SCHOOL ANNUAL REPORT 2015
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1 SCHOOL ANNUAL REPORT 2015 St. John s Primary School Head Teacher Trudie De La Haye 177 pupils at school % of girls % of pupils with a Special Educational Need (SEN) % of pupils who have English as an Additional Language (EAL) Girls 53% Gender Boys 47% Statement of SEN 0.5% School Action + 5% School Action 14% SEN Classification No special educational need 81% Portuguese 5% Other 2% Polish 3% EAL Classification English 90% 1
2 KS1 ATTAINMENT Reading Writing Mathematics % of pupils attaining level 2 or above in reading % of pupils attaining level 2 or above in writing % of pupils attaining level 2 or above in mathematics In , 93% of pupils attained a level 2 or above in KS1 teacher assessments in reading. Attainment at KS1 in was unchanged In , 94% of pupils attained a level 2 or above in KS1 teachers assessments in writing. This represents a decrease of 1 percentage point In , 100% of pupils attained a level 2 or above in KS1 teacher assessments in mathematics. This represents an increase of 1 percentage point 2
3 KS2 PROGRESS Reading Writing Mathematics % of pupils making expected progress in reading % of pupils making expected progress in writing % of pupils making expected progress in mathematics In 2015, 96% of pupils made the expected amount of progress across KS2 in the subject of reading. This represents an increase of 10 percentage points compared to In 2015, 96% of pupils made the expected amount of progress across KS2 in the subject of writing. This represents a decrease of 4 percentage points compared to In 2015, 100% of pupils made the expected amount of progress across KS2 in the subject of mathematics. This represents an increase of 5 percentage points compared to
4 KS2 ATTAINMENT Reading Writing Mathematics % of pupils attaining a level 4 or above in reading % of pupils attaining a level 4 or above in writing % of pupils attaining a level 4 or above in mathematics In , 96% of pupils attained a level 4 or above in KS2 teacher assessments in reading. Attainment at KS2 in was unchanged compared to In , 96% of pupils attained a level 4 or above in KS2 teachers assessments in writing. This represents a decrease of 1 percentage point In , 96% of pupils attained a level 4 or above in KS2 teacher assessments in mathematics. This represents a decrease of 1 percentage point 4
5 PUPIL CHARACTERISTICS KS1 ATTAINMENT - % of pupils attaining a level 2 or above Reading Writing Mathematics KS2 PROGRESS - % of pupils making expected progress Reading Writing Mathematics KS2 ATTAINMENT - % of pupils attaining a level 4 or above Reading Writing Mathematics 5
6 ATTENDANCE ATTENDANCE RATE - % of all possible sessions attended by pupils In 2015, the attendance rate was unchanged from in the previous year at 97%. Attendance at St John s Primary School is marginally higher than in Jersey as a whole. 6
7 Explanatory notes Curriculum levels When pupils reach the end of a Key Stage, their attainment in core subjects is assessed against the standards set out in the Jersey curriculum. Teacher assessments measure the extent to which a pupil has the specific knowledge, skills and understanding that they are expected to have mastered by the end of the Key Stage. In 2015 and in previous years, pupils were assessed against the standards of the curriculum using a system of curriculum levels. Levels were designed so that most pupils would progress by approximately one level every two years. Attainment Key Stage 1 attainment measures are presented as the percentage of pupils attaining a level 2 or above in reading, writing and mathematics. It is expected that most pupils will attain a level 2 or above by the end of Key Stage 1. Key Stage 2 attainment measures are presented as the percentage of pupils attaining a level 4 or above in reading, writing and mathematics. It is expected that most pupils will attain a level 4 or above by the end of Key Stage 2. Attainment data is calculated and presented for rolling 3 year periods i.e. the percentage of pupils reaching the expected level of attainment in Due to small cohort sizes in Jersey schools, large fluctuations in school attainment data can be observed year on year. By presenting data for rolling 3 year periods, a valid trend in school attainment is more evident. Expected progress Attendance Attendance measures represent the percentage of all available sessions that were attended by pupils (there are 2 sessions available in each school day; am and pm sessions). The overall attendance rate represents the percentage of sessions attended by all pupils in the school (not just those reaching the end of a Key Stage). Pupil characteristics Pupil characteristics measures reflect the difference between the performance of various pupil groups; boys and girls, pupils with a special education need (SEN) and those without, and pupils who have English as a first language and those who have English as an additional language (EAL). Pupil characteristics measures reflect the performance of pupil groups in the latest year (2015). Historic data is not presented in this report due to the lack of availability of robust pupil characteristic information in previous years. Future editions of the report will show how performance gaps change over time. Measures for Jersey Measures of attainment, progress and attendance at the school level are compared to measures calculated for Jersey at a national level. Measures of attainment and progress for Jersey reflect all pupils in States non-fee paying schools, States feepaying schools and non-maintained schools but NOT special schools. Attendance rates for Jersey represent States non-fee paying and States fee-paying schools only. Expected progress at Key Stage 2 reflects the percentage of pupils that make the expected amount of progress between the end of Key Stage 1 and the end of Key Stage 2. It is expected that the majority of pupils will progress by 2 curriculum levels or more over this 4 year period. 7
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