How well are we doing?

Our performance over time

Compare our progress with other schools

You can find more information on school performance on the Government’s website.

Compare our progress with other schools

Schools are judged on the progress their pupils make between Key Stage One (Year 2) and Key Stage Two (Year 6). All children have different starting points, so this progress measure is the fairest way to demonstrate the impact of teaching over time.

Attainment over time

Despite SATs being cancelled in 2020 and 2021, our Year 6 children have taken past SATs papers as their rite of passage.

We are so proud of the journey they have come on - particularly in such challenging circumstances.

We are also proud of the journey we have been on as a school over the past five years.

Progress over time

Attainment over time

It's not just about attainment. We look at the children's starting points and the progress they make between each Key Stage.

Children will always make progress at different rates, depending on what's going on with them physically or emotionally, impacting on the development of their neural pathways. But our aim is always that ALL children will make at least expected progress from their starting points.

Results

All children in England take part in standardised, statutory assessment throughout their school career. The results informs us of how we are performing as a school and enables us to identify the areas we want to improve upon.

Reception reports on those who have achieved a good level of development (GLD) in the early learning goals.
Year 1 report on how many children pass the Phonics Screening Check.
Year 2 report on the number of children who achieve the expected standard and greater depth in reading, writing and maths.
As of June 2020, Year 4 will report on the number of children who pass the Times Tables Screening.
Year 6 reports on how many children have met the expected standard and greater depth in reading, writing and maths.

The document below provides you with our percentages in each of these areas over the last three years. Please do not hesitate to ask if you have any questions with regards to the examination process or our results.

End of Year Data 2017, 2018, 2019 (pdf)

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Inspection Reports

Ofsted Inspection

Our last inspection (October 2016) recognises the hard work of staff and governors and their commitment to school improvement. The report states that “pupils enjoy the broad range of enrichment activities on offer” and that pupils are “enthusiastic and confident learners who are keen to do their best”. The inspection highlighted that “reading is a strength of the school” and that “pupils who have special educational needs and/or disabilities are supported very well”.

SIAMS Inspection

Our last SIAMs (Church School) inspection (01/12/16) states that: "This inclusive school which is popular with families in the village and the wider area ensures that children behave well and support each other in a caring and supportive environment. The high-quality relationships are generally attributed to the values of the school."

School Development

From our results, our own monitoring, pupil voice, work with external agencies and our pedagogical beliefs, we have reflected on our strengths and the areas we want to excel in.

Covid-19 recovery:

To recover from the pandemic, both academically and emotionally, bringing children back in line with their targets by December 2021 by:

Building what we value – using Rainbow Milestones to support SEMH in every classroom.
Further embedding Zones, Metacognition, PLACE.

Curriculum design:

To build a curriculum that prepares children for an unrecognisable future, instilling the skills of self-regulation, wisdom, perseverance, courage, co-operation, curiosity and creativity so that they are open-minded, unbaits, resilient and able to adapt by:

Running three Golden Threads through the whole curriculum through carefully crafted Knowledge Threads in each subject, which meet the needs of our learners in our community: EQUIRY, DIVERSITY and WISDOM
Continuing to use metacognition to establish the language of learning to empower the children to be able to identify their areas for development and be active in seeking support.
Being outward facing and courageous advocates - BLM and diversity, cultural capital, global neighbours.
Instilling the importance of our books and learning walls as windows into our curriculum and the progress that the children are making.

Reading:

To rapidly accelerate progress, particularly in KS1, and increase the percentage of children meeting and exceeding ARE by:

ensuring that three threads of reading (lexplore, AfL and comprehension) are embedded used consistently to inform judgements and next steps.

Writing:

To rapidly accelerate progress, particularly in KS1, and increase the percentage of children meeting and exceeding ARE by:

Embedding vocabulary initiatives in writing to enable more children to achieve Greater Depth.
Ensuring consistency and rigor in the assessment of greater depth.
Embedding rigor in the medium and long-term planning to ensure that all children have the opportunity to reach their full potential.
Develop a research focus group to explore the impact of continuous provision on learners with SEND and complex needs

SEND and PP:

To have high aspirations for all by ensuring that the SEND/PP cohorts are at the heart of the class and that their targets are clear, focused and shared.

SIAMS Self-Evaluation (pdf)

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Subject SDP inc SLAPs (pdf)

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Self Evaluation Summary 2020-2021 (pdf)

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