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Attainment & Progress

KS 1 SATs Analysis 2016

Attainment at the end of KS1

15 in the cohort

 

Level Reading Writing Maths
Working towards 38% 44% 38%
Mastery 56% 56% 56%
Greater Depth 6%   6%
Combined 38%

 

Progress over Key Stage 1 was good from the children’s starting points.

 

 

 

Progress during Year 2

 

 

Progress Reading Writing Maths
points +4.5 +4 +4.2

 

 

Contextual information

 

 

Cohort information:

Historic: 11 were in Washacre Reception and in Y2 it increased to 15. A gain of 4 children in Y2.   2 late arrivals had SENDs. 3 late arrivals had PPI.  Late arrivals Reception data indicated that 2 of them were below E in M, 3 were below E in R and W.  2 were relocated through social services.  1 was a managed transfer from another school on the grounds of attendance, 1 was statemented.

Year 2 group data 2016: Y2 ranks 2nd/100 for children with disadvantage in Bolton.it is ranked 49th for disadvantage.  10/15- 67% of disadvantage.  6/15-40% of SENDs. 5 known to Social Services,  2 EHAs.

KS 2 SATs Analysis 2016

Attainment at the end of KS2

25 in the cohort

Level Reading Writing Maths SPAG
Working Towards 52% 60% 48% 40%
Mastery 48% 32% 52% 40%
Deeper   4%   20%
Combined 24%  
           

 

Progress over Key Stage 2 was good from the children’s starting points.

 

Progress during Year 6

 

Progress Reading Writing Maths
Points

 

+4.6 +5.4 +5.3

 

Contextual information

Cohort information:

Historic: 11 were in Washacre Reception and in Y2 it rose to 16. In Y4 it rose to 19 and in Y6 it rose to 25. A gain of 9 children in KS2.   4  late arrivals had SENDs. 5 late arrivals had PPI.   Late arrivals KS1 data indicated that 4 of them were below 2B in R and M, 5 were below 2B in W.  1 had no SATs data as from Scotland.

Year 6 group data 2016: Y6 is ranked 2nd/100 for disadvantage in Bolton.  17/25-68% for disadvantage.  4/25-16% of SENDs. 4 were known to Social Services.  7 had EHA’s (2 for attendance) 1 was a managed transfer.

Summary of Raise on Line Summary Report 2014/15

School Context 2012-2015

We are a smaller than average school with 205 on roll. (Increased)

48% girls and 52% boys (boys increased)

Higher than national FSM 61% v 26% (decreased)

Smaller numbers of Ethnic Groups than national 8.5v30.7% (increased)

Smaller numbers of EAL than national 3.4 v 19.5% (decreased)

Smaller numbers of children with SEN than national 9.3 v 13% (decreased)

Slightly less mobility than national 70.1 v 85.9 % (increased)

Average School Deprivation Indicator (decreased)

Attendance has improved as persistent absences and overall absences has decreased.

Exclusions have decreased.

EYFS

% achieving GLD is in line with national (school 1% better at 62%) children were poorer in Maths, People and Communities and Technology but exceeded  or matched National averages in all other 13 aspects.  Although there was a dip this year, the outcomes are still better than in 2012.

KS 1 PHONICS

A dip of 9% since the test was introduced in 2013.  Last year. 2014, was a high point at 82%

The numbers of children in Y2 passing the retest exceeded national averages by 11%

The Y1 cohort consisted of 10 boys and 5 girls.  10 FSMs, 10 disadvantaged pupils.  60% had SENDs.

KS 1 Attainment and Progress

 

School had fewer 2B+ in Reading, Writing and Maths and no L3 s in Writing. Therefore there is a significant negative in Writing.  School trails behind National Attainment in all subjects.

However, compared to 2012:

Reading results have improved.

Writing dipped from 12.5-11.7

Maths improved.

 

Boys attained better than girls in Reading and Maths.

The gaps for FSMs children and disadvantaged children was in line with National attainment at approx 2 points difference.

The gaps for SENDs was smaller than the national attainment data.

 

KS2 Attainment and Progress

Significantly negative for Maths due to fewer L4+.  This was also the case in 2012. But the gap was wider then at 5.6 compared to 3.4 now.

Reading L5s exceeded national attainment and represents a 3 year trend of improvement.

Writing resulted in fewer L5s than nationally but still represents a 3 year trend of improvement .

EGAP L5s exceeded national attainment and represents a continuing trend of improvement.

Boys attained better than girls in Maths and Reading.

The gap between FSMs and non FSMs was equal to that nationally as was the Disadvantage gap.

The gap for SENDs children was not as small as that nationally.

Progress of ‘Home Grown’ ( ie with us in Y5) exceeded national attainment in all subjects.

 

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