Key Stage 2

16 in cohort – each ch is 6.25%

Working at the Expected Standard (Higher Standard) %
School / Gloucestershire / National
2015 / 2016 / 2017 / 2015 / 2016 / 2017 / 2015 / 2016 / 2017
Reading Writing and Maths / 43.5 / 68.8
(6.3) / 53.5 / 60.1
(9.3) / 53.2 / 61.1
Reading (Test) / 78.3 / 75
(37.5) / 69.4 / 74
(29.1) / 65.7 / 71.5
Writing (TA) / 60.9 / 81.3 (15.4) / 69.5 / 72.3
(17.0) / 74 / 76.3
Maths (Test) / 56.5 / 87.5
(37.5) / 69.7 / 75.1
(22.9) / 69.7 / 74.9
Average Scaled Score
School / Gloucestershire / National
2015 / 2016 / 2017 / 2015 / 2016 / 2017 / 2015 / 2016 / 2017
Reading (Test) / 105.9 / 106 / 103.7 / 105 / 102.6 / 104.1
Maths (Test) / 102.1 / 104.8 / 103.1 / 104.3 / 103 / 104.2

81% of ch included in progress measure, 3 ch have no KS1 starting point (moved from abroad)

Progress Measure (Confidence Level)
School / Gloucestershire / National
2016 / 2017 / 2016 / 2017 / 2015 / 2016 / 2017
Reading / -2.4
(-5.8 to 1.0)
Writing / -1.7
(-5.0 to 1.6)
Maths / -1.7
(-4.8 to 1.4)

Attainment:

There has been a considerable improvement in attainment levels in Writing and Maths in 2017. Both are now above LA and National averages.

The improvement in Writing can be attributed to the fact that the skills required to achieve expectation were embedded over a longer period, such that more children were able to demonstrate them at the end of Year 6. However there are still not enough children achieving the higher standards and this is a focus for 201/18.

The focus in developing Maths Mastery skills which contributed to the improvement in attainment figures will continue into 2018 – 44% of teaching staff are new to the school. This will ensure that reasoning and problem solving skills are fully embedded, such that more children should be able to attain above average expectations (in 2017 the percentage of higher attainers was 31.3%, above national averages).

Attainment levels in Reading remained constant, and roughly in line with LA and national averages. However, the attainment of higher attainers was above the National average (37.5% compared to 24.4%). Reading and Phonics is a focus on the 2017/18 SIP – the aim being to develop a consistent approach to reading throughout school, develop a ‘reading ethos’ which extends from an early age through the school, and promoting ‘reading for pleasure’ both in and out of school (engaging more parents in reading).

Progress: The progress scores for the 2017 cohort are broadly in line with the national picture. The development of the new site and associated intake of children meant that 75% of children joined within KS2 (most joining within upper KS2), so that tracking progress across the whole Key Stage was not possible. Within the children that joined in Upper KS2, 3 were SEN and 3 were in receipt of PP. This increase in SEN children as the school grows is a trending feature, and the provision and progress of disadvantaged children must be a focus for the future.

Overall we judge outcomes for children to be good; Statutory Assessment at Early Years, Key Stage 1 and 2 show that children achieve above national averages, and in the Phonics Screening they are in line. The context of the school, with pupils arriving within the two academic years 2015-2017 (31%), makes it hard to track progress between statutory assessment points, but in-school rigorous assessment processes are being implemented to track the progress of all children once they join the school.

The school is above national Floor Standards:

  • at least 65% of pupils meet the expected standard in reading, writing and mathematics;or
  • the school achieves sufficient progress scores inall threesubjects: at least -5 in reading, -7 in writing and -5 in mathematics. (only below floor if top of confidence interval is also below zero)