Pupil Progress and Attainment
The schools’ Leadership team analyses the pupils progress and attainment data from 4 different angles.
Quad 1a – Looks at progress against progression guidance at the end of Year 6.
The majority of pupils make outstanding progress from KS1 to KS2. 2 levels progress would be good, 3 levels progress would be outstanding.
Quad 1b Looks at progress in Caspa against for similar schools from KS1 to KS2. The majority of pupils make expected or better progress KS1 – KS2. The majority of pupils end KS2 with results on a higher percentile line, indicating that they have made accelerated progress at KS2. This could be because the foundations for learning have been secured and built on or it could be the complexity of need as they enter the school as 4 year olds.
Quad 2 – Looks at the progress of vulnerable groups. There is no significant difference in the progress of pupils when considering the 4 core subject areas when comparing gender, ethnicity, looked after children or free school meals. It is felt that with the additional support in place through Mr Mills, that there may be a difference in the future when comparing looked after a children and free school meals.
Quad 3 – Looks at individual’s pupils progress against their targets. The progress is tracked 6 times a year and this enables teachers to flag up any child where there is a concern about progress. This is moderated by the leadership team.
Quad 4 – Is the leadership’s team judgement of pupils making good or better progress in the last year. There is evidence of the impact that Read/Write Inc has made and this is supported by pupil tracking sheets. Pupils have made good or better progress in using and applying and this is because teachers have worked hard to apply the concepts with pupils. In KS1 and EYFS there has been a great emphasis on practical and exploratory maths during lessons. Science appears to be the weakest subject in KS1 and this is verified by all data sources. However the pattern of learning is that many pupils make accelerated progress over the course of KS2. We feel that this is because the foundations of learning and lots of overlearning is taking place in EYFS/KS1.
The leadership team judge overall progress to be at least good with many outstanding elements.