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Attainment & Progress

Attainment and Progress in KS 1 SATs 2017

            SUBJECT WASHACRE

Without International new arrivals

NATIONAL
Reading Pupils achieving the expected standard. 46% 76%
Pupils achieving the higher standard. 7% 27%
Writing Pupils achieving the expected standard. 43% 68%
Pupils achieving greater depth. 7% 16%
Maths Pupils achieving the expected standard. 61% 75%
Pupils achieving the higher standard. 0% 21%
Combined Reading, Writing and Maths. Pupils achieving the expected standard. 36% 64%
Pupils achieving the higher standard. 0% 11%

The progress for this cohort was good when you take into account their end of Reception Class data.  Also over half of the class arrived after Year 1 had commenced. Less than half had been at Washacre from Reception class to Year 2.

Attainment and Progress in KS 2 SATs 2017

            SUBJECT WASHACRE

Without International new arrivals

NATIONAL
Reading Pupils achieving the expected standard. 46% 71%
Pupils achieving the higher standard. 4% 25%
Averaged Scaled Score 96 Pass mark 100
Writing Pupils achieving the expected standard. 68% 76%
Pupils achieving greater depth. 7% 18%
Maths Pupils achieving the expected standard. 46% 75%
Pupils achieving the higher standard. 7% 23%
Averaged Scaled Score 96 Pass mark 100
Grammar, Punctuation and Spelling Pupils achieving the expected standard. 71% 77%
Pupils achieving the higher standard. 14% 31%
Averaged Scaled Score 102 Pass mark 100
Combined Reading, Writing and Maths. Pupils achieving the expected standard. 29% 61%
Pupils achieving the higher standard. 4% 9%

 

This class were anticipated to do better in their SATs, however there were mitigating circumstances which accounted towards the data.  In addition over half the class joined in KS 2 and many had had Multiple numbers of schools prior.

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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