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How well do learners achieve?

3a What are learners' achievement and standards in their work?

- the standards learners reach as indicated by their test and examination results, taking account of: any significant variations between groups of learners, subjects, courses and key stages; trends over time; comparisons with other schools; whether learners reach challenging targets
- the standards of learners' current work in relation to their learning goals (noting any significant differences between current work and recent results)
- learners' progress relative to their starting points and capabilities, with any significant variations between groups of learners (making clear whether there are any groups that are underachieving and could be doing better)

Information on achievement and standards is collected through:

  1. Classroom observations showing achievement/learning in individual /series of lessons.
  2. Work scrutiny by subject co-ordinators shows standards and achievement over given period of time and usually measured against aspects of SIP. (Marking for |improvement Literacy 2005/06).
  3. Pupil interviews show whether learning objectives and strategy methods are retained by pupils. Usually linked to SIP (quick mental recall maths 2005/06). Interviews also linked to questions/questions analysis from tests eg NFER maths Y3 February 06.
  4. Data analysis of twice yearly summative assessment shows improvement against set targets and progress by cohorts, groups and individuals.This is an improved cycle of assessment which is used as a diagnostic tool.
  5. Target setting for each cohort ensures all teaching staff have ownership of end of Keystage results.
  6. Thorough marking by teachers assesses progress against the learning objectives. This is fed into future planning and pedagogy.
  7. Keystage 1 audit June 2006 shows assessment process helps raise standards.
  8. PANDA.
  9. County Performance Handbook.
  10. Headteacher data analysis has major impact on target setting. Staff are very aware of expectations and challenges which this analysis lays down. This ensures teaching styles and planning drives achievement.
  11. Standards at the end of Keystage 1 below the national average points score in reading and writing, similar in mathematics (2005).
  12. Reading at level 3 regularly above national average. This is through rigorous formative assessment and regular reviews of target setting processes.
  13. Writing significantly below at all levels.Analysis of cause shows speaking and listening to be a weakness on entry to Foundation 1.High quality play based curriculum in Foundation and Keystage 1 attempts to address this tremd. Pupils lack of cultural experiences are supplemented by frequent high quality outside providers and off site visits.Lessons observations of writing shows teaching to be good or better.Marking for improvement for 2005 as raised staff and pupil awareness of how to produce good pieces of writing.Keystage 1 have used extra adult support in extended writing sessions.
  14. Mathematics at 2A well above national level owing to high quality teaching and resourcing and numerate environments. Pupils enter school with greater confidence in numeracy and parents also appear more confident in supporting numeric activities.
  15. Standards at Keystage 2 have improved over last 3 years through the improvements in the quality of teaching and learning, higher expectations throughout the school.Data analysis increases expectation of staff and the use of ICT particularly IWBs have supported theses projects.
  16. Average points score abov national level in maths and science and gap against level closed in literacy.This was significantly so in 2004 and 2005.
  17. PANDA shows CVA in maths and science to be very good and good, but low in English.
  18. Conversion rates from Keystage 1 to Keystage 2 is above county average in all subjects which contradicts the CVA in English on the PANDA.
  19. 2005 Keystage 2 SATs show a significant difference between boys and girls in maths and English . Boys better L5 science. Boys very low L5 English.This was particulaly significant for this cohort.
  20. 2005 Keystage 1 SATs show girls APs significantly higher than boys.
  21. County Performance handbook shows Keystage 1 results school 2B+ in upper quartile for reading and maths, mid quartile 2B+ writing compared to similar FSM.
  22. Conversion rates above county average.
  23. VA points score above county average.
  24. School above or well above county points score in all aspects when compared to similar schools with FSM.
  25. NFER results (2005) well below county for Year 4 and 5 but well above in Year 3.
  26. Pupils on SEN register perform well below county pupils but we only place pupils with significant difficulties on SEN register.
  27. Classroom observations show standards of Teaching and Learning to be good, very good or excellent in all core subjects.
  28. Monitoring shows pupils achieve very well in ICT, history art.
  29. Monitoring shows pupils achieve well in geography, RE and PE.

3b Where relevant: how well do learners achieve in the Foundation Stage?

  • Children enter F1 with a low baseline score but by the end of F2 they have all made progress and some have achieved highly when compared to the county as a whole - see Foundation stage profile scores.
  • There is still a concern in Communication/Language and Literacy, mathematical Development and Creative Development where we are still below averge scores for the District and LEA.
  • Knowledge and Understanding of the World/Physical Development and PSE scores are broadly in line or above. Boys in these subjects frequently outperform girls.
  • The AST in F2 has consistently worked to improve standards in literacy and this has improved standards at the end of F2 and on transfer to KS1. We think that the low scores in Creative Development could be linked to the fact that many of our children do not get sufficient or appropriate support at home to develop the thought processes needed to improve Literacy and imaginative play that ultimately lead to high level readers and writers.
  • That is why we give a high priority to a play based curriculum and high quality imaginative play both indoors and out. This is continued into KS1. It is also why we encourage parents to be actively involved in their child's education.

3c On the basis of your evaluation, what are your key priorities for development?

  • To continue marking for improvement in writing and extend this to other areas.
  • To improve pupils skills in self and peer marking against identified success criteria.
  • To ensure pupil year on year progress is seen as a priority by all.
  • To continue to ensure specific groups are targeted for support.
  • To use the self review framework ICT 2006 for other curriculum subjects from September 2006 - August 2007.
  • To audit whole curriculum and allow time for pupils to produce high quality work in all subjects.
  • To ensure the new SMT play a major role in monitoring and evaluating, teaching, learning and standards.
  • To continue to improve pupils ability in quick mental recall.