How well are we doing?

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. 

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.