Provisional Data Review Summer 2013

Provisional Data Review – Summer 2018

School:

Year 2

Context Overview

Table 1 – Pupil Characteristics

Year 2 / October 2017 / January 2018 / May / June 2018
number percentage / number percentage / number percentage
Number on Roll
Boys / [ %] / [ %] / [ %]
Girls / [ %] / [ %] / [ %]
FSM / [ %] / [ %] / [ %]
Ever 6 / [ %] / [ %] / [ %]
Minority Ethnic Group / [ %] / [ %] / [ %]
EAL / [ %] / [ %] / [ %]
SEN Support / [ %] / [ %] / [ %]
Statement/Education Heath Care Plan [EHCP] / [ %] / [ %] / [ %]
Looked after Children / [ %] / [ %] / [ %]
Gifted + Talented/More Able / [ %] / [ %] / [ %]
Travellers / [ %] / [ %] / [ %]
Summer Born / [ %] / [ %] / [ %]
Additional Contextual Factors:
e.g. change of teacher, pupil mobility, both leaving and joining the class, persistent absence, variations in vulnerable groups etc.
Specify any significant changes to the cohort which have taken place during the year. It is important to note changes since the targets were set last autumn.
Include any additional groups relevant to your school.

Attainment

Table 2 – Overall Attainment

Standards at the end of Year 2 in 2018
Number of pupils:
% of pupils below Expected Standard* / % of pupils at Expected Standard / % of pupils at Greater Depth / % of pupils at Expected Standard or above [Greater Depth]
School / National 2017 / School / National 2017 / School / National 2017 / School / National 2017
Reading / 24 / 50 / 25 / 76
Writing / 32 / 53 / 16 / 68
Maths / 25 / 55 / 21 / 75
Science / 17 / 83 / — / —
*Reading, Writing and Maths: measure includes pupils that were working towards the expected standard (WTS), were working at foundations for the expected standard (PKF) or were working below the standard of the pre-key stage (BLW).
Science: measure includes pupils that had not met the expected standard (HNM).
- Not applicable
Commentary
Reading –
Writing –
Maths –
Science -
Overall –

Table 3 –Attainment by Pupil Characteristic

Comment re: gender, SEN, Ever6 and Non-Ever6 and significant ethnic minority groups.

Gender – for each subject comment on the attainment of girls and boys.

Is the gap between girls and boys greater or less than the national gap for 2017?

Girls-Boys / School Gap at Expected Standard and above / National Gap 2017 at Expected Standard and above / Difference
Reading / 9
Writing / 14
Maths / 2
Science / 5

SEN Statement[EHCP] - How do your results compare with the national data?

SEN - Statement [EHCP] / School
% attaining Expected Standard and above / National 2017 (SEN at Expected Standard and above) / Difference
Reading / 14
Writing / 9
Maths / 14
Science / 16

NonEver6 and Ever6 - How do your disadvantaged pupils perform compared to the national non-disadvantaged cohort? Is the gap narrowing?

NonEver6 – Ever6 / School Gap at Expected Standard and above / National Gap 2017 at Expected Standard and above / Difference
Reading / 16
Writing / 18
Maths / 17
Science / 15

Significant ethnic minority groups

Use the Analyse School Performance (ASP) 2017 and compare the attainment of your pupils with the national average at Expected Standard [ES] for 2017.

Term of birth

Use the Analyse School Performance (ASP) to compare the attainment of your pupils with the expected standard.

Other groups relevant to your cohort? E.g. Pupils from specific vulnerable groups? LAC? G+T?

Progress in Learning 2018

Progress by the end of Year 2

Table 4 – Progress

School – Good Level of Development / National – Good Level of Development
2016 / 2017 / 2018 / 2016 / 2017 / 2018
69 / 71
School - Total Foundation Stage Points
(average point score) / National - Total Foundation Stage Points (average point score)
2016 / 2017 / 2018 / 2016 / 2017 / 2018
34.5 / 34.5
The EYFSP score at the end of 2016 was above/below/in line with the national average. The Key Stage 1 results in 2018 are exceptional/above/in line with the Expected Standard or above [Greater Depth] indicating that the cohort has made inadequate/expected progress/good/exceptional progress.
NB: Specify if there has been any significant pupil mobility since the end of the EYFS in 2016? And if so, recalculate the EYFS based on matched pupils.
Results and Targets (set Autumn 2017)
Year 2 – Percentage at Expected Standard [ES] or above [Greater Depth]
Table 5 – Targets
Reading / Writing / Maths / Science
Year 2 target - % at Expected Standard or Greater Depth
Year 2 result - % at Expected Standard or Greater Depth
Difference
Specify if there have been any pupil changes during the year; refer to the context summary on Page 1. Presenting matched and unmatched data may assist. What are the reasons for the differences?
Reading –
Writing –
Maths –
Science –
Phonics re-check – the percentage of pupils working at the required standard -
What is your overall evaluation of the target setting and tracking processes adopted in Year 2.
What modifications will you make based on this year’s experience?
What has been the impact of the intervention strategies and Pupil Premium this year?

Summary Evaluation

Overall strengths

e.g. Improvement in maths? High percentage of pupils working at Greater Depth? SEN pupils attained the Expected Standard? Boys attained well in writing? Summer born? Closed the gap in attainment for vulnerable groups?

Impact of Intervention Strategies?

Attainment of more able pupils?

Percentage of Persistent Absentees?

Areas for development and implications for teaching Year 2 next year?

Implications for teaching this cohort when in Year 3 next year?

Year 2 Results analysis Summer 2018 School:

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