Standards and Assessment 2017 /18

Within our school we have a very rigorous assessment and monitoring system, all our children are assessed throughout the year in order to challenge and support their learning. These assessments may be informal ongoing assessments within the lessons, or more formal tests. All our children are proactively involved within their learning and the assessment of that learning. Children are all set targets for their academic achievement and they work very closely with the teacher assessing their own progress.

Parents are invited to an informal parents evening in the Autumn Term, which focuses primarily on the parent partnership and how they can support their children’s learning. In the spring term we have a progress parents evening and parents. At the end of the autumn and spring terms interim reports are sent home. Full written reports are sent home towards the end of the summer term.

All parents and teachers communicate using homework diaries. However, in our school we also run an open door policy and staff make a point of being available after school each day for parents to discuss their child’s progress. In foundation stage we active encourage the parent partnership by encouraging the parents to bring the children into the classroom so they have opportunity to talk to the staff and look at work and by ensuring that our Foundation Stage teacher gives constant feedback to parents both formally and informally. Parents can also request to see documentation relating to their child. All parents should be assured that if we have any concerns at all relating to a child’s progress or relating to the welfare of a child we will contact them.

Mrs Clayton and Mrs Haigh track the progress of all children very carefully throughout their time at Singleton C of E School in order to maximise their potential.

 

Statutory Assessments

In Foundation Stage the children are assessed on entry into school using a Baseline assessment, they are then assessed using the same baseline assessment at the end of their Foundation Stage year.

In years 2 and Year 6 children are assessed using Statutory Assessment Tests (SATs) against national criteria. Parents are informed of the results of these tests.

Results 2017

Since 2012 we have been recognised as one of the highest performing schools in the country.

In 2012 we received a letter from David Laws MP congratulating us on our performance and explaining that the success of our children and their excellent rates of progress in both maths and English placed our school among the top performing primary schools in the county.

In 2013 we received another letter from David Laws MP congratulating us once again on our excellent performance and explaining that we were one of the top 105 performing primary schools in England out of over 15000. He went on to explain that in comparison to schools that had near identical intakes we were ranked 1st.

In 2014 we received a letter from Ben Wallace MP congratulating us on achieving 6th place in the Times performance list out of over 15 000 school.

We were ranked 6th nationally out of 15500 schools and 1st in Lancashire in 2015.

In 2016 we received a letter from Nicky Morgan MP congratulating us on being a consistently high achieving school

In 2017 we were inspected and achieved the Ofsted rating of outstanding in all categories. Ofsted identified:-

Teachers use assessment information with expertise to ensure that they cater for every pupil’s learning needs. As a result, pupils make outstanding progress.

  

 End of Key Stage Statutory assessment data 2017

Foundation Stage Data

 

Attainment at end of EYFS 2017

Percentage of all pupils at each level for each Early Learning Goal July 2017

  School National (2016) School National (2016) School National (2016) School National (2016)
  Emerging Emerging Expected Expected Exceeding Exceeding At least expected At least expected
Communication and language
Listening 0 13.7 66.6 63.3 33.3 23.0 100 86.3
Understanding 0 14.1 66.6 62.9 33.3 23.0 100 85.9
Speaking 6.67 14.9 60 66.0 33.3 19.1 93.3 85.1
Physical development
Moving and handling 0 10.2 73.3 71.2 26.6 18.5 100 89.8
Health and self-care 0 8.5 73.3 71.5 26.6 20.0 100 91.5
Personal Social and emotional development
Self – confidence and self-awareness 0 10.8 73.3 70.6 26.6 18.5 100 89.2
Managing feelings and behaviour 0 12.1 73.3 71.5 26.6 16.4 100 87.9
Making relationships 10.5 73.3 73.2 26.6 16.4 100 89.5
Literacy
Reading 13.3 23.0 60 57.5 26.6 19.0 86.6 77.0
Writing 13.3 27.4 66.6 61.0 20 11.0 86.6 72.6
Mathematics
Numbers 13.3 21.2 66.6 63.1 20 15.7 86.6 78.8
Shape Space and measures 13.3 18.3 66.6 67.1 20 14.6 86.6 81.7
Understanding the world
People and communities 0 14.2 73.3 72.2 26.6 13.5 100 85.8
The world 0 14.3 73.3 70.7 26.6 15.0 100 85.7
Technology 7.6 73.3 78.5 26.6 14.0 100 92.4
Expressive arts, designing and making
Exploring Media and materials 0 11.4 73.3 73.0 26.6 15.6 100 88.6
Being imaginative 0 11.9 73.3 73.8 26.6 14.3 100 88.1
ACHIEVED A GOOD LEVEL OF DEVELOPMENT 86.6 67.3

Early Years

Cohort Size

GLD

Disadvantaged

Average Points

Lancashire GLD

National GLD

15

86.67%

7%

37.9

69.3%

69.3%

 

 

Phonics screening Data

Phonics Screening 2017

Year 1 Phonics

Cohort Size

Phonics Pass

Percentage

Disadvantaged

Lancashire

National

15

14

93%

0

80.6%

81%

 

Year 2 Phonics re-take

Cohort Size

Phonics Pass

Percentage

Total for cohort

1

1

100%

100% (15/15)

 

Key stage 1 SATs Data

Key Stage 1

 

Reading
Writing

SPAG

Maths

Science

R, W & M

Reading +

Writing +

Maths +

R, W & M +

National 2016

74%

65.5%

N/A

72.6%

81.8%

60.3%

23.6%

13.3%

17.8%

Cohort (15)

93%
87%

N/A

93%

93%

91%

27%

27%

27%

27%

Disadvantaged

0

0

0

0

0

0

0

0

0

+ = Greater depth

Key stage 2 SATs Data

Performance Data

 

Reading

Writing (TA)

SPAG

Maths

R, W & M

R, W & M +

R Average Scaled

SPAG Average Scaled

M Average Scaled

National 2017

71%

76%

77%

75%

61%

5%

104

106

104

Cohort (14)

100%

86%

100%

100%

95.3%

45.3%

111.6

108.7

108.85

Disadvantaged

100%

93%

100%

100%

97.6%

33%

109.6

107.5

106

Teacher Ass.

93%

86%

93%

93%

91%

N/A

N/A

N/A

N/A

 

Year

NOR

Reading

Writing (teacher assessment)

Mathematics

SPAG

 

 

Working Towards

Expected Standard

In greater Depth
(Standardised score of 110 +)

Working Towards

Expected Standard

In greater Depth

Working Towards

Expected Standard

In greater Depth
(Standardised score of 110 +)

Working Towards

Expected Standard

In greater Depth
(Standardised score of 110 +)

2016

15

13%

87%

20%

7%

93%

7%

7%

93%

33%

13%

87%

20%

2017

14

0

100%

57%

14%

86%

36%

0

100%

43%

0

100%

43%