St Giles Church of England Primary School

Transcription

1 Inspection Dashboard The inspection dashboard is designed to show at a glance how well previous cohorts demonstrated characteristics of good or better performance. It contains a brief overview of published data for the last three years. It shows progress first, including from the main starting points. It includes the key groups: disadvantaged pupils, those who have special educational needs (SEN), girls and boys. Achievement of disadvantaged pupils is compared with the national performance of other (non-disadvantaged) pupils. Cohort sizes are shown; data for very small groups should be treated with caution. The front page summarises strengths and weaknesses based on only the 21 data shown in the dashboard. The strengths give an indication of some features of good or better performance in 21, highlighting consistency across starting points, subjects or groups. Strengths in KS2 value added was broadly average or above in all subjects. The proportion of Year 1 pupils that met the expected standard in phonics was above the national figure. No group had low attendance (in the lowest 1% of all mainstream schools nationally). Weaknesses in 21 KS2 value added was significantly below average and in the lowest 1% in writing for the group(s): disadvantaged. At least twice, KS2 expected progress (or more than expected progress) from starting points for disadvantaged pupils was well below * other pupils nationally in reading, writing & mathematics. * by an amount equivalent to one or more pupils. National Floor Standards School Level 4+ RWM 6% 73% EP reading 94% 89% EP writing 97% 98% EP mathematics 93% 96% Floor standards met? Where a group is identified as in the lowest 1%, it has been compared with the lowest 1% of schools based on the figures for all pupils, and not the figures for the group nationally. URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 1

2 Reading expected progress, more than expected progress and closing the gaps Charts for all pupils show whether school proportions are close to national for all pupils (within one pupil from it) by giving the number of pupils represented by the gap. Closing the gaps charts show gaps between disadvantaged and other pupils (nationally and in the school). Bars extending to the right show positive gaps, with disadvantaged above other, while those to the left show negative gaps. Figures in brackets are the number of pupils with that starting point. were well below other pupils nationally in 21* were at or above other pupils nationally in 21 All pupils % of cohort displayed 98 National Prior attainment: Level 1 Level 2 Level 3 Reading expected progress and other Reading expected progress Key Stage 2 % of cohort displayed % 9% 71% 8% 1% 7% 8% 89% 1% Prior Att. Year % L1 Dis % other % 21 1 (1) -2% 7 (4) -11% (2) -33% 67 (3) -18% (1) % 1 (3) 17% L (16) -19% 81 (21) -1% (14) % 1 (14) % (18) -11% 83 (12) -1% 93 In gap Cohort L (1) % 1 (1) 1% () -67% 33 (3) -8% () -3% (2) -38% 88 Reading more than expected progress % 37% 8% % % % In gap -2 Cohort % 6% 41% Reading more than expected progress Prior Att. Year % Dis % other % 21 1 (1) -% (4) -14% 64 *well below means that the gap relates to one pupil or more URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 2 L1 L2 L (2) -33% 67 (3) 3% (1) 67% 67 (3) 11% (16) -39% 24 (21) -21% (14) 14% 43 (14) -4% (18) -19% 2 (12) -1% 4 21 (1) % (1) -1% () % (3) -1% () % (2) -2% 2

3 Writing expected progress, more than expected progress and closing the gaps Charts for all pupils show whether school proportions are close to national for all pupils (within one pupil from it) by giving the number of pupils represented by the gap. Closing the gaps charts show gaps between disadvantaged and other pupils (nationally and in the school). Bars extending to the right show positive gaps, with disadvantaged above other, while those to the left show negative gaps. Figures in brackets are the number of pupils with that starting point. were well below other pupils nationally in 21* were at or above other pupils nationally in 21 All pupils % of cohort displayed 93 National Prior attainment: Level 1 Level 2 Level 3 Writing expected progress and other Writing expected progress Key Stage 2 % of cohort displayed % 97% 1% 1% 94% 1% 1% 97% Prior Att. Year % L1 Dis % other % 21 1 (2) % 1 (7) % (2) % 1 (4) 6% (1) -2% 7 (4) -18% L (1) -6% 94 (18) -3% (17) -13% 87 (1) -9% (2) -1% 9 (1) -% 9 In gap - Cohort () - () 93 L (2) - () (2) % 1 (2) 1% 9 Writing more than expected progress % 2% 33% % % In gap Cohort % 33% 27% Writing more than expected progress Prior Att. Year % Dis % other % 21 (2) -21% 29 (7) -31% 6 *well below means that the gap relates to one pupil or more URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 3 L1 L2 214 (2) -2% 2 (4) -31% (1) % (4) -1% (1) -36% 11 (18) -28% (17) 9% 33 (1) -3% (2) -3% (1) -32% () - () 13 L3 214 (2) - () (2) % (2) -1% 1

4 Mathematics expected progress, more than expected progress and closing the gaps Charts for all pupils show whether school proportions are close to national for all pupils (within one pupil from it) by giving the number of pupils represented by the gap. Closing the gaps charts show gaps between disadvantaged and other pupils (nationally and in the school). Bars extending to the right show positive gaps, with disadvantaged above other, while those to the left show negative gaps. Figures in brackets are the number of pupils with that starting point. were well below other pupils nationally in 21* were at or above other pupils nationally in 21 All pupils % of cohort displayed 1 National Prior attainment: Level 1 Level 2 Level 3 Mathematics expected progress and other Mathematics expected progress Key Stage 2 % of cohort displayed % 1% 1% 8% 97% 1% 78% 1% 1% Prior Att. Year % L1 Dis % other % 21 1 (2) -29% 71 (7) -12% (2) -33% 67 (3) -17% (1) % 1 (2) 18% L (14) % 1 (19) 7% (1) 7% 1 (1) 7% (17) % 1 (13) 9% 91 In gap Cohort L (2) % 1 (1) 9% (4) % 1 (2) 8% (6) % 1 (2) 9% 91 Mathematics more than expected progress % 17% 13% 6% In gap % % 44% 42% Cohort % Mathematics more than expected progress Prior Att. Year % Dis % other % 21 1 (2) -71% 29 (7) -1% 44 *well below means that the gap relates to one pupil or more URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 4 L1 L2 L (2) -67% 33 (3) -1% (1) % (2) 11% (14) -2% 32 (19) -6% (1) -2% 33 (1) -% (17) -16% 8 (13) -28% (2) (1) -36% (4) -7% (2) -37% (6) -17% (2) -27% 27

5 Value added The confidence interval is shown by the bar that stretches above and below the plotted VA score. Where the whole of the confidence interval is above the 1 line, the VA is significantly above average (sig+). If it is wholly below the 1 line, the VA is significantly below average (sig-). wise, the VA is not significantly different from 1, or broadly average. Each chart uses a different scale based on the widest confidence interval shown. EHC represents education, health and care plan. Reading All Pupils Girls Boys 12.8 SEN EHC /statement SEN no EHC /statement Key Stage 2 no SEN VA Cohort VA Cohort VA Cohort VA Cohort Writing All Pupils Girls Boys 12.4 SEN EHC /statement SEN no EHC /statement no SEN VA Cohort VA Cohort VA Cohort VA Cohort URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page

6 Value added and KS2 thresholds For threshold data, statistically significant results are highlighted for all pupils only. They are denoted by a green (sig+) or red (sig-) symbol. Mathematics Key Stage 2 All Pupils Girls Boys 13.2 SEN EHC /statement SEN no EHC /statement no SEN VA Cohort VA Cohort VA Cohort VA Cohort % attaining level 4+ (All pupils) % attaining level 4+ () % attaining level + (All pupils) % attaining level + () Nat Nat Nat Nat % Cohort % Cohort % Cohort % Cohort URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 6

7 KS2 average point score Statistically significant results are highlighted for all pupils, boys and girls. They are denoted by a green (sig+) or red (sig-) symbol. All pupils Boys Key Stage 2 Nat Nat Nat Nat APS Cohort APS Cohort APS Cohort APS Cohort SEN EHC/statement SEN no EHC/statement No SEN Girls Nat Nat APS Cohort APS Cohort APS Cohort APS Cohort URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 7

8 KS1 average point score and closing the gaps Statistically significant results are highlighted for all pupils, boys and girls. They are denoted by a green (sig+) or red (sig-) symbol. Closing the gaps charts show gaps between disadvantaged and other pupils (nationally and in the school). Bars extending to the right show positive gaps, with disadvantaged above other, while those to the left show negative gaps. Figures in brackets are the number of pupils. All pupils SEN no EHC/statement Key Stage 1 Nat APS Cohort Boys APS Cohort Girls Reading Writing APS attainment gap between disadvantaged and other pupils Year APS Dis APS other (28) (17) (26) (18) (2) (2) (28) (17) (26) (18) (2) (2) Nat Nat (28) (17) Maths (26) (18) (2) (2) were well below other pupils nationally in 21* were at or above other pupils nationally in 21 APS Cohort APS Cohort *well below means that the gap is 4 points or more URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 8

9 KS1 thresholds Statistically significant results are highlighted for all pupils only. They are denoted by a green (sig+) or red (sig-) symbol. % attaining level 2B+ (All pupils) Key Stage 1 Nat Nat Nat Nat % Cohort % Cohort % Cohort % Cohort % attaining level 3+ (All pupils) Nat Nat Nat Nat % Cohort % Cohort % Cohort % Cohort URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 9

10 Phonics and Early Years Foundation Stage Profile Charts display combined figures for SEN with an EHC plan/statement and SEN without an EHC plan/statement. Phonics Year 1 % of pupils that met the expected standard Key Stage 1 All Pupils Girls Boys SEN No SEN Nat Nat Nat Nat % Cohort % Cohort % Cohort % Cohort Early Years Foundation Stage Profile % of pupils that achieved a good level of development All Pupils FSM Non FSM Girls Boys SEN No SEN Nat Nat Nat Nat % Cohort % Cohort % Cohort % Cohort URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 1

11 Absence, exclusions On the absence chart, a line shows the highest 1% nationally to help identify groups with low attendance. Repeat exclusions show the percentage of pupils who were excluded more than once in the year. Exclusion data relate to earlier years than other data. The group No EHC/stat represents pupils with special educational needs who have no education, health and care plan or statement. Absence % of sessions missed Persistent Absence % of pupils absent for 1% or more sessions Nat all pupils All pupils FSM Non FSM Boys Girls EHC/stat No EHC/stat No SEN highest 1% (nat).24 Nat all pupils All pupils FSM Non FSM Boys Girls EHC/stat. 2.. No EHC/stat No SEN national national Fixed term exclusions % and number of pupils excluded All pupils Total Repeat FSM Total Repeat SEN no EHC/statement Total Repeat Permanent exclusions All pupils Nat Nat Nat In 214, pupils were permanently excluded (below the national %) In comparison, pupils were excluded in pupils were excluded in % Number % Number % Number URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 11

12 Context in 21 Prior attainment for Years 1 and 2 uses the percentage achieving at least expected in reading and in writing early learning goals and in both mathematics early learning goals. Prior attainment for Years 3 to 6 uses APS calculated with points equivalent to whole levels. For % free school meals, % SEN and % girls, a red line shows the national figure for primary schools overall, not for each year group. Number on roll up to year 6: 366 Ethnicity Prior attainment % girls White British Asian or Asian British Indian Mixed White & Black Caribbean Mixed any other mixed background Mixed White & Asian Black or Black British Caribbean Asian or Asian British Pakistani Black or Black British African Any other ethnic group Asian or Asian British any other.7% Asian background Mixed White & Black African.4% Asian or Asian British Bangladeshi Black or Black British any other Black background Chinese Ethnicity not known Parent/pupil preferred not to say White any other White background White Irish White Romany or Gypsy White Traveller of Irish heritage.9% 3.% 2.6% 1.9% 1.% 1.%.7% 27.1% 4.6% Year 1 Year 2 Year 3 Year 4 Year Year 6 Difference from national % Difference from national APS % first language not English 18.6 % stability CLA pupils Number on roll up to year 6: % free school meals % 3.6% 43.2% % pupils with no prior attainment % pupils with no prior attainment % 61.4% 4.% Year 1 Year 2 Year 3 Year 4 Year Year % SEN % 7.4% 48.9% 2.3% 43.2% 38.6% Year 1 Year 2 Year 3 Year 4 Year Year % 21.3% 22.7% 11.1% 9.1% 13.6% Year 1 Year 2 Year 3 Year 4 Year Year 6 URN: LAESTAB: Inspection dashboard validated 21, 18 February 216 Page 12