Pattishall Church of England Primary School
Pattishall Church of England Primary School
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  • More
    • Home
    • Parent Info
    • Safeguarding
    • Christian Distinctiveness
    • The Pattishall Curriculum
    • Meet the team
      • Staff
      • FOPS
      • Governors
    • Class Info
    • Curriculum Pages
      • Maths
      • Science
      • PSHE
      • PE, Sport & Swimming
      • Topic
      • French
      • Religious Education
      • Music
      • Computing & Online Safety
      • Reading and Writing
      • Early Years
      • Anti-racist curriculum
    • Inclusion, Nurture & ELSA
    • School Council
    • Ofsted, SIAMS and Results
    • Grants and Policies
      • Premium Grants
      • Policies
    • Events and Gallery
    • Useful links
    • Contact Us
    • Vacancies

  • Home
  • Parent Info
  • Safeguarding
  • Christian Distinctiveness
  • The Pattishall Curriculum
  • Meet the team
  • Class Info
  • Curriculum Pages
  • Inclusion, Nurture & ELSA
  • School Council
  • Ofsted, SIAMS and Results
  • Grants and Policies
  • Events and Gallery
  • Useful links
  • Contact Us
  • Vacancies

How well are we doing?

Our performance over time

Compare our progress with other schools

Compare our progress with other schools

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

Our performance

Compare our progress with other schools

Compare our progress with other schools

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. 

Compare us to local schools (pdf)

Download

Attainment over time

Attainment 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

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 January 2022

"Pupils, parents and carers and staff agree that pupils are happy and safe at school."


"The behaviour of the pupils in school is orderly and calm. They concentrate well in lessons. "


"Pupils show respect and tolerance towards others; as one pupil commented, "it doesn't matter who you are, as long as you are kind." 


"Pupils learn about diversity through the school's curriculum. They are encouraged to aspire and set goals for themselves."


"Leaders know the school's strengths well... they have developed a clear vision for the curriculum."


Leaders have high expectations and ambition for all pupils. They pay close attention to pupils' emotional well-being." 


"Leaders have prioritised reading. They ensure that most pupils learn to read by the end of Year 2." 


"This is an inclusive school." 


"Leaders live out the value of 'let everything we do be done with love'." 


"Leaders know their families and pupils well."

SIAMS Inspection December 2016

     


"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." 


"There is evidence that collective worship is part of the routine pattern of the school week and children say they  enjoy the experience."


"Children are aware of the importance of prayer in their lives and can recite the Lord’s Prayer. They are also  comfortable with prayer both in assemblies and the regular grace before lunch."


"Children enjoy worship led by local  churches that routinely uses Bible stories to communicate their message. They also make good links between these  stories and actions in the lives of people around them. The children can enthusiastically share experiences where  they visit the local church for the main Christian festivals. They particularly enjoy the opportunities for leading  worship in the church."


"The school prides itself on its commitment to high quality training and development for all staff, some of this is  provided by Peterborough Diocese."

2022 Ofsted letter to parents from Mrs McLean, Head Teacher (pdf)Download
2022 Ofsted report (pdf)Download
2022 Ofsted letter to parents from Amanda Callear, Chair of Governors (pdf)Download
2022 Letter of congratulation from Peter Cantley, Diocese (pdf)Download
2016 SIAMs report (pdf)Download

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)

Download

Subject SDP inc SLAPs (pdf)

Download

Self Evaluation Summary 2020-2021 (pdf)

Download

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  • Christian Distinctiveness
  • The Pattishall Curriculum

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