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Our School
Given the uneven impact of the pandemic on school and college performance data, the government has said you should not make direct comparisons between the performance data for one school or college and another, or to data from previous years.
EYFS
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End of EYFS |
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|---|---|---|---|---|---|---|
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% GLD = 7 % (72% working in 40-60band) |
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Emerging |
Expected |
Exceeding |
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|
% Reaching |
R |
(48) |
|
(9) |
|
|
|
expected |
|
|
84% |
|
16% |
0% |
|
level in ELG |
W |
(53) |
|
(4) |
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|
|
|
|
|
93% |
|
7% |
0% |
|
|
M |
(43) |
|
(14) |
|
|
|
|
|
|
75% |
|
25% |
0% |
Key Stage 1
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|
End of Key Stage 1 |
|
|---|---|---|
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Y1 phonics % Pass Screening 2019 |
28% |
|
|
Y2 phonics Percentage of YR2 pupils' retake Screening 2019 |
38% |
|
|
KS1 |
% Attaining expected standard (GDS INCLUDED) |
% Attaining higher standard/greater depth |
|
R Test 2019 |
29% |
3% |
|
W Teacher Assessment |
41% |
3% |
|
M Test 2019 |
22% |
0% |
|
Combined R/W/M |
16% |
0% |
Key Stage 2
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|
End of Key Stage 2 |
|
|---|---|---|
|
|
% Attaining expected standard |
% Attaining higher standard/ greater depth |
|
R Test 2019 |
N/A |
N/A |
|
W Teacher assessment |
N/A |
N/A |
|
M Test 2019 |
N/A |
N/A |
|
EGPS Test 2019 |
N/A |
N/A |
|
Combined R/W/M |
N/A |
N/A |
Key Stage 4
Their delighted pictures in our gallery show the impact of individual successes - a just reward for their hard work and commitment to their studies. Progress 8 improved by 1.31 during the course of Year 11. When considering these results, it is worth noting that there were only 86 students in the cohort, 72 of which counted towards Progress 8. It is worth noting that less than 60% of the Year 11 cohort were with the school from Year 7, and 20% of the cohort were new to school during Key Stage 4.
As outlined in the 2020 DFE Report “Stuck Schools”, students who move settings during KS4 are particularly at risk for underachievement and struggle to ‘regenerate’ lost learning associated with a change of settings. No group regressed under the package of support offered through the regeneration curriculum last year. The gaps seen between key cohorts is a reflection of how well those groups could responded to the offer of support through the recovery and regeneration curriculum rather. In fact, the disadvantaged cohort made more improvements in Year 11 to outcomes when compared to the non-disadvantaged cohort.
We have analysed these results in detail, and look forward to continuing to provide our Year 11s with a strong, targeted offer to aid their progress and success.
