Provost Williams C of E Primary School

Value, nurture, protect and challenge.

Sodens Avenue, Ryton-On-Dunsmore, Warwickshire CV8 3FF

02476 302166

admin3212@welearn365.com

Information on School Performance from Summer 2016

Information on School Performance from Summer 2016

 

School Performance

 

It is worth noting 2 things;

  1. In a class of 25 each child is “worth” 4%. For example if 2 children join the school late in the Key Stage or 2 under or over perform on the day of the test that 8% fluctuation can have a dramatic effect on the overall analysis of a cohort’s performance. Also when analysing a class’ performance the number of children with Educational Health Care (EHC) statements or children on the SEN register has to be taken into account
  2. The KS1 and KS2 SATS information below is an analysis only of last year’s Y2 and Y6. It is difficult to make judgements on whole school performance on what is in effect two sevenths of the school but we have included information on whole school assessments below Foundation Stage
  3.  
  4.  
  • Nursery
  • Children enter school slightly below age related expectations but make good progress
  • In Nursery 2, 59% and in Nursery 1, 31% are on track to for a Good Level of Development (GLD) at the end of Nursery
  • We are working with Warwickshire Closing the Gap Project to improving PSED and CLL are priorities (See school developments below)
  •  
  • Reception
  • Achievement in GLD and Early Learning Goals (ELG) is above average
  • Good progress is made in many of the ELGs, in reading, writing and number all of the children are working at expected level and between 88 and 92% are working at a good level National TestsThe outcomes in KS1 are good because;
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  • In Y1 phonics, although only 62% of the cohort achieved the required standard (81% is the national average [NA]) 8 of those children joined the cohort during year 1, 5 of these had no previous experience of school. That accounts for 24% of the class. 83% our children who completed YR achieved the NA, which is above the NA
  •  
  • In Y2 SATS (current Y3), in;
  • Reading is above the NA in expected progress and 1% below in a good level
  • Writing, in line with expected progress and 1% below for a good level
  • Maths, in line with expected progress and 1% below for a good level16% of this cohort are GRT and % are   % are SEN The outcomes in KS2 SATs (last year’s Y6 included   on the SEN register) were;
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  •  
  • Reading 1% below in both expected and good level
  • Writing 2% below expected and in line with a good level
  • Maths 6% below expected and 3% below in a good level of developmentWhole School Assessments (including all year groups)Reading Attainment varies from 71 to 84% to reach expected progress (78 to 95% without GRT), 7 to 32% are working at greater depth. 48 to 88% are on track to reach expected progressSpelling and Grammar Attainment ranges from69 to 90% (71 to 100 minus GRT) and greater depth is 0 to 44% and the percentage of children making expected progress ranges for 38 to 83%Disadvantaged Children    
  • The developments below are based on our analysis of our own school and national tests assessments.
  • School Developments from September 2016
  • See below for developments on the information above
  • The gap in attainment for the core subjects has narrowed when compared to 2015. The trend in KS2 was narrowing until 2016.
  •  
  • Maths
  • Attainment ranges from 67 to 84% (76 to 95% minus GRT) and at greater depth is 0 to 44%). The proportion of children making expected progress ranges from 57 to 83%
  •  
  • Writing
  • Attainment in all classes 71 to 86% are expected to reach expected standard (83 to a 100 without GRT) and at greater depth it is 12 to 40%. Although disadvantaged children made progress we want to focus on developing reading to try to increase the numbers of children making a good level of development
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  • In the Foundation Stage our monitoring early in 2016 indicated that the very positive relationships between the adults and children and the excellent teaching meant that the children showed good progress. The learning environment and the effective interventions helped the children to achieve. For 2016/17 we prioritised the following to raise standards further;
  •  

Area to Develop

What has been the difference

Develop adult facilitator role

A new observation sheet has been developed that helps in planning details of children who need additional help

Ensure that we continually challenge the children

We have introduced sound buttons to ensure that the children and the adults are aware of what is expected for independent activities. YR children also have differentiated “challenge” activities

Improve outdoor provision

Visits to other providers are planned for the Spring

Join Warwickshire Closing the Gap

The co-ordinator is now trained as a “time to talk champion” and the children are now being assessed and interventions to address issues will begin in Spring

 

  • In Reading we wanted to improve standards in KS1 and 2.
  •  

Area to Develop

What has been the difference

Introduce Read, Write Inc

This has increased children’s knowledge and confidence to spell. It supports reading by giving the children strategies to decode unfamiliar words. The comprehension section helps them to understand what they read in a meaningful context

Developing a Pleasure of Reading - A Roald Dahl Day

To foster a love of books and reading for pleasure we provide children with opportunities to celebrate books, authors. Whole school reading days such as the Roald Dahl Day and World Book Day enhance this giving the children the chance to engage with activities and to buy quality reading materials

Introduce Reading Buddies

The reading buddies scheme has now been extended to include readers and mentors from Y4 and 5.  KS2 now delivers an hour of reading, comprehension and grammar to twenty-six children each week, Nearly half are children with additional needs. A further twenty-six children hear the younger readers as mentors  enabling us provide leadership and responsibility opportunities to our children.

£500 was spent on memorable, age-appropriate English boxes to develop skills in comprehension, grammar and word understanding

 

For the second half of the year

 

Area to Develop

 

The English Leader will;

 

Attend  Local Authority training on Reading Expectations

 

Meet with an English advisor

Investigate introducing a scheme called Accelerated Reader

 

Provide training for staff to be more confident in assessing not just reading all aspects of English

 

Visit other schools to moderate our judgements and also observe their reading strategies

 

Look at providing a wider and more diverse range of reading resources

 

 

Writing..

 

Area to Develop

 

Introduce a new planning format

 

 

In Spelling and Grammar we have

 

Area to Develop

 

Introduce a new spelling scheme and a vocabulary lists for support staff

 

Shared expectations for SPaG with all staff, eg glossary of terms being given to aid consistency in teaching

 

 

For children below average ability in English;

 

Area to Develop

 

Investigate specific children below and significantly below expected standard and work with staff to plan intervention and support

 

 

 

In Maths we want to improve outcomes. We appointed a new maths leader in September. Since then we have led training on;  

 

Area to Develop

What has been the difference

Reasoning

The children will be able to explain reasons and patterns behind their answers and develop greater understanding

Fluency

This has improved mental skills and enabled children to apply those skills to mathematical problems

Depth of Understanding

This will help children have a deeper understanding of mathematical concepts and help them to make connections and see patterns in number work

Introducing medium term plans

This has helped to ensure that lessons are progressive and ensuring that we plan tasks that have opportunities for apply skills at a greater depth

Work Scrutiny

We brought in a maths consultant to advise and it was pleasing to see that there is clear differentiation (showing that high ability, medium and lower ability children are having work matched to their ability). There was also a great deal of evidence of children working at greater depth and many reasoning activities were evident. It was also seen that Numicon as a resource is having a very  impact

Monitoring

The maths leader will be released to work with colleagues on implementing strategies from the training in January on “Depth of Understanding”

Additional teaching time to support Y2 and Y6 children from Jan 30th to May

 

 

Key Issues From the Last Inspection

When a school is inspected by OFSTED there is always a section of the report that says what they feel the school needs to do to improve. We have reworded those key issues put them into 3 priorities;       

  • Increase the amount of outstanding teaching by sharing good practice more widely and give more opportunities for subject leaders to make a greater impact on achievement

In MATHS we have discussed the teaching of reasoning so that the children are able to explain reasons and patterns behind their answers and fluency as this will improve mental  skills and enable children to apply those skills to mathematical problems

We regularly check the work that children do in their books and give feedback to staff so that staff can use feedback to develop their teaching. We are pleased that there is clear differentiation (showing that high ability, medium and lower ability children are having work matched to their ability. There was also a great deal of evidence of children working at greater depth(the maths leader has led training on this in the Spring and many reasoning activities were evident. It was also seen that Numicon as a resource is having a very  impact

For the rest of this school year we are trialling new medium term plans to help the staff in ensuring their lessons are progressive and that the children have opportunities for apply skills at a greater depth. We also analyse assessments termly so that we can ensure that our plans match the needs of the children

In ENGLISH we feel the recent introduction of Read, Write Inc has had a significant impact on the children’s learning

In KS2 reading the standards are not as high, this may be linked to the new assessment criteria that set a standard too high for children to gain expected achievement. However reading, especially in KS2, is a major focus.

In the Autumn term the following made a significant impact on the children’s learning;

  • The new spelling scheme, addition teacher resources and training to help staff with planning and assessing the children’s work with greater accuracy
  • The recently introduced Read, Write inc into KS1 And EYFS
  • The Roald Dahl day to promote reading

 During the Spring term we will;

  • Attend Local Authority training on Reading Expectations
  • Meet with an English advisor
  • Investigate introducing a scheme called Accelerated Reader
  • Provide training for staff to be more confident in assessing not just reading all aspects of English
  • Visit other schools to moderate our judgements and also observe their reading strategies
  • Look at providing a wider and more diverse range of reading resources

Reading Buddies

The reading buddies scheme has now been extended to include readers and mentors from Y4 and 5.  KS2 now delivers an hour of reading, comprehension and grammar to twenty-six children each week, Nearly half are children with additional needs. A further twenty-six children hear the younger readers as mentors enabling us provide leadership and responsibility opportunities to our children.

In SCIENCE our monitoring in the Spring term indicates that there is good progression from YR to YR and there is good differentiation within each year group.  There is evidence that topics are being to other text, eg stories and characters to put learning in context.

We need to focus on children beginning to formulate their own investigations and looking for opportunities to use open ended questions

 

  • Create more opportunities to prepare children for life in Modern Britain

The children are given lots of opportunities for their voices to be heard. The importance of democracy is evident in pupil and parent questionnaire, voting for the School Council representatives, the annual May King and Queen and in Y5 the children have the opportunity to learn about democracy further when they study Ancient Greek democracy

Pupils are taught from an early age the rules of the school. There are our class rules,  and the school Code of Conduct . We also have a sporting pledge .Pupils are taught the value and reasons behind rules and laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Respect time allows children the opportunity to consider the consequences of their actions. We have regular visits and have developed excellent relationships with local authority figures  such as the Police, Police community support officers and Fire Service help reinforce this message.

Alongside rules and laws, we promote the right to respectfully express views and beliefs, this can be discussing issue in an assembly and in the class, for example when discussing issues from stories. Choice is promoted, for example, about;

* What homework challenge or activity they would like to do

* Participation in extra-curricular activities, 

* Who they work with lessons, and 

* How they would like to record their work. Key Issues From the Last Inspection

When a school is inspected by OFSTED there is always a section of the report that says what they feel the school needs to do to improve. We have reworded those key issues put them into 3 priorities;       

  • Increase the amount of outstanding teaching by sharing good practice more widely and give more opportunities for subject leaders to make a greater impact on achievement

 

Regular release time for subject leaders has been a regular feature of the timetable

In MATHS we have discussed the teaching of reasoning so that the children are able to explain reasons and patterns behind their answers and fluency as this will improve mental  skills and enable children to apply those skills to mathematical problems

We regularly check the work that children do in their books and give feedback to staff so that staff can use feedback to develop their teaching. We are pleased that there is clear differentiation (showing that high ability, medium and lower ability children are having work matched to their ability. There was also a great deal of evidence of children working at greater depth(the maths leader has led training on this in the Spring and many reasoning activities were evident. It was also seen that Numicon as a resource is having a very  impact

For the rest of this school year we are trialling new medium term plans to help the staff in ensuring their lessons are progressive and that the children have opportunities for apply skills at a greater depth. We also analyse assessments termly so that we can ensure that our plans match the needs of the children

In ENGLISH we feel the recent introduction of Read, Write Inc has had a significant impact on the children’s learning

In KS2 reading the standards are not as high, this may be linked to the new assessment criteria that set a standard too high for children to gain expected achievement. However reading, especially in KS2, is a major focus.

In the Autumn term the following made a significant impact on the children’s learning;

  • The new spelling scheme, addition teacher resources and training to help staff with planning and assessing the children’s work with greater accuracy
  • The recently introduced Read, Write inc into KS1 And EYFS
  • The Roald Dahl day to promote reading

 During the Spring term we will;

  • Attend Local Authority training on Reading Expectations
  • Meet with an English advisor
  • Investigate introducing a scheme called Accelerated Reader
  • Provide training for staff to be more confident in assessing not just reading all aspects of English
  • Visit other schools to moderate our judgements and also observe their reading strategies
  • Look at providing a wider and more diverse range of reading resources

Reading Buddies

The reading buddies scheme has now been extended to include readers and mentors from Y4 and 5.  KS2 now delivers an hour of reading, comprehension and grammar to twenty-six children each week, Nearly half are children with additional needs. A further twenty-six children hear the younger readers as mentors enabling us provide leadership and responsibility opportunities to our children.

In SCIENCE our monitoring in the Spring term indicates that there is good progression from YR to YR and there is good differentiation within each year group.  There is evidence that topics are being to other text, eg stories and characters to put learning in context.

We need to focus on children beginning to formulate their own investigations and looking for opportunities to use open ended questions

There has been a considerable amount of work been done of using the local and wider community as a learning resource.

 

  • Create more opportunities to prepare children for life in Modern Britain

The children are given lots of opportunities for their voices to be heard. The importance of democracy is evident in pupil and parent questionnaire, voting for the School Council representatives, the annual May King and Queen and in Y5 the children have the opportunity to learn about democracy further when they study Ancient Greek democracy

Pupils are taught from an early age the rules of the school. There are our class rules,  and the school Code of Conduct . We also have a sporting pledge .Pupils are taught the value and reasons behind rules and laws, that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Respect time allows children the opportunity to consider the consequences of their actions. We have regular visits and have developed excellent relationships with local authority figures  such as the Police, Police community support officers and Fire Service help reinforce this message.

Alongside rules and laws, we promote the right to respectfully express views and beliefs, this can be discussing issue in an assembly and in the class, for example when discussing issues from stories. Choice is promoted, for example, about;

* What homework challenge or activity they would like to do

* Participation in extra-curricular activities, 

* Who they work with lessons, and 

* How they would like to record their work.

Our pupils are encouraged to know, understand their rights and personal freedoms and are taught how to exercise these safely, such as in our e-safety, SEAL lessons and child protection assemblies.  

Self-respect and respect for others and appreciating and understanding differences is very important. ‘Talk Partners’ develop our children’s capacity to actively listen to the ideas and opinions of others. Children develop their understanding of fair play through our PE curriculum and to display good sportsmanship when representing the school. 

We actively promote diversity through our celebrations and displays of different faiths and cultures. Religious Education lessons and PSHE lessons reinforce messages of understanding and respect for others.  Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. The children visit places of worship that are important to different faiths.

 

  • Give more opportunities for Traveller children to continue their learning
  1. Packs of learning material have been developed and are ready for when the need arrives

 

Our pupils are encouraged to know, understand their rights and personal freedoms and are taught how to exercise these safely, such as in our e-safety, SEAL lessons and child protection assemblies.  

Self-respect and respect for others and appreciating and understanding differences is very important. ‘Talk Partners’ develop our children’s capacity to actively listen to the ideas and opinions of others. Children develop their understanding of fair play through our PE curriculum and to display good sportsmanship when representing the school. 

We actively promote diversity through our celebrations and displays of different faiths and cultures. Religious Education lessons and PSHE lessons reinforce messages of understanding and respect for others.  Members of different faiths and religions are encouraged to share their knowledge to enhance learning within classes and the school. The children visit places of worship that are important to different faiths.

 

  • Give more opportunities for Traveller children to continue their learning
  1. Packs of learning material have been developed and are ready for when the need arrives

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