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.
Compare us to local schools (pdf)
DownloadDespite 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.
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.
End of Year Data 2017, 2018, 2019 (pdf)
Download"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."
"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."
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:
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:
Reading:
To rapidly accelerate progress, particularly in KS1, and increase the percentage of children meeting and exceeding ARE by:
Writing:
To rapidly accelerate progress, particularly in KS1, and increase the percentage of children meeting and exceeding ARE by:
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.
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