Attainment and progress report September 2016

How did our children perform last year?

Reception Early years Foundations Stage profile

Children are measured throughout the year on 17 different measures from making relationships, to reading to using technology. Observations are used as well as information from parents and actual produced work. By the end of the year these results are given scores and sent to Department of Education (DfE), they do calculations and give the child a Level of Development. The DfE they are looking for a Good level of Development (GLD).

  • A much better year than last year – teaching became more “formal” in the reception class – without losing any of the fun in learning, creativity and opportunities for children to explore. The work of the Speech and language therapist 2 days every week has also made a huge difference as children with underlying Speech and language difficulties were identified immediately and remedial work began straight away.

63% GLD at Hawthorn     

  • Girls - 67% - slightly outperformed boys - 61%.
  • Pupil Premium children are the poorest performing group in this year group, their progress was good from their starting points.
  • SEN children struggled to perform but are making excellent progress

See position statements for detail.

Year 1   Phonics:

  • Improved on last years results to 77%. 
  • Boys- 84% - outperformed girls -66%. This is unusual and shows the hard work that has gone into supporting boys with their phonics. Better than national averages for boys. Girls below National averages
  • Pupil premium children - 66% compared to non pupil premium - 81%. A disappointing result in this year group 
  • SEN children – 66% compared to non SEN – 79%. Lowest performing group but still higher than national Averages for pupils with SEN.

See position statements for detail.

Year 2

Key Stage 1 tests:

These tests were completely new this year as there is now a new curriculum in place for all children. The tests support the judgement that the teacher makes when assessing the performance of the child over the whole year.

  • Reading - 74%
  • English  grammar, punctuation and spelling – 52%
  • Maths 55%  
  • Combined English and maths – 61%

The final measure is by Teacher Assessment – this is ongoing throughout the year and the teacher decides whether there has been enough evidence in the children’s books etc to show they have reached the expected standard in each subject, rather than relying on just a test result. These are the reported figures.

  • Reading - 71%
  • Writing - 74% This is a real success this year and better than National averages

  • Maths 74%  

Girls significantly outperformed the boys in all subjects and the gap is significantly wider than National figures.

Non “pupil premium” children performed better than those eligible for Pupil Premium, we keep a very close eye on this. However figures for Pupil premium pupils were better than National Averages

SEN children performed  less well than non SEN. However they did well and made good progress.

EAL pupils performed better than non EAL pupils

Children born in the summer performed less well than others.

KS1 results remain a focus for the school and extra support has been made available..

See position statements for detail

 

Year 6

Key Stage 2 tests :

Again the tests were completely new this year as a result of a new curriculum for Y6 children.

  • Reading 48% Nationally the figure is 66% 
  • Spelling, Punctuation and grammar 61% Nationally the figure is 72%
  • Maths to 74% Nationally the figure is 70% A great result for these children.
  • The combined score of all subjects to 45% nationally the figure is 53%
  • Girls outperformed boys in all subjects. This is a similar picture to the National results this year.
  • “Pupil premium” children performed better in the English tests than “non Pupil premium “ children, in Maths there was little difference

  • SEN children performed significantly less well than non SEN and will continue to be a target group in 2016/17.

As in Y2 we also have a measure for the children based on Teacher assessment – this is ongoing throughout the year and the teacher decides whether there has been enough evidence in the children’s books etc to show they have reached the expected standard in each subject, rather than relying on just a test result. Writing is ONLY assessed by teachers, there is no test.

Key Stage 2 Teacher assessment :

  • Reading 71% Nationally the figure is 80% 
  • Writing to 74% Nationally the figure is 74% - We are delighted with this progress in Writing as it was a target this year.
  • Maths to 77% Nationally the figure is 78%  A good result.
  • The combined score of all subjects to 65% 
  • In Teacher assessments the achievements of boys and girls were much closer, and boys outperformed girls in maths.
  • “Pupil premium” children performed better in the English tests than “non Pupil premium “ children, in Maths there was little difference

  • SEN children performed significantly less well than non SEN and will continue to be a target group in 2016/17.

Progress from Key Stage 1 to key Stage 2 – a different measure by the DfE this year.

Progress scores are centred around 0 with most schools within the range of -5 to +5

A score of 0 means pupils in this school on average do about as well at KS2 as those with similar attainment at KS1 nationally.

A positive score means pupils in this school on average do better at KS2 as those with similar attainment at KS1 nationally.

A negative score  means pupils in this school on average do worse  at KS2 as those with similar attainment at KS1 nationally.

  • We are delighted that all our scores were positive
  • Reading +0.3
  • Writing +3.9
  • Maths + 4.7

Although all progress was good girls made slightly less progress than boys, Pupil Premium children made better progress than non-pupil premium children. SEN pupils made the least progress and continue to be a target across the whole of school. EAL pupils made excellent progress.

We produce a Position statement for each class (not just Reception, Y2 and Y6) to show whether the children are working at the level they should be for their age. They could be B = below that expected level, A = at the right level or G = working at greater depth at the expected level. These Position Statements also show what progress the children have made from Reception or whenever they started at school. These position statements show both Teacher Assessment and any test results.

Please take the time to read our Position Statements for each class, updated termly showing where how that year group is doing.

R Position statement April17

Y1 position statement April 17

Y2 position statement April 17

Y3 position statement April 17

Y4 position statement April 17

Y5 position statement April 17

Y6 position statement April 17

DFE web pages

Click on the Performance Table and input either the school name or postcode to connect to Hawthorn Primary School results