School Results 2014

Our performance
 
Ofsted rated us “good” (2012) and our excellent Key Stage 1 results are amongst the highest in the country.
 
Learning
 
When Ofsted inspectors visited our school in February 2012, they concluded: “Children make good progress, and this is confirmed by inspection evidence. Parents’ views were encapsulated by one who wrote, ‘Our child is making fantastic progress. We are very pleased with what our child can do at such a young age.’ Attainment is above average by the end of Year 2 in all subjects and disabled pupils and those with special educational needs also make good progress.’
 
Ofsted’s School Data Dashboard shows the most recent Ofsted summaries of our end of Key Stage 1 data. In 2013, we were in the top 20% of schools in the country in reading, writing, mathematics and attendance.
 
High expectations and great enthusiasm for learning is reflected in our extremely high results. This is partially a result of our creative, flexible, cross-curricular thematic approach to the Curriculum.
 
Achievement of pupils
 
Nationally the average expected level for a pupil at the end of Year2 is 2b. Pupils who achieve Level 2a or Level 3 are exceeding the expectations. Historically children have been assessed using these Levels. In June 2013, the Department for Education confirmed that levels would be removed and that schools can now create their own effective assessment systems with the introduction of the new National Curriculum. As a school we are trialing the Chris Quigley Essentials Curriculum and assessment. We are beginning to assess using milestones and we are focusing with how well children can do things, their fluency and their depth of understanding. We are beginning to track the breadth of learning and the depth of learning.
 
Our 2014 performance
 
Reading
 Level 2b+ = 90% (compared to nationally 81%)
 Level 3 = 52% (compared to nationally 31%)
 
Writing
 Level 2b+ = 87% (compared to nationally 70%)
 Level 3 = 38% (compared to nationally 16%)
 
Mathematics
 Level 2b+ = 88% (compared to nationally 80%)
 Level 3 = 50% (compared to nationally 24%)
 
Science
 Level 2+ = 100
 Level 3 = 48%
 
Our 2013 performance
 
Reading
 Level 2b+ = 90%
 Level 3 = 45%
 
Writing
 Level 2b+ = 82%
 Level 3 = 35%
 
Mathematics
 Level 2b+ = 92%
 Level 3 = 47%
 
Science
 Level 2+ = 100%
 Level 3 = 37%
 
Our 2012 performance
 
Reading
 Level 2b+ = 85%
 Level 3 = 42%
 
Writing
 Level 2b+ = 83%
 Level 3 = 30%
 
Mathematics
 Level 2b+ = 92%
 Level 3 = 42%
 
Science
 Level 2+ = 95%
 Level 3 = 40%
 
Phonic Check Results
 
The Year 1 Phonics Screening Check is a government statutory requirement for children in Year 1. It is a quick and easy check of a child’s phonics knowledge and takes place in the summer term. After the check we will inform parents if their child has met or not met the expected level. In 2013, 73% of our Year 1 children reached the expected level and in 2014, 85% of our Year 1 children reached the expected level.
 
Progress of pupils
 
Many people would argue that progress is the most important measure as it truly reflects the quality of teaching and learning, regardless of pupils’ starting points. Progress is typically measured from the beginning of Year 1 to end of Year 2 (the end of Key Stage 1).
 
The Department of Education states that the aim is for two full levels (six sub-levels) of progress per Key Stage. In Key Stage 1 then, this means a whole level (three sub-levels) of progress a year (e.g. from 1a at the end of Year 1 to 2a at the end of year 2). But of course, this is just an aim and the amount of progress an individual child will make can be affected by all sorts of things – it's perfectly normal to have a year where slightly less progress is made, or more for that matter.
 
In 2014, 95% of children made expected or better than expected progress with their reading, 88% with their writing and 93% with their maths learning.
 
Teachers continually assess children’s skills and understanding from entry to school onwards. Each individual’s progress is monitored in detail, supported where necessary by samples of work. This assessment enables teachers to plan the next stage for each child’s learning and to ensure that all children make good progress and succeed in education.
 
Levels are then divided into 'sub-levels' - the letters a, b or c (although these aren't always given to parents). An 'a' means a child is performing very consistently and securely within the level and is ready for the next one, a 'b' means they are 'secure' and a 'c' means they are less so and just starting on this stage. A child achieving 1a would be working strongly within the level 1 criteria and be ready for level 2 work.
 
As a guide the expected levels for the end of each year group are:
Year 1: 1b
Year 2: 2b
 
“Children make good progress in Reception. This good progress in reading continues across the school and attainment is above average by the end of Year 2”.
 
Ofsted
 
Ofsted inspectors (February 2012) judged our school to be good with several outstanding features. The report is extremely positive about the school:
 
Based on Key Stage 1 results, we already know that progress and attainment at Perryfields Infant School is extremely good.
 
What does the school need to do to improve further?
 
As a team we are always trying to improve the quality of teaching, achievement and overall effectiveness of the school. Ofsted stated that we should aim to “increase the proportion of pupils reaching higher levels in maths by providing a consistent level of challenge for the more-able and providing problem-solving exercises”. As a school we continue to address this and in 2014 52% of our Year 2 children achieved Level 3 in maths (compared to 23% nationally).
 
The second recommendation was to develop the role and leaderships skills of new subject leaders to improve teaching. Due to several staff changes these roles weren’t embedded. Processes and training has been put in place to develop the subject knowledge and influence of subject leaders. With the introduction of the new curriculum (2014) teachers are networking and collaborating with other schools to develop their knowledge and cascade new information throughout the school to have a positive impact on teachers’ confidence with the full range of subjects.