2014 Autumn Term Performance Data

Transcription

1 2014 Autumn Term Performance Data VALUES At Holy Trinity we welcome you to an exciting world of learning, discovery and friendship. We are passionate about nurturing every child, helping them to find and develop their own talents and be the best that they possibly can. Children will learn within a Christian community, surrounded by support, kindness, respect and fun; and will leave with fantastic memories to cherish forever. PURPOSE of PERFORMANCE DATA REPORTS The intention of the Performance Data reports is to provide school performance data in a format that is accessible to governors, teachers, parents and others interested in whole school performance. If there is anything that can be done to improve the format, please let us know. This document summarises and provides a context for the key points raised in Raise on Line, Fischer Family Trust, Target Tracker and Richmond Council (Achieving for children) data. Date: November 2014 h#ph#p://holytrinityschool.org.uk/ ://holytrinityschool.org.uk/

2 CONTENTS Page Number Holy Trinity Context 3 Attainment and Progress measures explained 4 Early years and phonics e targets 6 Maths e attainment and targets 7 Maths 2014/15 whole school progress data 8 Reading e attainment and targets 9 Reading 2014/15 whole school progress data 10 Writing e attainment and targets 11 Writing 2014/15 whole school progress data 12 2

3 HOLY TRINITY CONTEXT Academic year 2014/2015 Holy Trinity is a multi-cultural school, with over 19 languages spoken at home and 55 cultural heritages. The school is above average in size, having moved from one to two forms of entry in It also has a highly sought after nursery. It is now a popular choice for local parents and since 2013 has a waiting list for reception class places. Its demographic is changing: Nationally in the year 13/14 we sat in the th percentile for both disadvantaged pupils and SEN % s. The number of disadvantaged children, on whose behalf the school can claim pupil premium, is falling As shown in the absence data above, attendance, one of our areas of focus has improved, particularly amongst vulnerable groups, over the last 12 months. The stability of our pupil population has also improved. 67% of our current year 6 class, have been in the school since reception, 83% since year 3, 100% since year 5. The school s success is based on its inclusive and friendly atmosphere and high academic expectations. In the recent 2014 survey, 92% of parents said they would recommend this school to other parents and 96% said their child enjoys coming to school. 83% of staff enjoy working here and 94% of pupils enjoy being at the school, all or most of the time. In addition, over 90% of parents and staff thought the school was well led and managed, a fantastic endorsement of the hard work pupils, parents and staff contribute to the school community. 3

4 ATTAINMENT AND PROGRESS MEASURES explained In September 2014, the government introduced a new national curriculum and the levels and points system of measuring attainment and progress has changed. During the 2014/15 school year, we will continue to use the old system of measuring attainment and progress, alongside introducing the new system to ensure a smooth transition. National and regional data records the results of the national tests (see above). In-school data is available for all years. At Holy Trinity our attainment and progress targets are more challenging than the National average: From years 2 to year 6, we aspire for 16 points progress (14 points should place us in the top quartile of schools nationally); and 10 points progress through years 1 and 2 (key stage 1), once a pupil has started the national curriculum. Not all children are ready to start the national curriculum at the beginning of year 1, and some start it later. Last year, three main assessments took place across the whole school, in October, February and May with a sample review in July. Additional in year assessments took place in in year 2 and year 6. In 2014/15 we will roll out the fourth assessment date in July to the whole school to ensure progress is being measured up to the end of term. 4

5 ATTAINMENT AND PROGRESS MEASURES explained Disadvantaged pupils (PPG or pupil premium group) include children from families who have, at any time in the last 6 years, had an income lower than 16,190 or been in receipt of certain benefits. Nationally, the non-disadvantaged pupils outperform the disadvantaged pupils on a consistent basis, by around 2.5 points in year 6 (KS2) and 2.0 points in year 2 (KS1). Holy Trinity is committed to close this gap and in 2013/14 received an extra 71,475 to help fund initiatives to do this. The money was predominately spent on additional teacher/ta support. In contrast to the national picture, the attainment gap for disadvantaged children reduces as the children move up through Holy Trinity, reflecting the fact that it takes time for our initiatives to bed in. The attainment gap at the end of year 6, is less than the national average of -2.5 in all subjects. We are reviewing the accelerated progress targets for disadvantaged pupils to ensure they are challenging and that effective interventions are made if progress plateaus. A designated committee Aim High is responsible for monitoring the progress of these children. On average, around 11 points progress during KS1 and 16 points progress during KS2 is required, to close the attainment gap with their non-disadvantaged peers. The tables showing whole school progress set out the progress being made during 2014/15 in maths, reading and writing. In these tables: Accelerated Progress Targets for children falling behind their targets have been set in 2014/15 and interventions put in place to ensure attainment and progress gaps are closed by these pupils. Where the aggregate targets fall below 4 points in year 1, 6 points in year 2 and 4 points in years 3-6, or where the Gap for disadvantaged pupils is targeted to widen the cell is coloured red, if the target is in line or above it, it is green. The amount of progress made by each assessment date is anticipated to reflect the amount of in year teaching time that the school has had. The table below shows the % of teaching time utilised by each assessment date. If less than 15% of the annual target has been achieved by the October assessment date, the cell is coloured in red. 5

6 e Early Years and Year 1 phonics Column colour key code >5% above na>onal average <5% below na>onal average - 5 to +5 % of the na>onal average % of pupils with equivalent level in KS1 (yr.6 data) or EYFS (yr.2 data) Symbols key code Holy Trinity internal Targets A#ainment of comparable cohort in top 25% of schools na>onally Richmond schools Na>onal schools The Reception team benchmarked their Good Level of Development assessments in 2013 within Richmond. This strong cohort achieved the highest % of GLD in Richmond, achieved excellent phonics results in 2014 and has ambitious targets for the KS1 tests in July The 2014 reception cohort was much weaker, with 17% total special needs, compared to only 8% the year before. There was a large discrepancy between the results in maths and reading (above AFC average) and writing (well below), which is being investigated.. Two children repeated reception. The ambitious phonics targets for 2015 do not include these children. The 2015 reception cohort has a lower % of SEN children reflected in the ambitious targets for good level of development and 3 disadvantaged pupils, although this low % may be a result of the lack of registration given the introduction of the 6 universal free school meals offer for infants in September One child is repeating reception this year.

7 e MATHS ATTAINMENT and TARGETS in year 2 and 6 Column colour key code >5% above na>onal average <5% below na>onal average - 5 to +5 % of the na>onal average % of pupils with equivalent level in KS1 (yr.6 data) or EYFS (yr.2 data) Note: In all graphs, the cohort size is given in brackets after the year Symbols key code Holy Trinity internal Targets A#ainment of comparable cohort in top 25% of schools na>onally Richmond schools Na>onal schools A new maths co-ordinator was appointed in September 2011, strengthening the leadership team. Attainment targeted maths families were introduced at the same time. This along with staff training, 4,500 of investment over 2 years in resources, and rigorous tracking has resulted in a significant improvement in attainment, particularly for the high attainers across all years. In 2013/14, 3 children who were teacher assessed at L4+, and 2 who were teacher assessed at L5+ failed to reach this level in their Maths SATs tests. In 2014/15, we have reorganised the maths families to ensure children are taught within the year groups to aid communication between staff and with parents. We are also planning smaller teaching groups for our lower attainers to ensure they reach their potential, progress will be monitored very closely. Whole school maths targets for 2015, Year 2, exclude 6 pupils. 7

8 MATHS 2014/15 WHOLE SCHOOL PROGRESS DATA Whole school Disadvantaged pupils Slow progress in yr5 has continued from Yr4. 20 hrs a week of additional support has been allocated to this year group from 4/11/14 for the rest of the academic year to enable specific interventions to be implemented. Although similar to Yr. 6 in demographics, Yr5 has the highest % SEN, % disadvantaged children in the school, % summer born children and the lowest % of pupils who joined the school in reception. All these factors have contributed to it being a focus year group. 8

9 e Reading ATTAINMENT and TARGETS in year 2 and 6 Column colour key code >5% above na>onal average <5% below na>onal average - 5 to +5 % of the na>onal average % of pupils with equivalent level in KS1 (yr.6 data) or EYFS (yr.2 data) Note: In all graphs, the cohort size is given in brackets after the year Symbols key code Holy Trinity internal Targets A#ainment of comparable cohort in top 25% of schools na>onally Richmond schools Na>onal schools A new literacy co-ordinator was appointed in September 2012, strengthening the leadership team. This along with staff training, 5,500 of investment over 2 years in resources, and rigorous tracking has resulted in a significant improvement in attainment, particularly for the high attainers across all years. In 2013/14, 1 child (2%) who was teacher assessed at L6+, failed to reach this level in their Reading SATs tests by 1 point. In 2014/15, we are introducing moderation of assessment levels across schools and all subjects to ensure consistency. All reading targets for 2015 have been reassessed in October, targets for 2016 will be reviewed alter in the year to ensure they are challenging enough. 9

10 READING 2014/15 WHOLE SCHOOL PROGRESS DATA Whole school Disadvantaged pupils Current year 5 targets look low, some children were assessed with Year 6 SAT s papers and this caused their levels to regress. Intervention programmes in place from 4/11/14 involving 20 additional hrs of TA time per week in place. Miss Ashby and Mrs Lascaris to monitor and evaluate. Progress targets fall short of 6 points per year in year 2, reflecting inclusion of children in year 2 with complex special needs who have been placed in the year below by the LA SEN panel. 10

11 e Writing ATTAINMENT and TARGETS in year 2 and 6 Column colour key code >5% above na>onal average <5% below na>onal average - 5 to +5 % of the na>onal average % of pupils with equivalent level in KS1 (yr.6 data) or EYFS (yr.2 data) Symbols key code Holy Trinity internal Targets A#ainment of comparable cohort in top 25% of schools na>onally Richmond schools Na>onal schools Note: In all graphs, the cohort size is given in brackets after the year A new way of teaching writing was introduced across the whole school this academic year, and this has significantly improved attainment and progress, particularly for the high attainers. To ensure accurate assessment of levels, Holy Trinity was moderated by Richmond Local authority this year. In 2014/15, moderation across schools will continue to ensure rigorous level checking. We will also review our extension work, targets and assessment criteria for L6+ to ensure those with the potential achieve this high level of attainment. All writing targets for 2015 were reassessed in October, the 2016 targets will be reassessed later in the year to ensure sufficient challenge. 11

12 WRITING 2014/15 WHOLE SCHOOL PROGRESS DATA Whole school Disadvantaged pupils Progress targets fall short of 6 points per year in year 2, reflecting inclusion of children in year 2 with complex special needs who have been placed in the year below by the LA SEN panel. Forecast year 6 progress/attainment stats for the various pupil groups: 12