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Learning Outcomes 2019

National Results 2018-19

Reception

83% of children achieved a good level of development:  this is significantly above the 2018 national average (72%)

Y1 Phonics Screening

81% of children achieved 32+ marks out of 40. This is broadly in line with the national figure 2017 (82%).

End of Key Stage 1 Results – 2019

End of Key Stage 2 Results - 2019

Children achieving scaled score of 100 or more:

Reading: 71% (National average 73%)

Writing:  76% (National average 78%)

Grammar, punctuation and spelling: 91% (National average 78%)

Maths: 81% (National average 76%)

Attainment is above the floor in all areas.

Reading, writing and maths combined: 63% (National average 65%)

The school attainment is broadly in line with national target of 65%.

Average scaled scores:

National for Reading: 104.4

School Reading: 103.2

National For  Maths: 105.0

School Maths:     106.3

Progress

Reading: -0.9

Writing: -0.6

Maths: +1.8

The scores are based on 0 = National average and therefore – is below and + is above.

Progress Measures

  • Progress in maths was broadly in line with the national average.
  • Progress in writing was below the national average.
  • Reading progress was slightly below the national average.

Five Elms Primary School KS2 SATs 2018: Group Analysis

Gender

  • Girls significantly outperform boys in reading and writing.
  • Boy’s results more impacted by SEN and EHC’s, (14%) but still significantly below girls in reading and writing.
  • Largest gap is in reading.

EAL 

  • EAL performance is above the cohort and exceeds national in all areas. 
  • EAL performed better than Non-EAL children.
  • Out of the Non-EAL children 30% have SEN.
  • Boy heavy in comparison with cohort
  • 2 EHCs are classed as Non EAL.

Pupil Premium (Ever 6)

  • Performance for SPaG is well above the National average.
  • Performance for Reading, Writing & Maths is well below national average.
  • 40% of Ever 6 are SEN and 5% have an EHC – significant correlation

SEN

  • More than a quarter (27%) of the cohort have SEN
  • 25% of SEN have EHC’s.
  • SEN have significant  impact on whole cohort performance

Ethnicity: Significant Groups

  • WB in this cohort are working below the rest of the cohort.  61% in Reading, 78% in SPaG (but above national), 87% in Maths (but above national).   
  • BA are working above the rest of the cohort in reading (76%) and slightly below the rest of the cohort, 88% in SPaG, and 71% in Maths.  

Mobility

Children who have been in the school for the whole Key Stage perform better in all areas and combined measures84% reading, 90% SPaG and 83% in Maths

  • 33% of the cohort joined during KS2 – high mobility
  • Whole KS children are above national standards in all measures.

*3 points = good progress

  • Progress in Literacy and Maths is the strongest for the whole cohort.
  • Boy (52%)  and  EAL  (57%)  heavy cohort
  • Boys have made good progress in all the Key areas.
  • WB progress is lower in Literacy than the three other key areas (1 child is on the speech & Language register and the other only had 60% attendance).

  • All groups have made good or better progress. The WB and WOTH progress is not as strong as the other groups (excepting SEN). These children have been identified and specific interventions are in place, through AFA, mental health and PSHE programmes.   
  • Progress in CL is the strongest for the whole cohort and groups especially SEN
  • Boy heavy cohort.
  • SEN progress is low because a 1X child joined the cohort in May who has complex needs including speech & Language. Speech and language programs are ongoing.

Internal Summative Assessment Data

Rising Stars Teacher Assessment data and End of Key Stage Data 2019

Target is 75% working at age expectations

Number of children working at or above expected in reading in July 2019:

  • Majority of groups have met target for reading.  In Year 1 Rising Stars only 68% met the Expected, KS1 phonics met the national and therefore the focus in year 1 is to improve simple retrieval comprehension strategies.
  • Gender gap particularly in KS2 is being addressed, through AFA, interventions identified in tracking and choice of core texts and more structured teaching.
  • The gap between Ever6 and Non Ever6 is reducing in years, 1, 3, & Y4.  There is still a gap in Years 2.  ASP data shows large gap in Year 6 2019. Yes Futures and AFA and Pupil Premium money target towards interventions, teaching groups etc. to address this issue.
  • The performance of the WB in Year 6 and Y2 is lower than the rest of the cohort.  In Year 2, 35% of the WB children have SEN. In Year 4, 42% of the WB have SEN, (higher performing).  These children have been identified and specific interventions have been put into place.

  • Spelling target has not been met across the whole school, however this is a whole school focus.
  • Developing vocabulary is a whole school priority.
  • Actions are in place for extra support on developing phonics and spelling strategies. Additional daily phonics sessions have been put in place as interventions.
  • The WB are not performing as well the rest of the cohort across the school, these children have been identified and support is in place to close the gap.

  • All year groups have met the target for Maths except for Year 3 & 5, this is due to high level of need in these classes.  These year groups have put in pace Maths Meeting intervention to accelerate progress of children and to narrow the gap.
  • There is a gap between the attainment of Ever6 and Non Ever6 pupils, in Years 2, 3 and 5.   Ever6 in Years 2 and Y3 have high level needs.  In Year 3, 31% of the Ever6 children have statements and in Year 5 16% of the Ever6 children have statements.
  • Support is in place to target the specific needs of the children.
  • The boys attainment is stronger compared to the rest of the cohort.

The GL English assessment data trend shows a year on year improvement against the national standards, this is the impact of whole school improvement initiative which is to improve reading strategies and vocabulary.  2019 data for Years 1-5 shows the mean average standard age score is significantly higher than the national average in all year groups.  Year 3 score has gone down slightly, due to mobility and 8 new children who joined the cohort during the year.  3 of the children have SEND needs.

The GL Maths assessment data trend shows a year on year improvement particularly in current Years 2 & 3, where the mean average is higher significantly higher than the national.  There has been a dip in the Y4 GL SAS score, due to two new children who joined the year group, these children have a high level of need.

The PTE English and PTM Maths data trend for FSM shows a year on year improvement against the National Standards. However the Year 1 mean average for the maths FSM group is slightly less than national this year.  This is due to 50% of the children identified as FSM, having poor attendance, below 80%.   Year 2 and Y4 SAS has dropped slightly compared to last year.  In year 2, 64% of the FSM children have high level of needs, which includes more vulnerable and deprived children also children who have learning needs.   In Year 4, 20% of the FSM children in this cohort have a high level of need.  This group of children have been identified and support has been put in place to ensure they make progress. 

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