Data Analysis2015

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Basic Characteristics of Hockley Primary School

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Census Ward Information

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We are moderately larger than the average primary school – 315 pupils, with a yearly increasing role.

FSM - lower than the national average – 11.3%, slight increase year on year

Social deprivation indicator – significantly lower than national. 0.07 The percentage of adults having pursued higher education is lower

than the national average – e.g Hockley central 12.7% National 19.2%

Children from minority ethnic groups, as well as children for whom English is not their first language - significantly lower than the national average.

Inwardly mobile pupils - higher than average for some year groups; e.g. Year 6 - 45% (26% of cohort during Y5,6)

Pupils with SEN support are lower than national percentages, 6.5%. Children with statement/EHC plan are higher 1.9%.

Absence rate - lower than national average in spite of the local secondary school having a five term year. 3% absence rate, 0% persistently absentee.

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EYFS on entry baseline assessment within the first 3 weeks of entry. We are using the Early Excellence Baseline EExBA.

Formative assessments recorded in learning journeys through daily observations - written and photographic, adult-led activities and children’s work samples. Shared half termly with parents and their input gathered.

Termly summative assessments across prime areas of learning completed through analysis of formative assessment. Pupil progress review for every child follows.

End of year Early Years Foundation Stage Profile (EYFSP) completed, analysed and shared with parents.

End of year outcomes sent to Local Authority. Outcomes for EYFS curriculum are judged as emerging, expected

and exceeding. Baseline assessment 2015 shows this cohort’s entry level is higher

than the previous year and just above Essex and national averages.5

EYFS – Comparisons with Current Data 2015% of pupils attaining 6 or more points

2013cohort results

2014 cohort results

2014 outcomes Difference from National

2015 cohort results

2015 outcomes Difference from National

Good Level of Development GLD

61% 64% Essex 61% +3% National 60% +4%

73% Essex 68% +5% National 66% +7%

All Early Learning Goals

60.6% 64% Essex 59%+5% 73% Essex 66% +7%

Overall average score

34.2 33.6 Essex 34.4% & National 33.8% 34.9 Essex 34.9% =

National 33.8% +1.1%

Communication & Language

70% 72% Essex 78% & National 72% = 77%

Exc.23%Essex 81% -3%Exc 16%

Physical Development

82% 84% Essex 86% & National 83% +1%

83%Exc.21%

Essex 88% -5% Exc 15% +7%

Personal, Social & Emotional

79% 78% Essex 82% & National 76% +2%

81%Exc.21%

Essex 85% -4% Exc 11% +10%

Literacy 73% 78% Essex 67% & National 61% -+13%

73%Exc.19%

Essex 72% +1%Exc 11% +8%

Maths 76% 80% Essex 73% & National 66% +14%

79%Exc.25%

Essex 77% +2%Exc 13% +12%

Understanding of the world

73% 82% Essex 81% & National 75% +7%

79%Exc.21%

Essex 84% +5% Exc 8% +13%

Expressive arts and design

82% 86% Essex 85% & National 78% +8%

79%Exc.25%

Essex 87% -8%Exc 12%

GLD National comparison shows high attainment for EYFS and when compared to Essex and National.Percentage of disadvantaged in this cohort 13% (6 ch)Boys GLD is 59%, with girls GLD at 85%FSM (5 ch) GLD 80%Disadvantaged GLD 66% 4chAll areas combined overall average score is lower for boys at 29.9 than for girls at 39.2. For FSM 30.6 and for disadvantaged pupils 28.3

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EYFS – ProgressOverall Progress (steps using Target Tracker)

2014-2015

  6 steps +expected

 7 steps+accelerated

6 steps + Boys Girls FSM

C and L 94% 52% 96% 92% 100%

Phys. D 94% 46% 96% 92% 100%

PSED 92% 46% 82% 100% 100%

Literacy 96% 40% 91% 100% 100%

Maths 92% 40% 95% 88% 100%

U of the W 94% 42% 91% 96% 100%

A and D 96% 50% 91% 100% 100%

EYFS Pupil Progress – 2015 outcomes

Progress across the 2015 cohort is strong:

•14/19 - 74% of children who were below age related expectation on entry achieved GLD

•6 children – 13% who were at age related expectation on entry, achieved exceeding in all areas.

Progress for 2015 is strong, when comparing against an expectation of 6 steps across the year.

Attainment compares strongly against national and Essex with regard to GLD and the overall average score.

Therefore attainment and progress this year in the EYFS are above age related expectations and can therefore be judged to be outstanding.InclusionBoys and girls differential in progress is not significant, although it is important to note that girls’ literacy progress is higher than boys’ and boys’ maths progress is higher than girls’.FSM progress is very strong.

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EYFS – Progress Measures 2015•Quality of teaching during academic year 2014-2015 was judged good to outstanding in all aspects (lesson observations, drop ins, marking, planning & assessments; external observations: County Standards and excellence commissioner lesson sweep – learning journey’s exemplary, School advisor lesson sweep)

•Provision and resources have improved further with significant investment over the last 4 years, particularly with regard to outdoor learning and indoor furniture and resources enabling strengthened continuous provision.

•Local delivery group cluster Early Excellence training has enabled shared practice across a range of schools. Following this other local schools EYFS leaders have visited to observe and learn from our practice. Early Excellence have asked our EYFS leader to provide input to their annual conference regarding “inspired” outdoor learning.

•Please see EYFS progress file to illustrate good and outstanding progress.8

What do we know about the current cohort?• On entry expectation - most children will display all of the 30-50 month band (all statements set to achieved), and some of the 40-60 month

statements.• On entry assessments - completed within the first three weeks of start of term. Using early excellence baseline and current target Tracker

system to aid in school analysis.• On entry baseline September 2015 Cohort of 45 children: each child is worth 2.2%• Baseline assessments Autumn 2015:• All Areas of the EYFS curriculum-

62% of pupils have been assessed at an ‘expected’ entry level of development in all of the Prime and Specific Areas. Above Essex County which equals

Gender difference: Girls’ achievement of an ‘expected’ entry level of development in all areas of the EYFS curriculum is lower than boys’ at 50% in comparison to 72%.

• InclusionThere are 3 Disadvantaged pupils in this cohort, only 1 of whom achieved an ‘expected’ entry level of development in all areas of the curriculum (33%). There are currently 0 EYFS pupils in care, 1 pupil with EAL (is not at expected entry level), and following baseline, pupils with SEN and those who are Academically More Able , will be identified.

• Prime Areas+ Literacy and Mathematics-62% of pupils have been assessed at an ‘expected’ entry level of development in these areas.

• Gender Difference:Girls: 50% Boys: 72%.

Focus:• To monitor attainment of EYFS Autumn born girls, particularly in the areas of PSED, Literacy and Maths.• To put class interventions in place for target girls so that accelerated progress can occur. To close the gap between girls and boys. • To put support and interventions in place for disadvantaged pupils; to monitor attendance and improve home support alongside quality teaching

and provision.• To tailor teaching and provision for EAL child to improve language acquisition, and ensure that activities are accessible. • EYFS leader to track all pupils regularly to ensure we meet our high expectation of achievement and put in place any targets/ support that are

required. • To ensure that challenging learning opportunities are available to children at all times; particularly writing opportunities and Mathematics

opportunities.• To monitor and track Summer born pupils, to ensure that good progress and attainment is made, in addition to Autumn and Spring born pupils.9

What does EExBA tell us about the current cohort?• EExBA shows comprehensive reports regarding the overall attainment of children within :• Well being and Involvement• Characteristics of Effective Learning • Prime Areas• Specific Areas of Literacy and Mathematics• Groups, e.g. PP, Gender, SEN, birth term. • The maximum score for children is 56. See below for a table comparing national EExBA assessments with

Hockley Primary School 72% of children nationally took the EExBA baseline This table demonstrates that Hockley’s EYFS cohort have arrived at a level that is 62% typical or above in terms

of development, which is 12% above what national data suggests (50%).

Wellbeing and involvement:• Wellbeing at HPS has been assessed at 55.6% ‘high’, 44.4% ‘medium’ and 0% ‘low’. • Wellbeing nationally was assessed at 66.8% ‘high’, 28.9% ‘medium’ and 4.3% ‘low. Areas of Learning and Development:• Prime: Overall, children at HPS arrived at 17.8% well below typical (comparable to national- 20.1%); 64.4% below

typical (higher % than national- 44.2%), 17.8% typical (lower % than national- 28.6%) and 0% above typical (lower % than national- 7.1%).

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Well below typical0-15

Below typical16-27

Typical

28-41

Above typical42-56

National 16.1% 33.5% 37% 13.4%Hockley PS

6.7% 33.3% 53% 8.9%

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Year 1 baseline assessment within first three weeks of term collaboratively agreed between EYFS teacher and year 1 teacher using EYFS outcomes and teacher knowledge of the child.

End of key stage 1 targets set from baseline data using target tracker.

Formative assessments using APP, guided reading records and teacher knowledge of the child, held in reading, writing, maths and foundation subject assessment files.

Termly summative assessments in all subjects through analysis of formative assessment. Moderations across phase groups and key stages.

Termly Pupil progress review for every child follows. Information shared with parents during parents evenings and on annual reports.

Attainment tracked to monitor progress towards end of key stage targets.

Annual Year 1 Phonics screening and year 2 SATs assessments. End of key stage outcomes sent to Local Authority. External moderation June 2015.

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2015 KS1 school and national level data

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KS1 results over a 3 year periodKS1 results over a 3 year period

Percentage of children achieving level 2c+ across 3 years

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% of children achieving level

2c+ Reading Writing Maths2013 92 92 952014 94 94 962015 92 87 95

Percentage of children achieving level 2b+ across 3 years

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% of children achieving level

2b+ Reading Writing Maths

2013 82 74 82

2014 82 71 83

2015 84 76 87

Percentage of children achieving level 2a+ across 3 years

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% of children achieving level

2a+ Reading Writing Maths

2013 41 39 38

2014 56 44 54

2015 54 46 57

Percentage of children achieving level 3+ across 3 years

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% of children achieving level 3+ Reading Writing Maths

2013 32 21 24

2014 38 23 27

2015 38 24 30

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Phonics - 3 year trend

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Phonics 2015 – by group 

School % 2014 School

% 2015National% 2015

All Pupils 85 92 77Male 84 88 73Female 86 96 81FSM (2014:9; 2015:6 ) 78 83 66Disadvantaged Pupils ( 2014:9; 2015:7 ) 78 86 66EAL (2014: 1) 100 0 76SEN support( 2014:7; 2015: 3) 57 67 42SEN with statement ( 2014:2; 2015:0) 0 n/a 17Ethnicity Groups (White British: 47 ) 87 94 74Ethnicity Groups ( 2015 any other mixed background:3) 0 67 80Ethnicity Groups (Indian – 1 pupil) 100 n/a 84Ethnicity Groups (Any Other Mixed Background – 1 pupil) 100 n/a 77

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Phonics Year 2 - 2015

 School 2015

All Pupils 100Male 100Female 100FSM (1 pupil - 2015) 100SEN without statement (2015: 2) 100SEN with statement (2015: 1) 100

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Summary of KS1 All Subjects

Attainment has remained above national for the past 3 years, significantly above for 2014 with a 5 year upward trend. Gender - above national for boys, APS 15.8 (0.1+) and above national for girls 17.5 (0.9+)FSM - group of 8 performed significantly above national APS 16.1 (+1.3) with a 0.6 cohort gap.Disadvantaged pupils - group of 8 performed significantly above national APS 16.1 (+1.3) with a 0.6 cohort gap. Nationally the gap is 1.8EAL – 1 child APS 19.7 (+4.0)Other Ethnic groups:2 other mixed back ground APS 12.3 (4.1-) performed less well Nationally and 1 Indian APS 19.7 (+2.6) performed better Nationally.SEN support–3 children – APS 10.8 (1.7-)SEN with statement/EHC plan those without a statement (1 child) APS 10.3 (+2.7) above NationalTerm of birth:Autumn (10 ch) APS 17.7 (+0.8); Spring (13ch) APS 17.2 +(1.1); Summer (14ch) 15.2 (0.2-)

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Summary of KS1 Reading results

Attainment has remained above national for the past 3 years, with a sustained upward trend. Gender - above national for boys, APS 16.3 (0.2+) and above national for girls 17.8 (0.6+)FSM - group of 8 performed significantly above national APS 16.3 (+1.1)Disadvantaged pupils - group of 8 performed significantly above national APS 16.3 (+1.1) with a 0.8 cohort gap. Nationally the gap is 2.1EAL – 1 child APS 21.0 (+5.0)Other Ethnic groups:2 other mixed back ground APS 12.0 (4.9-) performed less well Nationally and 1 Indian APS 21.0 (+3.5) performed better Nationally.SEN support–3 children – APS 11.0 (1.8-)SEN with statement/EHC plan those without a statement (1 child) APS 9.0 (+1.2) above NationalTerm of birth:Autumn (10 ch) APS 18.2 (+0.8); Spring (13ch) APS 17.3+(0.7); Summer (14ch) 15.7 (0.2-)average points progress from Year 1 Baseline is 12.0

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Summary of KS1 Writing results

attainment has remained above national for past 3 years. Gender: is in line with national for boys, APS 14.7 (0.1+) and significantly above national

for girls APS 17.4 (1.3+) FSM - group of 8 performed above national APS 14.8 (+0.8) Disadvantaged pupils - group of 8 performed above national APS 14.8 (+0.8) with a

cohort gap of 1.4. Nationally the gap is 1.8 EAL – 1 child APS 17.0 (+2.0) Other Ethnic groups:2 other mixed back ground APS 12.0 (3.6-) performed less well Nationally and 1 Indian APS 17.0 (+0.6) performed better Nationally. SEN support–3 children – APS 10.3 (1.3-) SEN with statement/EHC plan those without a statement (1 child) APS 9.0 (+2.1) above

National Term of birth: Autumn (10 ch) APS 16.8 (+0.7); Spring (13ch) APS 16.5+(1.2); Summer (14ch) 14.6 (=) average points progress from Year 1 Baseline is 11.6

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Summary of KS1 Maths results

attainment has remained above national for past 3 years and has shown increase in 2014, sustained in 2015 with a 5 year upward trend.

Gender - above national for boys, APS 16.4 (=) and above national for girls 17.5 (+1.0) FSM - group of 8 performed significantly above national APS 17.3 (+2.1) Disadvantaged pupils - 8 performed significantly above national APS 17.3 (+2.2) with a

cohort gap of 0.5. Nationally the gap is 1.8. EAL – 1 child APS 21.0 (+4.9) Other Ethnic groups:2 other mixed back ground APS 13.0 (3.6-) performed less well Nationally and 1 Indian APS 21.0 (+3.7) performed better Nationally. SEN support–3 children – APS 11.0 (2.2-) SEN with statement/EHC plan those without a statement (1 child) APS 13.0 (+5.0)

above National Term of birth: Autumn (10 ch) APS 18.2 (+1.0); Spring (13ch) APS 17.6(+1.2); Summer (14ch) 15.6

(0.3-) average points progress from Year 1 Baseline is 11.8

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What did we do to get here?• Strong moderation processes – including across phase Y2/3• Pupil progress meetings – clear tracking of progress and high

expectations. • Target setting and expected year on year progress clear to all staff.

Ambitious targets set. • Letters and sounds – children grouped by phase for daily phonic

teaching. Phonic leaders in place and parent workshops.• Guided reading planning and assessment processes for daily sessions• Phonics, independent and guided reading resources purchased. • Development of school library and of reading corners in every

classroom.• Improved maths resources. Eg. Numicon.• Whole school focus on teaching and learning with regard to maths from

maths consultant.• Focussed interventions across core subjects.• Improved KS1 outcomes.

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What do we know about our current cohort?

National Expectation current

National Expectation target

Children working at deeper level

Reading 78% 88% 30%

Writing 70% 82% 30%

Maths 74% 86% 30%

SPAG % 85% n/a

The current Yr 2 cohort has 50 pupils with 24 girls and 26 boys.

This Year group has a group of 6 disadvantaged pupils – 12%.

This Year group has 0 children with statements or EHC plan

We are focusing on boys writing and due to assessment changes – strengthening SPAG and arithmetic skills

Intervention and support has been put in place for these children.

KS1 Targets 2016

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Key Stage 2: How well are pupils doing, taking account of any variation?

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KS2 assessment process End of key stage 2 targets set from end of key stage 1 results using

target tracker. Formative assessments using Key Performance Indicator Grids, guided

reading records, regular use of Test Base and teacher knowledge of the child, held in reading, writing, maths and foundation subject assessment files.

Termly summative assessments in all subjects through analysis of formative assessment. Moderations across phase groups and key stages.

Termly Pupil progress review for every child follows. Information shared with parents during parents evenings and on annual reports.

Year 6 pupils undertake half termly tests using sample papers, past papers for reading and SPAG and Headstart Maths.

Attainment tracked to monitor progress towards end of key stage targets. Termly assessments papers used in years 3, 4 and 5. This secures

judgements made along side teacher assessments. End of Key Stage 2 SATS assessments. End of key stage teacher assessments sent to Local Authority.

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2015 KS2 school and national level data

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% of children achieving Level 4 or % of children achieving Level 4 or aboveabove

School Result LEA Result National

Result

Reading 96% 90% 89%

Writing 92% 87% 87%

Maths 96% 88% 87%

SPAG 82% 80% 80%

Reading, Writing and

Maths 92% 81% 80%

Science 95% 87% 31

KS2 results over a 3 year KS2 results over a 3 year periodperiod

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Key Stage 2 2013 2014 2015 SCH LA NAT SCH LA NAT SCH LA NAT

Reading % Level 4+ 95 86 86 98 89 89 96 90 89

% Level 4B+ 85 75 74 92 78 78 88 81 80 % Level 5+ 58 45 45 75 49 50 62 49 48 % Level 6 0 0 0 0 0 0 0 0 0 APS 30.2 28.5 28.5 31.4 28.6 29 30.2 29.1 29.0Writing % Level 4+ 93 83 83 98 85 85 92 87 87 % Level 5+ 40 31 30 50 33 33 46 37 36 % Level 6 13 2 2 13 3 2 12 3 2 APS 29.7 27.6 27.5 30.6 27.9 30.0 28.3 28.2Maths % Level 4+ 100 84 85 98 86 86 96 88 87

% Level 4B+ 88 72 73 96 76 76 94 78 77 % Level 5+ 45 40 41 63 42 42 52 42 41 % Level 6 13 7 6 8 10 9 12 9 9 APS 30.5 28.7 28.7 31.1 28.7 29 30.4 29.1 29.0

SPAG

% at Level 4 85

74 85 77 76 82 80 80

% Level 4B+

81 69 68 74 74 73

% at Level 5 60 67 52 52 58 56 55

% at Level 6

6 4 4 12 4 4APS 29.7 28 30.5 28.6 29.9 29.1

Reading, Writing and Maths % Level 4 + 93 75 75 96 79 79 92 81 80Science % Level 4+ 100 85 100 88 95 87 % Level 5+ 43 35 56 38 52 38

2 levels progress

Reading 95 86 88 98 91 91 96 91 91Writing 97 90 92 100 92 93 100 95 94Maths 97 86 88 93 89 89 98 90 90

3 levels progress

Reading 31 26 30 49 32 30 40 33Writing 33 27 30 51 31 33 45 37Maths 31 28 32 42 47 33 35 34

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Summary of KS2 Reading Results Summary of KS2 Reading Results

Shows 3 year continued trend of significant + against National

average points progress KS2 is 14.4

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Summary of KS2 Writing Results Summary of KS2 Writing Results

Shows 3 year continued trend of significant + against National

average points progress KS2 is 15.1

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Summary of KS2 Maths Results Summary of KS2 Maths Results

Shows 3 year continued trend of significant + against National

average points progress KS2 is 14.9

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Summary of KS2 SPAG Results Summary of KS2 SPAG Results

Shows 2 year trend of significant + against National

2015 dip from previous year, although 0.8 above national.

SPAG is a whole school focus for KS1 and KS238

Summary of KS2 all subjects results Summary of KS2 all subjects results

Shows 4 year continued trend of significant + against National

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Whole school pupils’ achievement EYFS

Attainment of pupils: Above national averageOutcomes for children: Outstanding (1)

KS1Attainment of pupils: Above national averageQuality of pupils learning and progress: Good (2)

KS2Attainment of pupils: Significantly above national averageQuality of pupils learning and progress: Outstanding (1)

School’s SEF judgement of outcomes for pupils is therefore: Outstanding (1)

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Progress over 3 yearsKey Stage 2 2013 2014 2015

SCH LA NAT SCH LA NAT SCH LA NAT

2 + levels progress Reading 95 86 88 98 91 91 96 91 91

Writing 97 90 91 100 92 93 100 95 94

Maths 97 86 88 93 89 89 98 90 90

3 + levels progress Reading 31 26 30 49 32 35 40 33 33

Writing 33 27 30 51 31 33 45 37 36

Maths 31 28 32 42 33 35 47 35 34 41

2015 Maths progress - expected and more than expected.

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2015 Reading progress - expected and more than expected.

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2015 Writing progress - expected and more than expected.

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2015 value added progress

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above national picture, significantly in writing and all subjects.

Progress value added 3 year picture

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3 year improving pattern. Above National with 2015 significance in all subjects and writing. n.b reading needs remark adjustment

Achievement is outstanding because... Our attainment for the final key stage over the past 3 years is outstanding as attainment

in all subjects are significantly above National average. Our assessment and tracking processes have improved significantly with a very clear focus on pupil progress, culminating in outstanding attainment and progress in all areas at the end of key stage 2.

In 2012 attainment and progress at the end of KS2 increased significantly and was above National averages, in some cases significantly, and in 2013, 2014 and 2015 these improved further to significantly above average in all areas.

Attainment and progress in EYFS has consistently improved in the last 3 years and can be judged as outstanding.

Attainment and progress in KS1 is good with a broadly 4 year upward trend due to improved moderation and assessment processes improving the accuracy and consistency of the outcomes.

2015 annual parents survey shows that 97% of parents feel that their child makes good progress at our school (71% in 2010). “My son is lucky to have several intervention groups a week to further support his progress and I do not believe that he would have made such progress outside of this school.”

The achievement for groups is strong and remains largely above national outcomes. We particularly value the high attainment and the closing gap for disadvantaged pupils. We do however recognise that in 2015, the achievement for children with SEN support was below national in KS1 and KS2 – albeit very small groups (2ch), this is a focus this year.

We also recognise a slight dip in EGPS in 2015 and have put measures in place to regain the previously high attainment in this area.

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What do we know about our current cohort?

National Expectation current

National Expectation target

Children working at deeper level

Reading

81% 90% 34%

Writing

74% 90% 30%

Maths 71% 90% 30%

SPAG 85%

The current Yr 6 cohort of 42 pupils consists of 26 boys and 16 girls.

This cohort has a significantly high percentage of inwardly mobile pupils (19 pupils - 45%). 8 pupils, 19% joining us during Year 5/6. Furthermore 18 43% of pupils joined us during KS2.

The cohort has one child with an EHC plan and 2 children on SEN support.

There are 4 pupil premium children 7%, 2 of whom are FSM. There is 1 child adopted from care. i.e 5 children in the disadvantaged group

KS2 Targets 2016

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Key Stage 2: How well are pupils doing, taking account of any variation?

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Attainment and Progress of Groups(including SEN)

Trends over time:

• Groups sizes for FSM, EAL, other ethnic groups and CLA are small.

•We currently have 29 pupils with pupil premium funding and 8 with pupil premium plus.

• Progress and attainment for vulnerable groups show no year on year pattern of underachievement or slow progress. However, children with SEN support at end of KS1 (2ch) and KS2 (2 ch) in 2015, achieved lower than Nationally, so currently this is a focus group.

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There is no significant gender difference for all subjects. The gap is wider for writing and EGPS.Children receiving FSM and those that are disadvantaged show a 3 year upward trend in Reading, Writing and Maths. In 2013 and 2014 they performed higher than Nationally in Reading, Writing and Maths. When compared to the whole cohort the gap is closing.Maths: In 2015 disadvantaged pupils performed +2.7 APS higher than nationally. The gap is -0.5 with the rest of the cohort. The gap nationally is 2.5Reading: In 2015 disadvantaged pupils performed +2.4 APS higher than nationally. The gap is -0.3 with the rest of the cohort. The gap nationally is 2.0In 2015 disadvantaged pupils performed +1.9 APS higher than nationally. The gap is -1.6 with the rest of the cohort. The gap nationally is 2.3

KS2 APS by group – Gender, disadvantaged pupils

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KS2 Average point scores by group - SEN

Children with SEN show a fluctuating trend in Reading, Writing and Maths.For SEN pupils without a statement, Reading Writing and Maths APS is above National in 2013 and below or in line in 2014. In 2015 they are significantly lower than National.

For SEN pupils with a statement, Reading, Maths and Writing APS is significantly higher than Nationally in 2014 and in 2015.Children that are White British and White and Black African performed significantly higher than nationally in all subjects. 52

KS2 APS by group – ethnicity and SEN

KS2 APS by group– Prior Attainment and Mobility

In 2014, children with low, middle and high prior attainment all scored significantly high or higher when compared with National APS.Non mobile pupils throughout years 5 and 6 scored significantly higher when compared with National APS.In 2015, children with low, middle and high prior attainment all scored significantly higher when compared with National APS, except for middle atttainers who were in line for Maths and writing and lower for EGPS.Non mobile pupils throughout years 5 and 6 scored significantly higher when compared with National APS.

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KS2 Progress by group

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KS2 Progress by group summary

Gender:•The progress of boys is higher than the national average for maths, reading and writing and it is significantly higher for boys reading. •The progress of girls is higher than the national average for maths, and writing and in line for readingFree School Meals (3 ch):•The progress for children with FSM is much higher than the national average for reading, writing and maths.Disadvantaged pupils:•The progress of disadvantaged pupils is much higher than the national average for reading, writing and maths.SEN:•The progress of children with SEN statement is higher Nationally for reading, writing and maths• Children with SEN support (2 ch) it is lower. And significantly so for reading.Prior Attainment:•The progress of children with low, middle and high prior attainment is higher than the national average for maths, reading and writing.Stability:•The progress of non mobile pupils is significantly higher than the national average for maths, reading and writing.Ethnicity:•The progress of White British children is higher Nationally for reading and significantly so for writing and maths.

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Current cohorts – progress over time - levels

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Current cohorts 2015 – progress over time -

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Gap monitoring disadvantaged pupils – 3 year trend

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Gap monitoring disadvantaged pupils – 3 year trend

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