Assessment and Attainment FAQ
How did Earlham do at the end of Key Stages?
EYFS: Very good because we exceeded National levels of GLD – 73% (EP) vs 69%(Nat.)
KS1: Good because Combined R;W;M attainment exceeded National: 65% vs 60%
KS2: Good because Progress measures indicate positive progress in R;W;M with significantly positive progress in Writing and Maths
The gap between EP and Nat. attainment narrowed to 7%: 45% vs 53%
Source: Look at vs National and Haringey: combined
How do our SEND children do?
In KS2 – SEND children had low attainment but made strong progress in Reading and Writing but need to make more progress in Maths.
SEND children had low attainment in all 3 areas of R;W and M in KS1 and will be focus group – Senco making case studies and provision mapping for children.
Source: Look specifically at end of Key stage and internal years – compare to National (squarebell)
How do the subject area outcomes of Reading; writing, SPAG, Maths and science compare?
At end of Key stage 2 SATs Reading was our clear weakest subject and we have therefore changed the way we teach Reading with more focus on comprehension and rich vocabulary. We are also exposing the children to more frequent ‘test’ conditions so that they understand how to perform under pressure.
Across the year groups Yr 4 have Maths weaker than literacy with 61% of children at ARE vs 67% in Literacy.
We are using a new data tracking system for science and the year groups flagged up are Yrs 3 and 4 which indicate low performance in science but need data to be checked in 2016-17
Source: End of Key Stage and internal (SPAG – note which data we have)
Is there any difference between the outcomes for Boys and Girls?
In KS1 – Girls significantly outperformed boys in all areas but still need to raise their levels of attainment
In KS2 boys outperformed girls in Maths and ‘girls maths’ must be whole school monitoring area.
In Yr 5 – girls significantly outperform boys in all areas
In Yr 4 – Maths is equivalent but girls outperform boys in Literacy.
Source: End of Key Stage and internal
Are there any ethnic groups that stand out in terms of performance (high or low)?
Turkish and Eastern European children are serious concern for under-performance in all subjects
In Yr 3
Turkish children in KS2 and KS1 however achieved strong progress in Reading but attainment in reading was weak
Eastern European children stand out as performing below in KS1 and in some years especially writing and Maths (Yr 5)
Source: End of Key Stage and internal
How did Earlham do in the Phonics test in Year 1?
Good because EP exceeded last year National phonics results:
EP 2016 = 78% (up from 66% in 2015) vs 77% (Nat. 2015)
Source: Look at vs National (2015) and Haringey
How did our Pupil Premium children do?
PP children end KS2 did well in comparison to non –PP outperforming non-PP in KS2 (combined R,W,M) 47% at National expected level vs 42%. PP children were therefore only 6% below National average for all pupils combined.
However in end KS1 – PP children performed significantly lower than non-PP 50% vs 69%
Internal: In Year 3 and 6 PP children achieved higher or matched in Maths and Reading but achieved lower in writing so our whole school focus is upon opportunities for extended writing.
Source: Look at end of Key Stage and internal data: Combined and individual subjects
Are there any groups that stand-out eg summer-born?
KS1 summer – born children are the largest group and performed the weakest in KS1.
Turkish children appear as an underperforming group in several year groups as do Eastern European (Eastern European is influenced by new arrivals without English and we have interventions to support these EAL new arrival children).
School is trialling different resources and approaches for EAL.
How is Earlham doing as a school compared to previous years?
EYFS core areas of Reading, Writing and Number are all at 73% or above, indicating strong platform for future.
Phonics of 78% is a strong platform for KS1.
And 65% RWM combined at KS1 is strong platform for KS2.
We are increasing our prescriptive reading teaching and using summative testing to supplement consistent and regular teacher assessment.
EYFS is clearly up. KS1 combined exceeded national which is an improvement and in KS2 Earlham closed the gap on National levels.
Earlham also clearly is closing the gap for disadvantaged pupils with pupil premium children outperforming non-pp pupils in KS2.
Focus Groups for 2016-17
*Pupil Premium children in 2016 Year 3
*SEND children in 2016 Yr 3
**Yr 3 2016 summer-born
*Turkish children upper KS2 – Reading in particular
*Girls maths KS2
*Yr 6 2016 – Boys all subjects (below girls)
*Summer-born children – writing – performing well below
*Yr 4 2016- Turkish and Eastern European children need strong focus in all subjects
*Boys writing particularly focus
Yrs 4 and 5 2016-17 science
*Eastern European children – writing a concern across the school