Governors/Annual Report to Parents 2005-2006 file · Web viewCaerleon Lodge Hill Primary School....

Caerleon Lodge Hill Primary School

Governors’ Annual Reportto Parents

2014-2015

Caerleon Lodge Hill Primary Page 2 of 31 Governors’ Annual Report

ContentsPage

Chairperson's Introduction 5

Governor Information 6

School Terms and Holidays 7

School Times 7

Last AGM 8

School Prospectus changes 8

Links with the community 8

Review of School Policies 9

Progress Report on the School’s Strategic Equality Action Plan 9

The Curriculum, the organisation of education and teaching methods 11

Promoting Healthy Eating and Drinking 12

Special Arrangements for Particular Groups of Children 13

Use of the Welsh Language in School 13

Sport and Extra-Curricular Activities 15

Attendance 16

Toilet Facilities 16

Financial Statement 17

School Fund Statement 18

Pupil Performance 19

Target Setting 20

Comparative Information 2014 21




Governors’ Annual Report to Parents 2014-2015

Chairperson's Introduction

On behalf of the Governing Body of Caerleon Lodge Hill Primary School I am delighted to be able write a few words to you as an introduction to the Governors’ Report to Parents 2015. The report provides a wealth of information about the ethos, activities and learning experiences in the school and of the strong links which exist between the school and the local community.

Just prior to writing this introductory passage, I, together with other members of the Governing Body, attended the annual nativity play at the Infant Site and thoroughly enjoyed the experience. All the children performed their individual roles perfectly, the singing was enthusiastic and harmonious and not a single child forgot their lines. They were all enjoying the chance to perform in front of their parents and show them all that they had learnt and could do well. The detail in the costumes demonstrated that a lot of hard work had been done by parents and the excellence of the performance was testimony to the commitment of the teachers to the children in their care. This is one very good example of the strong relationships which exist between parents, children and their teachers and of course there are many other examples.

Apart from attending regular meetings of the Governing Body throughout the year, we all involve ourselves in school life when it is appropriate and possible. Each governor takes on the role of Link Governor for a particular area of school life and/or the curriculum and liaises with the relevant member of staff. I think we all find this a very positive experience and one which enables us to participate in some of the learning experiences that are an integral element of school life. It also provides us with opportunities to talk to children, in groups or as a whole class and learn a lot from them. Certainly ‘Pupil Voice’ is an integral element of the school curriculum, an element which gives children confidence to articulate their thoughts and to express an opinion.

I know I can speak for all those on the Governing Body when I say that we feel privileged to be a part of Caerleon Lodge Hill Primary School and its continuing development. The prospect of a new school building grows ever nearer and will provide an even richer learning community once the children are gathered together in a single building. Plans are well under way and building work should begin in 2016.

We are particularly proud of the high levels of pupil attendance, i.e. 95.30%, which is very good. We recognise that this is due to the strength and richness of the school as a learning community and to the innovative approaches which have been introduced by the Headteacher and her staff. It is also due to you as parents, to your many contributions and to the commitment you make to the life of the school.

Caroline McLachlanChairperson, Caerleon Lodge Hill Primary School Governing Body


Governors

Chair: Clerk to the Governors:Mrs C McLachlan Mrs A PritchardCaerleon Lodge Hill Primary School Governor SupportLodge Hill South East Wales EASCaerleon Llanwern High SchoolNewport NP18 3BY Newport NP18 2YETel: 01633 422322

Representation Name End of OfficeClerk Mrs A Pritchard N/A

Co-opted Governors Mr Phil Jones 13/01/2017Mr Phil Kenney 13/01/2017Mrs Judith Evans 03/05/2017Tony Szary 25/11/2018

Headteacher Mrs Helen Power N/A

LEA Appointed Mrs Caroline McLachlan 31/12/2016Cllr Gail Giles 31/12/2016Cllr Paul Huntley 31/12/2016Mrs Kathryn Bevis 31/12/2016

Non Voting Co-opted Linked Gov

Mr Nicholas Smith N/A

Parent Representatives Mr Simon Mayor 31/12/2016Mr Adrian Davies 03/11/2018Mrs Lisa Davies 03/11/2018Mrs Emma Watson 03/11/2018Mrs Natalie Evans 24/11/2019

Staff Representative Mrs Kathryn Brown 31/12/2016Teacher Representatives Mrs Julie Saville 31/12/2016

Mrs Laura Isaac 21/09/2018

Governors’ Responsibilities

Throughout the year the governors meet on a regular basis at school. They receive termly reports written by the Headteacher concerning the school and its work. In addition, governors meet for curriculum, finance, premises/health and safety, pay review and appointment committees.


School Terms and Holidays

Please find below the school terms and holidays which have been approved for the academic years 2015/2016. Within this year there are 5 days designated as Training Days as follows:. Tuesday 1st September 2015 Monday 2nd November 2015 Monday 4th January 2016 Friday 12th February 2016 Thursday 5th May 2016

Term dates for 2015-2016Autumn Term

Tuesday 1st September to Friday 18th December 2015Half Term: 26th – 30th October

Spring TermMonday 4th January to Thursday 24th March 2016Half Term: 15th – 19th February

Summer TermMonday 11th April to Wednesday 20th July 2016Bank Holiday 2nd May 2016Half Term: 30th May – 3rd June

School Times

JuniorsMorning 9.00 am - 12 noon

with a break from 10.45 to 11.00 amAfternoon 1.00 pm - 3.30 pm

with a break from 2.15 to 2.25 pm

InfantsMorning 9.00 am - 12 noon

with a break from 10.35 to 10.50amAfternoon 1.00 pm - 3.15 pm

with a break from 2.35 to 2.45pm

NurseryMorning 9.00 am – 11.30am

with a break from 10.00 to 10.15amAfternoon 12.45 pm - 3.15 pm

with a break from 2.20 to 2.30pm


Last AGM

An AGM was offered in Autumn 2014 by governors but no parents chose to attend.

School Prospectus changes

General updates on teaching and support staff A revised list of governors An updated description of the curriculum / school structure where

appropriate An updated list of extra-curricular activities Amendments to the organisation of teaching Amendments to Additional Learning Needs Updated Attendance and Punctuality guidance Information regarding the new Breakfast Provision

Links with the community

The schools’ Police Liaison officers have worked with all classes focusing on age appropriate topics ranging from keeping safe on the roads to e-safety

Strong links were enhanced last year with the local Lodge Farm Church with visits to the church for Harvest and Advent. We have similarly strong links with St. Cadoc’s Church in Caerleon village and held our first joint infant and junior carol concert as a primary school

Children and families donated Harvest parcels to those in need in the local community

Links exist with a variety of training institutions-University of Wales, University of Bath Spa, University of West of England and Coleg Gwent and a number of staff train here ranging from student teachers to NVQ students

Pupils sang to the elderly at Abbeyfield Nursing Home at Christmas time Pets as Therapy-staff and dogs continued to come to school weekly

working with particular children to improve reading and motivation Local fire service visited to talk to the children about fire safety and the

work they carry out Regular articles about school activities were written for the monthly

publication, the “Caerleon Times” Members of the local community have visited and worked with the children

to enhance their learning experiences in topics such as Chinese New year, Diwali, Babies, Opthalmology, Dentistry, and the Hindu religion

Pupils entered and won awards in the Caerleon Arts Festival. The winning pupils were presented with awards at the Celtic Manor.

Creative use was made of the local Roman sites with children and staff visiting the area.


Review of School Policies

During the last academic year the following policies were reviewed and revised. These policies have been developed since January 2013 (following amalgamation) by the new Primary School Governing Body.

Behaviour and Discipline Child Protection Drug, Alcohol and Incident Management ESafety Health and Safety Performance Management Restrictive, Physical Intervention/Positive Handling

Progress Report on the School’s Strategic Equality Action Plan

Phrases in bold in this section indicate the strand of the plan that is being addressed by the preceding point.

Objective One – Children are listened to and influence decision making

Project Voice pupils are aware of their rights according to the United Nations Convention on the Rights of the Child (UNCRC) document before starting the group. The children formally signed the participation sheets to say that they agreed to the terms of the group. Pupil Training

The UNCRC document has been studied by Year 6 during SEAL lessons. Pupil Training

Project Voice pupils set up and ran ‘Word Problem Wednesdays’, a club focused on developing reasoning skills, in line with the School Improvement Plan (SIP). Pupil Training

The School Council meets once a week to ensure that all members of the school feel that they have a voice. Monitoring

The School Council and Project Voice have been given opportunities to voice their ideas and initiatives in assembly times. The Project Voice team has been proactive in putting messages on the School Council board to raise awareness of their role within the school. Publishing Equality Information

Mr Livesey has set up a news board to allow the children to communicate local events and news articles that interest them. Publishing Equality Information

Objective Two – Children with a disability feel included and are an active part of their school and community.


Children are spoken to in a sensitive way about the different needs of children around the school. Success is celebrated in every area and children are made aware that they all have talents and different skills. Children who require extra support in areas of the curriculum or in life are treated with respect by staff and pupils alike, e.g. children who receive extra intervention or counselling workshops. Employee and pupil training

Children of different abilities, gender, nationality etc. are given the opportunity to represent their peers on the School Council. The same applies to the Project Voice team. Communication

Members of the Senior Management Team (SMT) deliver assemblies where opportunities are given to raise any issues or discuss any events etc. Leadership

The Equalities Committee meets regularly to discuss issues. Monitoring

A special slot is given to children to share their achievements during our Friday Celebration Assembly. Publishing Equality Information

Objective Three – The curriculum is used to encourage the children to value diversity within the school and wider community.

Our R.E scheme of work has been adopted from Newport and has been adapted to meet the needs and high standards of the school. Parents are invited in to discuss their religious beliefs with the staff and children. Monitoring

Special assemblies are delivered to make children more aware of the different beliefs of others within our community. Monitoring

Mrs Power ensures a good variety of traditions and beliefs are explored in the assemblies throughout the year. Monitoring

School articles are published in the Caerleon Times to inform the wider community of our success in this area. Publishing Equality Information

Achievements of the school are shared via our Twitter account. Publishing Equality Information


The Curriculum, the Organisation of Education and Teaching Methods

Foundation Phase-Provision

Teaching and Learning in the Foundation Phase is based on the seven Areas of Learning as laid out in the Welsh Assembly documentation. These areas are; Language, Literacy and Communication, Mathematical Development, Personal, Social Development, Wellbeing and Cultural Diversity, Welsh Language Development, Knowledge and Understanding of the World, Physical Development and Creative Development.

Teachers carefully plan learning opportunities for all the above areas, ensuring there is a focus on Numeracy and Literacy skills as well as ICT and Thinking skills. These Key Skills are explicitly evident in the planning and delivery of learning activities in Foundation Phase.

Outdoor provision is carefully planned into learning activities, providing an additional stimulus and enhancing first-hand experiences for the pupils. The outdoor provision can assist in the development of a wide range of skills including problem-solving and communication as well as enhancing pupils’ understanding and appreciation of the world around them. The development of pupils’ creative and physical skills can also be enriched through the outdoors. A very well presented and interesting Forest School also contributes greatly to the children’s learning experiences.

The National Framework for Literacy and Numeracy is carefully adhered to with teachers building in the appropriate skills into medium and short term planning.

KS2-Provision

The National Curriculum Orders from 2008 form the basis of the provision in KS2. The Orders are in the following subjects: English, Mathematics, Science, Welsh, ICT, History, Geography, RE, Music, Art, PE and Design Technology. PSE (Personal, Social Education) and ESDGC (Education for Sustainable Development and Global Citizenship) are other aspects of the curriculum which are also carefully planned into the provision we offer pupils.

Planning takes the form of an overall framework across Y3-Y6 which notes the range of the curriculum covered (long-term plan). The Medium Term planning takes the form of Schemes of Work. These have been carefully created and reviewed over several years by staff and constitute an interesting, creative, broad and balanced curriculum. Key Skills have been intricately written into the Schemes of Work to ensure full coverage and to ensure a strong focus on these skills across all subjects. We are continuing the process of incorporating the Numeracy and Literacy Skills Framework into our planning, ensuring these skills permeate thoroughly across the curriculum.


Organisation and Teaching Time

In Nursery and Reception, children’s learning is organised in a variety of ways. Continuous Provision is carefully planned with a range of appropriate and stimulating resources and activities provided. Enhanced provision builds on the children’s prior learning and small focus groups led by a teacher or LSA ensure children are taught basic Literacy and Numeracy skills as well as other skills set out in the Foundation Phase Curriculum. These groups are organised by ability to ensure more effective teaching and learning. In Y1 and Y2 the different types of provision, such as Continuous and Enhanced, are still an important part of the provision but the teaching of Literacy and Numeracy does become more formal and structured to enable the children to reach the required level in these areas. In these classes the more structured Numeracy and Literacy sessions normally take place in the morning.

In Key Stage 2, children are taught in mixed ability classes, with high level differentiated planning to ensure all pupils’ needs are met. Literacy and numeracy lessons are usually timetabled in the mornings while other areas of learning and subjects are taught in the afternoons. The literacy / numeracy framework is carefully implemented by all teachers ensuring aspects of literacy and numeracy permeate through the whole curriculum. For example, in science pupils use their numeracy skills to construct graphs and charts and in history, Year 4/5 children use their literacy skills to write a diary of a Victorian child. Many of the non-core subjects such as History, Geography, Design Technology have been planned in a cross-curricular way to provide a more stimulating and cohesive form of learning. For example, in Y6 in the Brazil topic, as well as finding out about the main geographical features of the country, the children learn about Samba music and design festival headwear such as that worn in the Rio Carnival.

Promoting Healthy Eating and Drinking

During the academic year 2014-15, the awareness of healthy eating and drinking has been facilitated through a variety of different means.

A gardening club was set up in the spring term, with a focus on growing vegetables such as potatoes, peas and onions and discussing the importance of vegetables as part of a healthy lifestyle. Gardening club was attended by pupils from Year 2 – Year 6.

In the summer term an Inter-house sports competition was held which involved linking with the local Tesco Community Champion in Spytty who provided the school with fruit for the day, highlighting the importance of healthy eating as part of a healthy lifestyle.

Children have access to water fountains in the school and water bottles are kept in the classroom areas.Caerleon Lodge Hill Primary Page 13 of 31 Governors’ Annual Report

Special Arrangements Made For Particular Groups of Pupils

Special arrangements are made for certain pupils, depending on their individual needs.

Children who have a Statement of Special Educational Needs receive appropriate support which is tailored to their need. This can range from individual one to one support, to support within a group / class setting. It may also involve specialist support and advice from outside agencies. Staff ensure the recommendations stated in the child’s Statement are adhered to carefully with effective liaison across school / home / outside agencies.

All children identified as having a particular learning need are given appropriate support in a variety of ways. This includes careful differentiation and support provided by the class teacher and support staff and/or support from a professional service such as Speech and Language or Counselling.

Since September 2014, Mrs Isaac has taken on the responsibility for ALN (Additional Learning Needs). Mrs Isaac is supported by a team of experienced teachers and support staff. We have embedded Individual Development Plans (IDPs) and Individual Pupil Profiles (IPPs) in line with the latest Welsh Assembly guidelines on Additional Learning Needs.

In addition to children identified as having an additional learning need, there are also children who need extra support (which may be just a short term boost) in order for them to make the expected progress in English and/or maths. In these cases we provide extra intervention groups where children can learn in a small setting. Support staff liaise with parents to build up strong links between school and home, keeping them informed about their child’s progress.

Use of the Welsh Language in School

Incidental Welsh is spoken on a daily basis throughout the school. Basic commands and instructions are given in Welsh which are then given in English to support and develop the understanding of the lower ability children. Incidental Welsh is spoken in all areas across the curriculum. Teachers have been provided with resources to use language patterns appropriate to the subjects and skills taught.

Placemats are a resource used to teach the basic conversational language patterns. These are used to encourage the pupils to converse in Welsh. The dinner register is taken in Welsh each day. Members of staff communicate with pupils through the medium of Welsh where appropriate. E.g. ‘Beth sy’n bod?’ may be used to ask a child ‘what is the matter?’ when they look as if they need help or have an injury.

In order to promote the use of incidental Welsh throughout the day, midday supervisors have been provided with training in order to encourage children to use spoken Welsh when on the yard.


The date is written in Welsh on the board each day alongside the date written in English. This is done to provide the opportunity to become more familiar with the written language.

Criw Cymraeg has been set up as a club to encourage children from KS2 to converse using the Welsh language. New language patterns are introduced whilst basic language patterns are consolidated in this club. This club allows the children to take ownership of their learning as they choose to attend the club and they decide on the topic of conversation, developing Welsh language resources to be displayed around the school using ICT.

All members of staff in staff have been provided with support and training in teaching Welsh second language. A Welsh Advisory Teacher supports members of staff who have been identified as needing extra guidance in teaching the curriculum subject. This can be due to the introduction of a new scheme or new language patterns. The Welsh Advisory Teacher and Welsh co-ordinator provides staff with opportunities to develop their use of incidental Welsh in the classroom. All teachers have access to resources and language packs as well as guidance from the Welsh co-ordinator within the school.

Year 2/3 staff have attended training linked to the new Welsh packs led by the Education Achievement Service (EAS). Year 3 staff have also been trained on the new Year 3 Welsh language scheme, which builds and develops on the new Foundation Phase schemes that have been rolled out.

To ensure good continuity for the children, members of staff work with the Welsh co-ordinator to identify areas of the curriculum that need revising. Members of staff in different year groups receive support to ensure the high standard of teaching is maintained. In house training is provided by the Welsh Advisory Service when requested to ensure that all staff are aware of the standards and expectations of the Welsh second language curriculum and levels. Baseline assessments are used at the start of each year to allow the teachers to assess the ability of the pupils in order to provide them with learning opportunities which are suitable to their needs.

Yearly moderation meetings are held with cluster primary and comprehensive schools to ensure continuity in the teaching and levelling of work in Welsh second language.

There are no exceptions from the National Curriculum in Welsh. However, we do have many children who come to our school from the private sector or from outside of Wales. These children are given extra support through work on the placemat patterns before attempting differentiated tasks in their Welsh lessons.


Sport and Extra-Curricular Activities

Sports Curriculum

At Caerleon Lodge Hill Primary School staff use the Welsh Assembly statutory and guidance documentation in order to plan the best possible PE and sports provision for the children. A range of training and resource materials are used such as Play to Learn, PESS (P.E and School Sport) and Dragon Sports. Such resources and support enable staff to plan varied and appropriate activities for PE and sport within their entitled curriculum.

Major high profile sporting events are held each summer with a traditional but very inclusive style Sports Day on the field for KS2 children and an “Olympics Fortnight” for the Foundation Phase children.

We have also introduced a House Sports event where teams play football, rugby, cricket, netball and tennis. This is organised by Year 6 pupils,

In addition to the timetabled PE and Games sessions the children receive, there are also many excellent physical extra-curricular activities on offer for the children. These are included in the section below.

Extra-Curricular activities

We are very proud of our extra-curricular activities and believe that giving children an opportunity to develop their interest and skills in areas such as cooking, tennis and guitar playing contributes towards a child’s self-esteem, wellbeing and confidence. We have many dedicated staff who freely offer their time to take these activities. These are the clubs we offered in 2014/15 are:

JuniorsChoir Cookery Cricket Football Guitar Newspaper Netball OrchestraRounders Rugby Teiko Drumming Tennis

InfantsChoir Cookery Country Dancing ICT Recorders Rounders Science

We have continued for a second year with the Dragon Sport Multi-Skills project which involves pupils from our local secondary school coming in after school to coach Y3 children in various sports.


Attendance 2014/15

Sessions* %Attendances 97126 95.30Authorised Absences 4151 4.07Unauthorised Absences 645 0.63Possible Attendances 101922 100

IncludingApproved Educational Activity (trips) 286 0.28Late 801 0.79

*1 session = ½ school day

Toilet Facilities

The toilet facilities on both infant and junior sites are in a good condition with daily cleaning taking place to a high standard. The quality of the cleaning is carefully monitored by managers.


Financial statements for year ending 31 st March 2015

CAERLEON LODGE HILL PRIMARYFINANCIAL STATEMENT FOR YEAR ENDING 31st MARCH 2015

2013/14 2014/15OUTTURN OUTTURN

£ EMPLOYEES £580,704 Teachers 569,724210,797 Support Staff 188,35321,555 Midday Supervisors 21,071

716 Cleaners 0OTHER EMPLOYEE COSTS

12,856 Supply Insurance Premium 11,97947,586 Agency Staff 37,522

91 Lunch Time Meal Entitlement 570 Foreign Language Assistants 00 Exam Invigilators 00 Advertising 00 Interview Expenses 00 Misc Employee Costs 0

ENERGY11,044 Gas 10,4397,379 Electricity 8,018

0 Oil 042,268 CAPITATION & ICT 42,92432,672 SEG, WEG & PDG Expenditure 47,937

PREMISES RELATED695 Hire Of Facilities 662

15,196 Rates 13,9547,478 Building Maintenance & Alarm Lines 14,1575,968 Grounds Maintenance 5,3526,082 Water 7,46211,467 Building Cleaning-Contract 15,3691,680 Refuse Collection 1,7485,278 Misc Premises 4,808

COMMUNICATIONS183 Postage/Fax/Telex 197

1,533 Telephones 1,658196 TRANSPORT 720

0 EXAM FEES 0405 EXTERNAL COURSES 2,100

36,689 CENTRAL SERVICES 42,786INCOME

0 Telephones 0-7,363 Lettings -7,700-100 Photocopying 0

-6,525 Music Service Income -6,495-4,396 Donations -4,568

0 Miscellaneous 0-362 Sales Income 0

-42,734 Supply -16,4380 Exam Fees 00 Under/Over Banking 0

-224 Interest -2260 Rental Income 00 Coaching Fees -88

-3,670 Energy Compensation -3,987


-4,988 After Schools Club -7,286-127,622 Contributions to Initiatives -142,248862,534 TOTAL NET EXPENDITURE 859,959862,849 TOTAL FUNDING 838,802

315 Current Surplus / (Deficit) for year -21,15744,863 Previous Year's Surplus / (Deficit) 45,17745,178 Accumulated Surplus / (Deficit) c/fwd 24,0205.2% Balance as % of funding 2.9%


SPF Accounts Statement


Pupil Performance

The following pages provide you with information about pupil performance in Foundation Phase and KS2 at the end of the academic year 2013-14. There is also a section showing the performance targets which were set by teachers for Y2 and Y6 pupils in the Autumn Term of 2013.

Pupils are formally assessed at the end of Y2 and Y6. For Y2 pupils. The expected Outcome for pupils by the time they leave Y2 is Outcome 5. The data on the following pages tells you the percentage of pupils reaching the achieving the expected Outcome in the following areas:

Personal and social development, well-being and cultural diversity Language, literacy and communication skills Mathematical development

For Y6 pupils, the expected level of attainment is National Curriculum Level 4. Pupils are assessed in English, Maths and Science.

There is also comparative information provided showing how the pupils at Caerleon Lodge Hill Primary School performed in relation to pupils nationally, locally and those in the same socio-economic group (known as our “family schools”). Comparative data is also provided relating to pupils achieving above the expected levels at Foundation Phase (Outcome 6) and at KS2 (Level 5).

As a school we very pleased with the results pupils achieve by the time they reach the end of each phase of their education. However we are never complacent. Our School Improvement Plan addresses aspects of English and Maths we believe we can further improve. This year we are focusing on improving boys’ writing in particular. We are also enhancing our Group Guided Reading across the school with teachers sharing best practice with each other. ICT is also one of this year’s school priorities. Mr Smith and Mrs F Davies are leading on this subject as we aim to improve and widen our provision, for example, through purchasing some ipads. Training staff in ICT is also a focus.

The school’s parent engagement work continues to flourish, making a positive impact on pupils’ attainment and attendance. We will be continuing with this work as well as looking at ways to further improve.

The development of middle leaders in the school is an area we are continuing to develop, this involves the Deputy Headteacher and the Headteacher coaching teachers in the development of excellent leadership skills as they co-ordinate their subjects.

Finally, a major priority is the development of a plan for our new school building. This is all moving along very well.


NCC Target Setting

School Targets for Attendance

Academic Year 2014-

2015

Academic Year 2015-

2016

Academic Year 2016-

2017Attendance

Attendance (%) 96 96 96Unauthorised Absence (%) 0 0 0

Authorised Absence (%) 4 4 4

Foundation Phase Target Setting Review Autumn 2014

Information printed is taken from data supplied by the school to Newport City Council during the Autumn 2014 target review.

Number of Pupils2014/15

Year 2Boys Girls

27 14

Please note that all figures relate to children achieving Outcome 5 or above.

Targets for 2015 –Year 2 (14/15)

Language, Literacy and

Communication Skills

Mathematical Development

Achieving both LLC and MD

Personal and Social Development, Well-being and Cultural

DiversityNo. % No. % No. % No. %

Target 38 93 39 95 36 88 39 95


Key Stage 2 Target Setting Review Autumn 2014

Information printed is taken from data supplied by the school to Newport City Council during the Autumn 2014 target review.

Number of Pupils2014/15

Year 6 Year 5 Year 4Boys Girls Boys Girls Boys Girls

23 20 21 13 15 16

Please note that all figures relate to children achieving Level 4 or above.


English Mathematics Science CSI – Boys CSI - GirlsNo. % No. % No. % No. % No. %

Target 41 95 41 95 43 100 20 87 20 100



Target 32 94 32 94 34 100 18 86 13 100



Target 27 87 26 84 29 94 10 67 15 94


Data for 2015 for LA and Wales comparative information

This report uses data for 2015 for LA and Wales comparative information

School comparative information: Foundation Phase Outcomes 2015 with benchmarkingPercentage of boys, girls, and pupils achieving at least the expected outcome (Outcome 5+):


Data for 2015 for LA and Wales comparative information

This report uses data for 2015 for LA and Wales comparative information

School comparative information: National Curriculum Assessments 2015 with benchmarking Key Stage 2

Percentage of boys, girls, and pupils achieving at least the expected level (Level 4+):


Benchmarking% pupils achieving Level 4+ and Level 5+ by position within the relevant FSM benchmarking group

L4+ English

L5+ English



L4+ Mathematics

L5+ Mathematics



L4+ Science

L5+ Science


Benchmarking% pupils achieving outcome 5+ and outcome 6+ by position within the relevant FSM benchmarking group

Outcome 5+ Language, Literacy and Communication Skills in English

Outcome 6+ Language, Literacy and Communication Skills in English



Outcome 5+ Mathematical Development

Outcome 6+ Mathematical Development



Outcome 5+ Personal and Social Development, Well-Being and Cultural Diversity

Outcome 6+ Personal and Social Development, Well-Being and Cultural Diversity


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