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Learning Outcomes 2018

Reception

79% of children achieved a good level of development:  this is significantly above the 2017 national average (69%)

Y1 Phonics Screening

78.6% of children achieved 32+ marks out of 40. This is broadly in line with the national figure 2017 (81%).

End of Key Stage 1 Results - 2018

End of Key Stage 2 Results - 2018

Children achieving scaled score of 100 or more:

Reading: 63% (National average 75%)

Writing:  75% (National average 78%)

Grammar, punctuation and spelling: 81% (National average 78%)

Maths: 71% (National average 76%)

Attainment is above the floor in writing and maths, but below in reading.

Reading, writing and maths combined: 55% (National average 64%)

The school attainment is below the floor target of 65%.

Average scaled scores:

National: 100 (expected standard)

Reading: 103

Maths:     104

Progress

Reading: -3.5

Writing: -2.4

Maths:  -1.6

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

Progress Measures

  • Progress in maths was below the national average.
  • Progress in writing was below the national average.
  • Reading progress was well below the national average.

Five Elms Primary School KS2 SATs 2018: Group Analysis

  • Girls significantly outperform boys
  • Boys results more impacted by EHC, but still significantly below girls
  • Largest gap is in reading

EAL

  • More EAL within Ever 6 – different from previous years
  • Perform less well in reading than non-EAL/ whole cohort, perform better in SPaG and broadly the same in maths and combined measures
  • Boy heavy in comparison with cohort
  • All EHCs are classed as EAL; once this is taken into account EAL performance is in line with the cohort and reaches national for SPaG and maths

Pupil Premium (Ever 6)

  • Very high % - well above school average (30% approx.)
  • Performance well below national in all measures and well below cohort for SPaG and maths
  • Very high % of SEN in the cohort

  • 88% SEN are Ever 6 – very significant correlation
  • High impact on whole cohort performance

Ethnicity: Significant Groups

  • WB broadly in line with whole cohort for reading, maths and combined, below for SPaG
  • BA well below cohort in maths and combined measures, well above in SPaG and in line for reading
  • Children who have been in the school for the whole Key Stage perform better in reading and combined measures

  • 29% of the cohort joined during KS2 – high mobility
  • Without EHC, whole KS children are broadly at national standards in all measures

Mobility

  • Children who have been in the school for the whole Key Stage perform better in reading and combined measures
  • 29% of the cohort joined during KS2 – high mobility
  • Without EHC, whole KS children are broadly at national standards in all measures

 

 

 

 

 

 

Internal Summative Assessment Data

Rising Stars Teacher Assessment data as at 04/06/2018

Target is 70% working at age expectations

Children working at or above expected in reading as at on 04/06/2018

  • All year groups on track to reach target for reading.
  • Internal data for reading reflects KS2 data analysis findings highlighting lower performance of Ever6 and WOTH groups.  Identification of pupils to target specific needs and work on vocabulary.
  • There is a 9% gap between the boys attainment in Year 1 compared to the rest of the Y1 cohort.
  • In Year 1, 21% of the boys have SEN, 1 have an EHC.
  • In Year 1, 25% of the Ever6 have SEN and 13% have an EHC.
  • Year 4 has a higher proportion of boys.  School focus on reading and vocabulary development.
  • In Year 5, 52% are boys, 14% of the boys have SEN of which 7% have an EHC.
  • WB children in Y1 & 3 are not performing as well as the other two major ethnic groups.  27% of WB in Y1, 19 % of the WB has SEN, of which one has an ECH. In Y5 27% are WB and 19% have SEN.
  • There is a large proportion in EAL children in Y5, ensure vocabulary work and focus on developing understanding.

 Children working at or above expected in SPAG as at on 04/06/2018

Children working at or above expected in Spelling as at on 04/06/2018:

  • All year groups are not on track to reach the target attainment in Spelling. 
  • Developing Vocabulary is a whole school priority.  Actions are in place for extra support on developing phonics and spelling strategies. In Y3 daily phonics interventions have been put in place.
  • The WB are not performing as well the rest of the cohort in Y3.  27% of the cohort is WB and 3 of the children have SEN. 50% of the WB children are Pupil Premium.
  • The WOTH are not performing as well as the rest of the cohort in Y1 and 4, however this is a small group. In Y1 only 7% are WOTH and one has SEN and in Y5 15% are WOTH and 33% of them have SEN.

Children working at or above expected in Maths as at on 04/06/2018

  • All year groups on track to reach target for Maths except for Year 3 & 5, this is due to high level of need in these classes, however specific intervention and support is in place to support these children. 
  • There is a gap between the attainment of Pupil Premium children compared with the rest of
  •  The cohort in all years.  Identify the pupil’s premium children and put in place support to target their specific needs.
  • The boys attainment is stronger compared to the rest of the cohort.

Percentage of Children who achieved at or above Salford Reading Score Age on 04/06/2018

The English data trend shows a year on year improvement against the national standards, which is the impact of whole school improvement initiative which is to improve reading strategies and vocabulary.  2018 data for Years 1-5 shows the mean average standard age score is significantly higher than the national average in all year groups.  Year 5 average has dipped over the 3 years, due to 65% of the cohort being EAL, 20% of these EAL children have SEN and 3 of these have an EHCP.  This cohort has children with a high level of need. 32% of the children are also Pupil Premium. 4 new children joined the year group in between 2017-18.

The GL Maths data trend shows a year on year improvement particularly in current year 3 & 4, where the mean average is higher than national.  In the current years 5 & 6 there is high level of need.  Both Year groups have 65% of EAL pupils and in Y6 16% of the EAL children have SEN and 3 have 4 have EHCP’s.

The National average score is 100.

The PTE English and PTM Maths data trend for FSM shows a year on year improvement against the National Standards. However the Year 6 mean average for the FSM group is slightly less than national this year.  This year’s FSM group includes more vulnerable and deprived children also children who have learning needs.  This group of children has been identified and support has been put in place to ensure they make progress.

The PTE English and PTM Maths data trend for EAL shows a year on year improvement against the National Standards across all year groups.   PTM Maths average shows that the EAL children performed less well in maths. Work arounddeveloping reasoning skills and the understanding key vocabulary and ongoing across the whole school.

Table to show the comparison between SAS Mean average score for the  Whole cohort and EAL children.

The table shows the EAL have performed better than the rest of the cohort, the biggest difference in year 3, where 58% of the cohort have EAL.

The gender comparison across the school for 2018 shows does not show any significant differences except in Year 5.  The mean SAS average is significantly lower than girls.  The boys’ performance in Y6 maths is lower compared with the girls and national. The boy’s attainment will be targeted through the Year 6 learning groups. There are a large groups of boys in this group that are vulnerable, There are currently 13 boys out of 47 (28%) who have SEN and 3 with EHC plans.

Ethnicity comparison, across the school for 2018, does not show any significant trends in ethnicity across the school, however the ‘White Other’ cohort across the school seems to have the largest differences between their English attainment compared with the rest of the cohort, as shown in the table below.

Table to show the difference the SAS mean average for the whole cohort and the difference major ethnic groups.

The White Other group had the biggest difference Year 3.  3 out of the 10 children in Year 3 joined the school in Reception.   These children will be identified during tracking and support put in place.  In Y5 out of the 9 White Other children 3 have SEN and 1 has an EHCP. In Y4 out of the 4 ‘Black African’ children, two have SEN, 1 EHC plan. The White British and Black African are below national in Year 6.  Whole school priority is to further improve reading outcomes and to develop a broader reading experience through the wider curriculum to continue improving vocabulary and outcomes for White other children and EAL children. 

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