URN: 133546 LAESTAB: 8882841 Writing progress was in the top 20% for at least two years for all pupils, low prior attainers, middle prior attainers, disadvantaged pupils. Progress in writing was significantly* above average and in the highest 10%. Writing progress was significantly* above the national for other pupils for at least two years for the following groups: overall disadvantaged. In 2017, writing attainment of the expected standard was at or above national for the disadvantaged group. Reading and mathematics attainment was in the bottom 20% for at least two years for all pupils. The proportion of total fixed term exclusions was at or above national for three years (2013/14 to 2015/16). The proportion of repeat exclusions was at or above national for three years (2013/14 to 2015/16). *statistical significance based on a 95% confidence interval The areas to investigate indicate meaningful trends and issues from the data. These are based upon cohorts of more than ten pupils. Progress trend sentences are based on at least six pupils in each year. Progress and attainment figures based upon ten or fewer pupils will be displayed in grey throughout the report. Please note some areas to investigate are based on data not contained in this report. The DfE announced in January, that a methodology change to the way key stage 2 progress is calculated for 2018 results will be made to better account for extreme scores, or ‘outliers’, and that this will change the progress scores of approximately 1% of pupils nationally (https://www.gov.uk/government/publications/primary-school- accountability). In the meantime, Ofsted has carried out initial modelling, and indicated where extreme scores occur based on the 2017 data. This has been indicated in the IDSR areas to investigate. 2017 School Floor Coasting Below floor standards in 2017? No To be above the floor, the school needs to meet either the attainment or all of the progress element. School coasting in 2017? No The ‘coasting’ definition covers school performance over 3 years. A school is identified as coasting if: in 2015, fewer than 85% of pupils achieved level 4 in reading, writing and mathematics and below the median percentage of pupils made expected progress in all of reading, writing and mathematics, and in 2016 and 2017, fewer than 85% of children achieved the new expected standard and average progress made by pupils in reading or writing or mathematics was below the level set against the primary progress measures (shown in pink above). Coasting element Expected+ RWM % 32 (65) (85) Reading progress 0.1 (-5) (-2.5) Writing progress 6.6 (-7) (-3.5) Maths progress -0.7 (-5) (-2.5) 2015 2016 2017 For coasting element definitions see https://www.gov.uk/government/publications/ school-and-college-performance-tables-statements- of-intent Page 1 Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018 Areas to investigate KS2 progress trend KS2 progress in 2017 KS2 progress of disadvantaged pupils KS2 attainment Absence and exclusions D Burnley Springfield Community Primary School For further information on areas to investigate methodology see: https://www.gov.uk/government/publications/using-ofsteds-inspection-dashboard-early-years-foundation-stage-profile-to-key-stage-4.
Transcript
URN: 133546 LAESTAB: 8882841
Writing progress was in the top 20% for at least two years for all pupils, low prior attainers, middle prior attainers,disadvantaged pupils.
Progress in writing was significantly* above average and in the highest 10%.
Writing progress was significantly* above the national for other pupils for at least two years for the following groups:overall disadvantaged.
In 2017, writing attainment of the expected standard was at or above national for the disadvantaged group.
Reading and mathematics attainment was in the bottom 20% for at least two years for all pupils.
The proportion of total fixed term exclusions was at or above national for three years (2013/14 to 2015/16). Theproportion of repeat exclusions was at or above national for three years (2013/14 to 2015/16).
*statistical significance based on a 95% confidence interval
The areas to investigate indicate meaningful trends and issues from the data. These are based upon cohorts of more than ten pupils. Progress trendsentences are based on at least six pupils in each year. Progress and attainment figures based upon ten or fewer pupils will be displayed in greythroughout the report. Please note some areas to investigate are based on data not contained in this report. The DfE announced in January, that amethodology change to the way key stage 2 progress is calculated for 2018 results will be made to better account for extreme scores, or ‘outliers’, andthat this will change the progress scores of approximately 1% of pupils nationally (https://www.gov.uk/government/publications/primary-school-accountability). In the meantime, Ofsted has carried out initial modelling, and indicated where extreme scores occur based on the 2017 data. This hasbeen indicated in the IDSR areas to investigate.
2017 School Floor Coasting
Below floor standards in 2017? No
To be above the floor, the school needs to meeteither the attainment or all of the progress element.
School coasting in 2017? No
The ‘coasting’ definition covers school performanceover 3 years. A school is identified as coasting if:
in 2015, fewer than 85% of pupils achieved level4 in reading, writing and mathematics and belowthe median percentage of pupils made expectedprogress in all of reading, writing andmathematics, andin 2016 and 2017, fewer than 85% of childrenachieved the new expected standard and averageprogress made by pupils in reading or writing ormathematics was below the level set against theprimary progress measures (shown in pinkabove).
For coasting element definitions seehttps://www.gov.uk/government/publications/school-and-college-performance-tables-statements-of-intent
Page 1Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
Areas to investigate
KS2 progress trend
KS2 progress in 2017
KS2 progress of disadvantaged pupils
KS2 attainment
Absence and exclusions
Data
Burnley Springfield Community Primary School
For further information on areas to investigate methodology see: https://www.gov.uk/government/publications/using-ofsteds-inspection-dashboard-early-years-foundation-stage-profile-to-key-stage-4.
This school has 9 of the 17 ethnic groups. Those with 5% ormore are shown in the pie chart below.
White British, 71%
Any other White background, 8%
Asian or Asian British Pakistani, 14%
Other, 7%
Page 2Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
Phase of education:
Headteacher:
Pupils:
Gender:
Special needs provision:
Local authority:
Admissions policy:
Ages:
Denomination:
2017 Quintile
2015 2016 2017
School 48 50 49
National 49 49 49
School 68 69 61
National 26 25 24
School 10 11 16
National 19 20 21
School 19.1 20.7 18.9
National 13.0 12.1 12.2
School 2.3 1.6 1.1
National 1.4 1.3 1.3
School 0.4 0.5 0.5
National 0.2 0.2 0.2
School 173 188 190
National 269 275 279
Lowest 20%
Highest 20%
Q5 Q4 Q3 Q2 Q1
% girls
% eligible for FSM at any time during the past 6 years
% of pupils first language not/believed not to be English
% of pupils with SEN support
% of pupils with a SEN statement or EHC plan
School deprivation indicator
Number on roll
Whole school context in 2016/17
Burnley Springfield Community Primary School
EthnicitySchools details as of 3 January 2018
School level trends
URN: 133546 LAESTAB: 8882841
Year 1 0.0
Year 2 13.3
Year 4 13.8
Year 5 0.0
Year 6 19.0
Year 3 0.0
Page 3Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
Numberon roll % girls Nat % FSM Nat % EAL Nat % SEN Nat Number
of CLA
Year 1 30 57 49 50 19 17 21 27 12 0
Year 2 30 57 49 70 22 20 21 13 14 0
Year 3 26 50 49 58 26 19 21 27 15 1
Year 4 29 52 49 55 28 17 21 17 16 0
Year 5 24 42 49 75 30 0 20 25 16 0
Year 6 21 29 49 71 31 19 20 19 17 0
-6.3 -5.5 4.0
0.1 5.4 4.2
-2.3 -1.9 -1.0
-0.8 -0.5 -1.0
-2.3 -3.9 -2.8
-15.8 8.0 4.8
Year group context in 2016/17
Burnley Springfield Community Primary School
Year group data
Difference from national (early learning goals) % % pupils with no EYFS profilePrior attainment
Reading Writing Mathematics
Underlined once: more than one standard deviation from nationalUnderlined twice: more than two standard deviations from nationalThis is historic data for pupils at January, for example current year 6 pupils will have been year 5 in 2017
Difference from national APS
Difference from national % % pupils with no prior attainment
URN: 133546 LAESTAB: 8882841
Page 4Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
5.0
0.00.0
2015 2016 2017
School % 3.8 3.2 3.5
Nat % 4.0 3.9 4.0
Cohort 161 168 170
8.8
0.00.0
2016 2017
School % 7.7 8.8
Nat % 8.8 8.7
Cohort 168 170
Absence and destinations
Burnley Springfield Community Primary School
Absence% of sessions missed % of pupils who missed 10% or more sessions
Persistent Absence
School National
Absence indicators for 2015 and 2016 are based on two terms of data (autumn and spring) for mainstream schools and three terms of data for special schools. For 2017 absence indicators are based on twoterms of data (autumn and spring) for both maintained and special schools.
URN: 133546 LAESTAB: 8882841
Nat
2016 (0) No permanent exclusions
2015 (0) No permanent exclusions
Page 5Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
5.0
0.00.0
2014 2015 2016
School % 1.2 1.2 0.6 0.6 2.1 1.1
National % 0.5 0.2 0.5 0.2 0.6 0.3
Number 2 2 1 1 4 2
Exclusions
Burnley Springfield Community Primary School
Fixed term exclusions% of pupils excluded
Total Repeat National
Permanent exclusions = 1 pupil
The national for fixed term exclusions is based on phase of education, such asprimary or secondary.
The national average number of pupils (Nat) permanently excluded shown in orangeis based on phase of education.
URN: 133546 LAESTAB: 8882841
Page 6Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
Reading
Bottom 20% Top 20%
Q5 Q4 Q3 Q2 Q1
All 2015 (17) 7
All 2016 (21) 92
All 2017 (18) 52
Low at KS1 2015 (8) 17
Low at KS1 2016 (9) 76
Low at KS1 2017 (7) 37
Middle at KS1 2015 (8) 28
Middle at KS1 2016 (11) 90
Middle at KS1 2017 (10) 62
High at KS1 2015 (1) 13
High at KS1 2016 (1) 10
High at KS1 2017 (1) 98
Disadvantaged 2015 (12) 11
Disadvantaged 2016 (19) 96
Disadvantaged 2017 (15) 31
Writing
Bottom 20% Top 20%
Q5 Q4 Q3 Q2 Q1
2015 (17) 41
2016 (22) 3
2017 (18) 1
2015 (8) 48
2016 (9) 15
2017 (7) 14
2015 (8) 68
2016 (12) 4
2017 (10) 1
2015 (1) 1
2016 (1) 1
2017 (1) 1
2015 (12) 30
2016 (20) 5
2017 (15) 2
Mathematics
Bottom 20% Top 20%
Q5 Q4 Q3 Q2 Q1
2015 (17) 10
2016 (22) 67
2017 (18) 62
2015 (8) 13
2016 (9) 38
2017 (7) 57
2015 (8) 15
2016 (12) 85
2017 (10) 66
2015 (1) 82
2016 (1) 58
2017 (1) 11
2015 (12) 9
2016 (20) 76
2017 (15) 44
Key stage 2Progress
Burnley Springfield Community Primary School
Trends over timeProgress quintiles displaying percentile rank (1-100 where 1 is the top percentile)
() Cohort Change in methodology or calculationsSignificantly below national Significantly above national
Note: 2015 quintiles and percentiles are based on value added measures; 2016 and 2017 quintiles are based on progress measures. Rank for the disadvantaged section is based on all schools' disadvantaged pupil groups, except for 2016 where it is based on RAISEonline methodology, which measured the group against all pupils. For quintile boundaries, see guidance documents onhttps://www.gov.uk/government/collections/using-ofsteds-inspection-dashboard. Statistical significance for disadvantaged pupils is against the national for other pupils.
Page 7Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
18
18
-18
-18
0
0
All
Low at KS1
Middle at KS1
High at KS1
Disadvantaged
Progress
0.1
2.1
-0.8
-5.4
1.2
National
0.0
0.0
0.0
0.0
0.0/0.3
Numberof
pupilsincluded
18
7
10
1
15
255 10 15 200
20
-16
-12
-8
-4
0
4
8
12
16
-20
Key stage 1 prior attainment
Ke
y st
age
2 p
rogr
ess
Key stage 2Reading
Burnley Springfield Community Primary School
Reading progress in 2017
Note: Disadvantaged nationals areshown as all/other
Reading progress scatterplot
Significantly below national and in bottom 10% Significantly above national and in top 10%
Disadvantaged Other SEN = bold black borderGirls Boys
Bottom 10% Top 10% Other national
Shading based on statistical significance and top/bottom 10% will not be shown for special schools.
Top and bottom 10% values can be found in the percentile boundary spreadsheet alongside the guidance documents located here: https://www.gov.uk/government/publications/using-ofsteds-inspection-dashboard-early-years-foundation-stage-profile-to-key-stage-4.The values displayed above are rounded to one decimal place however all underlying calculations are based on unrounded data. Prior attainment isbased on overall KS1 attainment.
Page 8Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
100
100
20
20
40
40
60
60
80
80
0
0
0
0
All
Low at KS1
Middle at KS1
High at KS1
Disadvantaged
School %
50
0
29
0
70
0
100
0
50
0
Nat %
72
25
17
1
70
14
97
56
72/77
25/29
Diff no
-4
-5
0
0
0
-1
0
0
-3/-4
-3/-4
Cohort
22
22
7
7
10
10
1
1
16
16
Averagescaled score
98
93
102
103
98
255 10 15 200
120
75
80
85
90
95
100
105
110
115
70
Key stage 1 prior attainment
Ke
y st
age
2 a
tta
inm
en
t
Key stage 2Reading
Burnley Springfield Community Primary School
Reading attainment in 2017
Note: Disadvantaged nationals are shown as all/other
Disadvantaged Other SEN = bold black border NationalGirls Boys
Expected+ % High standard % National for allpupils
Prior attainmentnational
Other national
Reading attainment scatterplot
The values displayed above are rounded to one decimal place however all underlying calculations are based on unrounded data. The ‘Diff no’ value shows the number of pupils that the difference between schooland national represents, and is always rounded down to a whole number. Prior attainment is based on overall KS1 attainment.
URN: 133546 LAESTAB: 8882841
Page 9Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
20
20
-20
-20
0
0
All
Low at KS1
Middle at KS1
High at KS1
Disadvantaged
Progress
6.6
6.1
6.8
7.7
6.9
National
0.0
0.0
0.0
0.0
0.0/0.2
Numberof
pupilsincluded
18
7
10
1
15
255 10 15 200
20
-16
-12
-8
-4
0
4
8
12
16
-20
Key stage 1 prior attainment
Ke
y st
age
2 p
rogr
ess
Key stage 2Writing
Burnley Springfield Community Primary School
Writing (teacher assessment) progress in 2017
Note: Disadvantaged nationals areshown as all/other
Significantly below national and in bottom 10% Significantly above national and in top 10%
Disadvantaged Other SEN = bold black borderGirls Boys
Writing (teacher assessment) progress scatterplot
Bottom 10% Top 10% Other national
Shading based on statistical significance and top/bottom 10% will not be shown for special schools.
Writing data is based on teacher assessments. Users should be cautious when using this data.
Top and bottom 10% values can be found in the percentile boundary spreadsheet alongside the guidance documents located here: https://www.gov.uk/government/publications/using-ofsteds-inspection-dashboard-early-years-foundation-stage-profile-to-key-stage-4.The values displayed above are rounded to one decimal place however all underlying calculations are based on unrounded data. Prior attainment isbased on overall KS1 attainment.
Writing data is based on teacher assessments. Users should be cautious when using this data.
The values displayed above are rounded to one decimal place however all underlying calculations are based on unrounded data. The ‘Diff no’ value shows the number of pupils that the difference between schooland national represents, and is always rounded down to a whole number. Prior attainment is based on overall KS1 attainment.
URN: 133546 LAESTAB: 8882841
Page 11Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
15
15
-15
-15
0
0
All
Low at KS1
Middle at KS1
High at KS1
Disadvantaged
Progress
-0.7
-0.7
-1.2
3.5
-0.2
National
0.0
0.0
0.0
0.0
0.0/0.3
Numberof
pupilsincluded
18
7
10
1
15
255 10 15 200
20
-16
-12
-8
-4
0
4
8
12
16
-20
Key stage 1 prior attainment
Ke
y st
age
2 p
rogr
ess
Key stage 2Mathematics
Burnley Springfield Community Primary School
Mathematics progress in 2017
Note: Disadvantaged nationals areshown as all/other
Significantly below national and in bottom 10% Significantly above national and in top 10%
Disadvantaged Other SEN = bold black borderGirls Boys
Bottom 10% Top 10% Other national
Shading based on statistical significance and top/bottom 10% will not be shown for special schools.
Mathematics progress scatterplot
Top and bottom 10% values can be found in the percentile boundary spreadsheet alongside the guidance documents located here: https://www.gov.uk/government/publications/using-ofsteds-inspection-dashboard-early-years-foundation-stage-profile-to-key-stage-4.The values displayed above are rounded to one decimal place however all underlying calculations are based on unrounded data. Prior attainment isbased on overall KS1 attainment.
Page 12Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
100
100
20
20
40
40
60
60
80
80
0
0
0
0
All
Low at KS1
Middle at KS1
High at KS1
Disadvantaged
School %
55
9
14
0
80
0
100
100
50
0
Nat %
75
23
20
1
74
11
98
54
75/80
23/27
Diff no
-4
-2
0
0
0
-1
0
0
-3/-4
-3/-4
Cohort
22
22
7
7
10
10
1
1
16
16
Averagescaled score
97
88
102
111
96
255 10 15 200
120
75
80
85
90
95
100
105
110
115
70
Key stage 1 prior attainment
Ke
y st
age
2 a
tta
inm
en
t
Key stage 2Mathematics
Burnley Springfield Community Primary School
Mathematics attainment in 2017
Note: Disadvantaged nationals are shown as all/other
Disadvantaged Other SEN = bold black border NationalGirls Boys
Expected+ % High standard % National for allpupils
Prior attainmentnational
Other national
Mathematics attainment scatterplot
The values displayed above are rounded to one decimal place however all underlying calculations are based on unrounded data. The ‘Diff no’ value shows the number of pupils that the difference between schooland national represents, and is always rounded down to a whole number. Prior attainment is based on overall KS1 attainment.
URN: 133546 LAESTAB: 8882841
Page 13Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
100
100
20
20
40
40
60
60
80
80
0
0
0
0
All
Low at KS1
Middle at KS1
High at KS1
Disadvantaged
School %
59
5
14
0
100
0
100
100
63
0
Nat %
77
31
20
1
78
18
99
67
77/82
31/36
Diff no
-3
-5
0
0
2
-1
0
0
-2/-3
-4/-5
Cohort
22
22
7
7
10
10
1
1
16
16
20
20
4
4
8
8
12
12
16
16
0
0
0
0
All
Low at KS1
Middle at KS1
High at KS1
Disadvantaged
Average mark
9
4
13
19
9
National
12
5
11
15
12/12
Cohort
22
7
10
1
16
Key stage 2EGPS
Burnley Springfield Community Primary School
English grammar, punctuation and spelling (EGPS) in 2017
Note: Disadvantaged nationalsare shown as all/other
Note: Disadvantaged nationalsare shown as all/other
Expected+ % High % National for allpupils
Prior attainmentnational
Other nationalAverage mark National for all
pupilsPrior attainmentnational
Other national
Spelling
The values displayed above are rounded to one decimal place however all underlying calculations are based on unrounded data. The ‘Diff no’ value shows the number of pupils that the difference between schooland national represents, and is always rounded down to a whole number. Prior attainment is based on overall KS1 attainment.
URN: 133546 LAESTAB: 8882841
Page 14Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
100
100
20
20
40
40
60
60
80
80
0
0
0
0
All
Low at KS1
Middle at KS1
High at KS1
Disadvantaged
School %
77
57
100
100
81
Nat %
82
25
85
99
82/86
Cohort
22
7
10
1
16
Key stage 2Science
Burnley Springfield Community Primary School
Science attainment in 2017
Note: Disadvantaged nationalsare shown as all/other
Expected+ % High standard % National for allpupils
Prior attainmentnational
Other national
Science data is based on teacher assessments. Users should be cautious when using this data.
The values displayed above are rounded to one decimal place however all underlying calculations are based on unrounded data. Prior attainment is based on overall KS1 attainment.
URN: 133546 LAESTAB: 8882841
Page 15Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
100
100
20
20
40
40
60
60
80
80
0
0
0
0
All
Emerging
Expected
Exceeding
Disadvantaged
School %
70
13
33
0
85
15
100
29
71
14
Nat %
76
25
34
1
87
20
99
70
76/79
25/28
Diff no
-1
-3
0
0
0
0
0
-2
0/-1
-2/-2
Cohort
30
30
6
6
13
13
7
7
21
21
100
100
20
20
40
40
60
60
80
80
0
0
0
0
All
Emerging
Expected
Exceeding
Disadvantaged
School %
67
10
33
0
80
13
100
20
67
10
Nat %
68
16
28
1
84
14
99
61
68/72
16/18
Diff no
0
-1
0
0
0
0
0
-2
0/-1
-1/-1
Cohort
30
30
6
6
15
15
5
5
21
21
Key stage 1Reading
Burnley Springfield Community Primary School
Reading in 2017
Note: Disadvantaged nationalsare shown as all/other
Note: Disadvantaged nationalsare shown as all/other
Expected+ % Greater depth % National for allpupils
Prior attainmentnational
Other national Expected+ % Greater depth % National for allpupils
Prior attainmentnational
Other national
Writing in 2017
The values displayed above are rounded to one decimal place however all underlying calculations are based on unrounded data. Key stage 1 prior attainment is based on the EYFS subject specific outcome. The‘Diff no’ value shows the number of pupils that the difference between school and national represents, and is always rounded down to a whole number.
URN: 133546 LAESTAB: 8882841
Page 16Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
100
100
20
20
40
40
60
60
80
80
0
0
0
0
All
Emerging
Expected
Exceeding
Disadvantaged
School %
77
10
60
0
80
13
100
17
76
10
Nat %
75
21
34
1
87
20
99
67
75/79
21/23
Diff no
0
-3
1
0
-1
0
0
-3
0/0
-2/-2
Cohort
30
30
5
5
15
15
6
6
21
21
100
100
20
20
40
40
60
60
80
80
0
0
0
0
All
Disadvantaged
School %
83
90
Nat %
83
83/86
Diff no
0
1/0
Cohort
30
21
Key stage 1Mathematics
Burnley Springfield Community Primary School
Mathematics in 2017
Note: Disadvantaged nationalsare shown as all/other
Note: Disadvantaged nationalsare shown as all/other
Expected+ % Greater depth % National for allpupils
Prior attainmentnational
Other national Expected+ % National for allpupils
Other national
Science in 2017
The values displayed above are rounded to one decimal place however all underlying calculations are based on unrounded data. Key stage 1 prior attainment is based on the EYFS subject specific outcome. The‘Diff no’ value shows the number of pupils that the difference between school and national represents, and is always rounded down to a whole number.
URN: 133546 LAESTAB: 8882841
Page 17Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
100
20
40
60
80
00
2015 2016 2017
School % 79 70 75
Nat % 77 81 81
Cohort 29 30 28
100
20
40
60
80
00
2015 2016 2017
School % 87 89 93
Nat % 90 91 92
Cohort 31 28 30
Key stage 1Phonics
Burnley Springfield Community Primary School
Phonics in 2017Proportion meeting the expected standardYear 1 By end of year 2
All pupils National All pupils National
URN: 133546 LAESTAB: 8882841
Page 18Inspection Data Summary Report, unamended (KS1,Phonics), amended (KS2), final (EYFS) 2017, 26 March 2018
100
20
40
60
80
00
2015 2016 2017
School % 80 85 74 58 62 36
Nat all % 66 66 69 69 71 71
Nat other % - 69 - 72 - 73
Cohort 30 20 27 12 29 14
100
20
40
60
80
00
201520152015 201620162016 201720172017
School % 87 90 30 35 85 75 30 25 76 57 34 21
Nat all % 76 76 12 12 77 77 12 12 78 78 12 12
Nat other % - 78 - 13 - 80 - 13 - 80 - 13
Cohort 30 20 30 20 27 12 27 12 29 14 29 14
Key stage 1EYFS
Burnley Springfield Community Primary School
Early Years Foundation Stage Profile
All pupils FSM National for all pupils Other national
% good level of development Mathematics early learning goals
