The Governors and Senior Leaders acknowledged that there was a dip in attainment and progress in KS1 and KS2 in 2015. Below is a list of some of the actions taken throughout the 2015-16 academic year:
- identify, track and monitor all children not making expected levels of progress
- Senior Leadership Team (SLT) and Subject Leaders to monitor quality of teaching, identify areas for development and support staff appropriately
- Teaching Assistants (TAs) to use precision intervention to track progress and impact so that where impact is not being made, adjustments are made quickly to secure good outcomes
- Monitoring to focus on challenge for all children against the new national curriculum along with effective use of TA to accelerate progress
- Support given to teachers by Subject Leaders to support CPD to improve outcomes for children
- New Marking Policy adapted, which includes time to respond to feedback from teachers and ensures children make progress
- Promote independent reflective learners through 3B4Me to promote resilience, resourcefulness and collaboration.
We are proud of our 2016 academic outcomes:
Headlines - provisional data 2016
Early Years Foundation Stage
- 70% of children achieved a Good Level of development against 69% nationally.
- The percentage of children awarded Expected or Exceeded at least matches if not exceeds national data in all areas except Shape, space and measures.
Year 1 Phonics
- 73% of children achieved the expected standard. This is a rise of 9% on 2015.
- 53% of children met or exceeded the new government Expected Standard in Reading, Writing and Mathematics, against 60% nationally.
- 26% of children were working at a greater depth in Reading, against 24% nationally.
- 19% of children were working at a greater depth in Mathematics, against 18% nationally.
- 56% of children reached the Expected Standard in Reading, Writing and Mathematics against 53% nationally.
- 76% of children met the Expected Standard or above in Mathematics, against 70% nationally.
- 60% of children met the Expected Standard or above in Reading, against 66% nationally.
- 69% of children met the Expected Standard or above in Writing, against 73% nationally.