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