How well are we doing?

Our performance over time

Compare our progress with other schools

Compare our progress with other schools

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

Compare our progress with other schools

Compare our progress with other schools

Compare our progress with other schools

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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. 

Compare us to local schools (pdf)

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Attainment over time

Attainment over time

Attainment over time

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Our Year 6 children have just sat the 2018 SATs paper to help prepare them for the exam they will take in May. We are so proud of the journey we have come on - particularly with challenging children at all levels. 

Progress over time

Attainment over time

Attainment over time

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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

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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”.

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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." 

2016 Ofsted report (PDF)

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2016 SIAMs report (pdf)

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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. 


The golden threads for our curriculum development are

  • Providing experiences and an environment that broaden and deepen our children's knowledge and understanding of different cultures, faiths and communities. 
  • Ensuring that all learners make good progress across the whole curriculum. 
  • Making reading the heart of the school and the curriculum: if children can read by age 6, they will have a more developed working memory and will therefore find following instructions and sequencing tasks much easier as they travel through school. 
  • Developing a curriculum that enables children to learn from the very best  humankind has to offer; giving them hope and aspiration
  • 1 Corinthians 16: 13-14. Love is our core value - we use nurture and natural consequences. We believe in helping as many children as we can to be in the right emotional place to access a curriculum that will set them up for the next stage. 


Monitoring and Evaluation Schedule 2019 - 2020 (pdf)

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School Development Plan 2019 - 2020 (pdf)

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SIAMS Self-Evaluation 2019 - 2020 (pdf)

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Self Evaluation Summary (pdf)

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