we can

hear their story before speaking to the perpetrator(s) to get them to understand what

they have done wrong and to ensure that the behaviour is not repeated. We have

trained our Year 5 pupils to be Play Leaders to play with our Infant children. The

Year 6 children have also been teamed up with the Reception children to be mentors.

We try to take the views of pupils and the views of parents and carers about

pupils’ behaviour and safety very seriously.

In order to promote pupils’ spiritual, moral social and cultural education we have

a range of visitors to school and also a range of celebrations and trips as follows:

Date Class and Curriculum

area

Visit, visitor, activity

7th

January (and the next

five weeks)

Year 6 Science Science teacher visit from

St Chad’s

7th


ten weeks)

Year 2 Music Vocal trainer

14th


six weeks)

Reception and Year 1 PE Soccer skills

19th

and 20th

January Year 6 PE Bikeability

23rd

January Whole school Citizenship Barnardo’s talk

29th

January All classes PE Yoga

30th

January Year 5 Citizenship Fire Safety training

4th

February Years 5 and 6 PE New Age Bowls

9th

– 12th

February Years 5 and 6 Foreign

Languages

Trip to France

10th

February Years 5 and 6 PE Hockey Competition

23rd

February Whole School Citizenship Stranger Danger

24th

February Years 2 and 5 Drama Altru Drama


Date Class and Curriculum

area

Visit, visitor, activity

27th

February (and the next

seven weeks)

Years 5 and 6 PE Cricket

4th

March Years 5 and 6 PE Swimming Gala

16th

March Whole School Citizenship Good citizenship

18th

March Key Stage 2 PE Run for Fun

23rd

March Whole School Drama Jungle Book

3. The Quality of Teaching

All teachers must and do demonstrate high expectations, enthuse and motivate pupils,

including those with special educational needs and disability, so that they learn and

make progress as is evidenced by the high achievements as outlined above. All staff

appreciate their role in enabling children to achieve their individual potential. It is

through a collective desire to learn and achieve that we demonstrate the correct

attitudes to all pupils.

The teachers set challenging tasks for all pupils including those with special

educational needs and disability. The staff utilise prior achievement data formally

assess the children every term. Each child is expected to make at least two and a half

levels progress across Key Stage 2 and many children exceed this. We also expect

every child who achieves in line with national expectations in EYFS to achieve a

Level 2B or above and children who exceed in EYFS to achieve to achieve a Level 3.

All staff have written into their Performance Management a target ensuring all pupils

make at least minimum progress.

The teachers use their expertise to deepen pupils’ subject knowledge and

understanding and teach them the skills needed to learn for themselves including

pupils with special educational needs and disability. With this in mind they are

constantly ensuring that lessons are of a high standard and that the children enjoy their

learning.

The quality of teaching throughout school was judged as good during the Ofsted

inspection and as a result of the rising of achievement throughout the school I am

judging it now to be outstanding. Of the 10 lessons observed last term, 60% Good and

40% outstanding. The outstanding lessons displayed excellent relationships, high

expectations and outcomes.


The teachers assess pupils’ progress, provide them with constructive feedback and

plan lessons to match needs including those of pupils with special educational needs

and disability and as a result of this there is very high achievement across the whole

school.

It is up to all staff at all times to ensure that teaching promotes spiritual, moral social

and cultural education. This must be done by example as much as anything else. We

constantly reinforce with the children that every person in school matters and that we

all have to do our best to ensure that St Martin’s continues to be such a very special

school. All classes are reviewing their acts of collective worship, ensuring that the

children take a role in organising the worship. Staff have been given new materials

and a planner to help them in their task.

4. The Effectiveness of Leadership and Management

The School is lead very well by the Headteacher and his Senior Leadership Team.

The Senior Leadership Team is made up of the Headteacher, Deputy Headteacher

(and Key Stage 2 Manager) and the Assistant Headteacher (and Key Stage 1

Manager). We meet on a weekly basis to look at aspects of school development and

welfare. It is through this that we leaders and managers demonstrate our very high

ambition for pupils and improvements in their achievement.

As part of our meetings we look at how we can improve teaching and learning and

these issues are taken straight back to staff at the following staff meeting. It is vital

then to provide opportunities for supporting staff development.

We have implemented again a series of learning walks and continue to carry out

lesson observations throughout the year. These will be fed into staff performance

management meetings as future targets for professional development.

A major focus over the term and throughout this year will be implementing Life

without Levels and therefore we have tried to ensure that staff have been given the

opportunity to attend all relevant training.

During the Spring term the Staff are given a variety of Training Opportunities

including the following:

Date Member of Staff Training area

9th

January Sue Shearer (Governor) Governor Induction

13th

January P D Hallman DAPH meeting

19th

January K Reese

P D Hallman

SIMs


Date Member of Staff Training area

20th

January G Brockley (Leader of

training)

TAs in EYFS

22nd

January R Clarke Philosophy for Children

27th

January P D Hallman Stress management for

Headteachers

30th

January K Reese Finance

3rd

February P D Hallman Critical Incidents

6th

February M Stanley ICT

10th

February R Clarke

A Hunter

New Maths for Years 3

and 4

25th

February R Clarke Philosophy for Children

26th

and 27th

February P D Hallman

D Littlewood (Governor)

RC HT Conference

6th

March P D Hallman School Improvement

10th

March P D Hallman Assessment

12th

and 13th

March P D Hallman Halton Heads Conference

19th

March K O’Nions

L Carter

Speech and Language

31st March P D Hallman Critical Incidents

In addition during the course of the Spring term the following topics will be covered

at the staff meetings:

Date Topic

5th

January Inset Day Spring term preparation

14th

January General issues and Safeguarding

21st January Health and Well-being planning

28th

January Philosophy for Children

4th

February Key Stage review of New Curriculum

11th

February France Residential


Date Topic

25th

February Assessment

4th

March Maths Scrutiny of Work (visiting Lakeside)

11th

March RE Assessment

18th

March iTrack Assessment

25th

March Parents Evening

1st April Updating assessments

We are constantly aware that the school needs to continue improving. Whilst we have

been successful in the past this does not necessarily ensure success in the future. We

continue to demand the highest standards of ourselves and through that the pupils. We

also have to ready to take on additional issues as are necessary.

The School’s Governors through regular Monthly Meetings are kept well up to date

with all aspects of the school’s development.

The school takes its responsibility to ensure that all pupils are adequately safeguarded

very seriously.

Many thanks

Once again I would like to thank all the staff, parents and community for their

continued help in making St Martin’s a very special school. We will continue to strive

to ensure that it is a place where every person matters.

P D Hallman

January 2015

Appendix 1: (Head’s report Part 2) Tracking results Autumn term 2014

Appendix 2: Pupil Premium Award application

Appendix 3: Governors Analysis of RAISEonline 2014


Appendix 2: Pupil Premium Award application

Need to show how we have improved the performance of disadvantaged pupils and this must be

supported by objective data. How we have allocated our pupil premium funding. Used pupil

premium funding in an innovative way, implementing evidence-based strategies to improve

attainment. (Total no more than1500 words)

What are the barriers and challenges disadvantaged pupils face with our school?

Mental health issues for both children and parents

Low standard of education of parents and many with lack of motivation

Lack of emotional literacy for both children and parents

Poor parenting skills causing discipline, punctuality and attendance problems

Lack of enrichment experiences within the home

Low aspirations

Which strategies have we employed to solve these issues and to make sustained improvements in

the outcomes of our disadvantaged pupils? Why did we choose these strategies? (Identify and

explain concrete examples, making reference to disadvantaged pupils across our whole school)

Building a ‘Team around the child’ with a range of different professionals including our own

Learning Mentor, Family Support Worker, Attendance and Behaviour Mentor and working

closely with Catholic Children’s Society. This ‘team’ meet regularly to monitor progress of

individual pupils and families to ensure that appropriate interventions and support systems

are implemented and effective

Running a Parents Café and Breakfast Club for children

Intervention groups for children as identified through our in-house tracking systems and

support both within and outside the classroom

Running a range of residential trips and day trips/visits and subsidising these for all pupils

not just Pupil Premium children

Providing a wide range of additional activities including Drama specialist, music specialists,

sport coaches, wide range of visiting theatre groups and people from business to raise

aspirations and to provide additional experiences that many other children take for granted

All of the above is to address our all our children’s needs

How have these strategies impacted on the achievement and wider development of

disadvantaged pupils? How have we evaluated this impact?

Both children and parents are more positive about education and value it and are now

aspiring for themselves and for their children

Children have better emotional literacy, self-awareness, self-esteem and empathy.

Children are more self-confident and so are more prepared to become involved in activities

outside their comfort zone


Improved attendance and punctuality and this in turn has a direct effect on their

performance within school, further leading to better continuity of progress of individuals

and less disruption for the whole class

Wider knowledge, understanding and appreciation of the arts

We have evaluated these outcomes through child and parent questionnaires

Research into pupils well-being and emotional development – Pupil Perceptions

What have been the strengths and weaknesses of these methods? On what evidence have we

based these conclusions?

Strengths

All pupils are included so that there is real inclusion and no child feels ‘identified’

All pupils feel equal and as a direct result standards and expectations are raised for every

child

Every child can benefit from any additional resources. We do give additional funding to

individual pupils/families when requested or as appropriate

Tracking systems for pupil progress identify Pupil Premium children and compares their

performance against their peers

Weaknesses

Acting against official advice to spend money on Pupil Premium children only!

Parents Café has led to a clique and others feel excluded

Evidence

School data

Pupil Perceptions data

Parents and Pupil questionnaires

Can we provide evidence of using research, and/or working in collaboration with other partners,

in order to develop the most effective strategies to improve outcomes for disadvantaged pupils?

Pupil Perception and research with University of Chester student to support his dissertation

on Family and Child Psychology

Staff being motivated by national speakers such as Sir John Jones and reading his book, ‘The

Magic-Weaving Business’. This has helped staff own awareness and their value to all pupils

We work alongside the other local schools as the provider of Family Support Worker and

helping to ensure that they too start to build ‘teams around the child’

Being an advocate within the Local Authority and the Diocese for developing emotional

literacy and building strong supportive relationships


Any additional information to support our application?

All our work is based on our Catholic, Christian ethos which values to contribution of every person,

child or adult, no matter what colour, race or creed, everyone is truly equal. This is built on strong

relationships which try to ensure that our school is happy, vibrant and challenging enabling everyone

to succeed in all that they do.

High Aspiration Awards

How we have excelled in improving outcomes for our most able disadvantaged pupils in the

context of improving attainment for all pupils. Up to 200 words about specific interventions or

strategies we use to raise aspirations of our most able disadvantaged pupils.

As outlined above we try to ensure that all our pupils are given the very best opportunities to

develop all the talents that they may have – academic, emotional, artistic and sporting or in

whatever field. To always aspire to push themselves to achieve their dreams. By doing this we aim to

stretch each child to push themselves and to believe that they can achieve. We have run additional

after school lessons for achieving Level 6. These have been offered to all pupils and to be inclusive,

initially we allowed pupils to self-select so that all pupils could aspire to achieve more. We did also

encourage those whom we felt were capable but did not put themselves forward. In addition we are

now providing intervention support in both key stages for any pupil who is not making the progress

that we would expect no matter what their ability.

P D Hallman

January 2015


Appendix 3: Governors Analysis of RAISEonline 2014

St Martin’s Catholic Primary School

Review of RAISEonline 2014 Report for Governors

1 Three-year and longer trends in key measures for all pupils

1.1 Basic Characteristics of St Martin’s

Slightly below average size

Highest quintile for Free School Meals

Low minority ethnic groups

Low pupils first language not / believed to be English

Low number of pupils supported at school action

Very low pupils supported by action plus or with a statement of SEN

Good stability rates

Very high deprivation indicator

Reference to table 1.1.1

1.2 Key Stage 1 prior attainment of pupils in each year group

All year groups in Key Stage 2 2013 – 14 were above national figures with the

thenY5 and Y4 Significantly above.

Prior attainment is the best indicator of future performance and so we should have

good results for the next four years at least


Conclusions: Attainment is above average and attainment is rising. Maths and English

Grammar, Punctuation and Spelling are strong.

1.3 Absence and exclusions

Improvement from 2013 from 2012

2012 below national persistent absence and overall sessions

2013 in line with national and significantly better than the median trendline for

school’s FSM level

Conclusions: Absence is improving and is now better than national. Proportions of

persistent absentees are falling. Exclusions are not an issue.



1.4 Key Stage 1 average attainment overall and in each subject

In all subjects the school has been significantly above national averages since 2010

Reading scores are consistently above national averages and are similar to our Maths

scores

Writing scores were significantly above national 2014

Writing scores not as strong as Reading or Maths

Maths scores were significantly above national 2014


1.5 Key Stage 2 average attainment overall and in each subject

Average attainment is given in terms of average points scores (APS) where 6 points represent

one level, 15 points are equivalent to Level 2 and 27 points are equivalent to Level 4

Average Points Scores in All subjects is significantly above national 2014

APS has risen in all subjects 2014

Maths is significantly above national

Reading is significantly above national

Writing is above national

English Grammar, Punctuation and Spelling is significantly above national

All pupil groups are above national for all subjects

Our Free School Meals pupils, Disadvantaged pupils and Low prior attainment pupils

are consistently above the national averages

Reference tables 4.3.5 and 4.3.6

1.6 Progress in terms of value added overall and in each subject

Value added compares each pupil’s Key Stage 1 to 2 progress with all pupils nationally of

similar prior attainment, assigns a score, aggregates scores to school level and centres them

around 100

Our value added scores are over 100 for All subjects, Maths and Reading

All value added scores have risen from last year

Writing is below 100 but has risen from last year

Our value added is better than national for Boys, Girls, FSM, Disadvantaged pupils,

Low and Middle attainers, together with SEN all areas

Reference tables 5.1.1 and 5.1.3

Conclusions: Progress strong in all subject areas and especially for Boys,

Disadvantaged, Low attainers and SEN without statements


2 Attainment of thresholds for all pupils this year

2.1 Percentage attaining or surpassing each Key Stage 1 level in each subject

School above national for level 2+ in all subjects

School above national for level 2B+ in all subjects

School above national for level 2A+ in all subjects

School above national for level 3+ in all subjects

Writing not as strong as Reading or Maths but is always as far above national as in

other subjects

School significantly above national for Maths at level 3+

Reference table 4.2.1

2.2 Percentage attaining or surpassing each Key Stage 2 level in each subject

Level 4+, level 4B+ in Maths are above national and are significantly above for level

5+

In Reading scores are above national for level 4+, 4B+ and 5+

In Writing scores are above national at level 4+ and level 6 but in line at 5+

For English Grammar, Punctuation and Spelling level 4+ is above national and is

significantly above at level 4B+ and 5+

Key Stage 2 achieving or surpassing level 5 is higher than national and is significantly

above for Maths and English Grammar, Punctuation and Spelling

Both genders perform better than national but boys performance against national is

higher than girls

Disadvantaged pupils are above their national peers for all subjects

For prior attainment pupils are at least in line with their peers

Reference table 4.3.1 and 4.3.3

Conclusions: More than enough pupils attain the expected standards at both Key Stage

1 and 2. Pupils attain high standards in both Key Stages.

3 Progress from different starting points for all pupils this year

3.1 Expected progress in Reading from Key Stage 1 to Key Stage 2

School achieves in line with national at both expected and more than expected

progress


3.2 Expected progress in Writing from Key Stage 1 to Key Stage 2

Expected progress is in line with national

More than expected progress is below national



3.3 Expected progress in Maths from Key Stage 1 to Key Stage 2

Both expected progress and more than expected progress are above the national

figures


Conclusions: Low prior attainers are catching up to reach level 4 in line with national

for both Reading and Maths but not in writing. Middle attainers are translating to level

four in line with national in all subjects. More than expected progress from level 2 is in

line with national in both Reading and Maths but below in Writing. High attainers are

in line with national for Reading and Maths but below in Writing. Three results

progressed from a level 3 to level 6, one in Writing and two in Maths. Overall

percentages are all above floor standard.

4. Closing the gaps in achievement between disadvantaged pupils and other pupils

4.1 Key Stage 1 closing the gaps

Performance has been rising over the past three years

Our disadvantaged pupils are at least in line with national in all subjects and are above

for Writing and Maths

Performance within school against their peers disadvantaged pupils perform slightly

below

The trend over the past three years for disadvantaged pupils against their peers within

school is downward

These patterns are the same for pupils attaining level 2 and above and level 3 and

above


4.2 Closing Key Stage 2 gaps

Disadvantaged pupils value added is above their peers within the school for all

subjects, Maths, Reading and Writing

Disadvantaged pupils APS is at least in line with other pupils nationally and are above

for Maths, Reading, English Grammar, Punctuation and Spelling

Disadvantaged pupils APS is at least in line with their other pupils within school and

arte well above for English Grammar, Punctuation and Spelling

The three trend for closing the gaps is very positive for attaining at level 4+

The pattern is more mixed for attaining level 5+. School is below for Writing, inline

for overall results and Reading but well above for Maths and English Grammar,

Punctuation and Spelling

Conclusions: Our disadvantaged pupils are performing better than other pupils

nationally. There is a gap between our pupils within school but these are closing and are

always less than the national gaps.


5 Additional information for Governors

5.1 Year 1 Phonics and Year 2 Phonics

School Year 1 Phonics score below national overall

School Year 1 boys below national overall

Year 1 Girls performance is in line with national

Year 1 Spring and Summer born children are below their peers

Year 2 Phonics retake performance is above national for all pupils, both genders,

FSM, Disadvantaged and SEN pupils

Conclusion: Although not enough pupils meet expected standard in Year 1 they do

when retaking in Year 2.

P D Hallman

November 2014