Early Years Foundation Stage 2016
On entry to our school (EYFS), children enter broadly below national age related expectations; pupils transfer to Key Stage 1 above or within ELGs (Early Learning Goals). The Foundation Stage Profile shows that overall children make rapid progress from entry to the school to the end of the Foundation Stage year.
When children begin their Reception year they are assessed against each Area of Learning and Development.
The revised Early Years Framework emphasises the three characteristics of effective teaching and learning:
playing and exploring - children investigate and experience things, and ‘have a go’
active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements
creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
|EYFSP||School 2014||School 2015||School 2016||+/-||LA 2016||+/-||National 2016|
|% Achieving GLD||76.5 (77)||79||83||+14||69||+19||64|
|Average Point Score||37.7||36.0||36.2||+1.3||34.9||+1.9||34.3|
Phonics Screening 2016
At the end of Year 1, the children undertake the Phonics Screener Check. The check is designed to confirm whether children have learnt phonic decoding to an appropriate standard. It will identify children who need extra help to improve their decoding skills. The check consists of one list of 40 words, comprising 20 real words and 20 pseudo-words. Words in the test use phonemes taught in Phases 2, 3, 4 and 5. This is the third year of the Year 1, Phonics Screener.
|School 2014||School 2015||School 2016||LA 2016||+/-||National 2016||+/-|
Key Stage 1 Results 2016 and School Result v National Average 2016
|Key Stage 1||
|% Expected standard in Reading||88.2||72.5||+15.7||74.0||+14.2||88.2|
|% Expected Standard in Writing||88.2||63.7||+24.5||65.5||+22.7||88.2|
|% Expected Standard in Maths||85.3||71.2||+14.1||72.6||+12.7||85.3|
|% Expected Standard in RWM||76.5||59.0||+17.5||60.3||+16.2||76.6|
|% Greater depth within EXS in Reading||44.1||22.1||+22.0||23.5||+20.6||44.1|
|%Greater depth within EXS in Writing||29.4||11.9||+17.5||13.3||+16.1||29.4|
|% Greater depth in EXS in Maths||17.6||16.9||+0.8||17.8||+0.2||17.6|
|% Greater depth within EXS in RWM||14.7||8.1||+6.6||8.9||+5.8||14.7|
Key Stage 2 Results 2016 and School v National Results 2016
|Key Stage 2||
|% Expected Standard in Reading||70.6||63.3||+7.3||65.5||+5.1||70.6|
|% Expected Standard in Writing||79.4||72.1||+7.3||72.9||+6.5||79.4|
|% Expected Standard in Maths||64.7||66.1||-1.4||69.7||-5||64.7|
|% Expected Standard in RWM||52.9||49.8||+3.1||52.3||-0.7||52.9|
|% Expected Standard in GPS||79.4||69.7||+9.7||72.3||+7.1||79.4|
|Averaged Scale Score in Reading||103.9||102.1||+1.8||102.6||+1.3||103.9|
|Averaged Scale Score in Maths||101.9||102.4||-0.4||103||-1.1||101.9|
|Averaged Scale Score in GPS||104.6||103.5||+1.2||104||+0.6||104.6|
Key Stage 1 - 2 Progress 2016
From September 2015, the newly implemented National Curriculum is measured using ‘assessment without levels.’ This means that the previous method of validating progress and attainment, using ‘language of levels,’ is no longer valid.
The previous ‘expected progress’ measure, based on pupils making at least two levels of progress between key stage 1 and key stage 2, is no longer produced. This measure has been replaced by a value-added measure. There is no ‘target’ for the amount of progress an individual pupil is expected to make. Any amount of progress a pupil makes contributes towards the school’s progress score.
Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress score will be zero.
A school’s progress scores for English reading, writing and mathematics are calculated as its pupils’ average progress scores. This means that school level progress scores will be presented as positive and negative numbers either side of zero.
|School 2016||LA 2016||+/-||National 2016||+/-|