SALUSBURY PRIMARY SCHOOL SELF-EVALUATION FORM
INTRODUCTION
(School context in
addition to
Raiseonline)
Salusbury is a large three-form entry maintained primary school. Most of the children live locally in the
Queen’s Park ward. Queen’s Park has the highest population density and the largest number of rented
properties in Brent (the 2011 census records a 12% decrease in owner occupied properties). After the school
went into special measures (February 2012) there were significant changes in leadership and staffing: 60% of
teaching staff and 66% of the core leadership team had changed by September 2013. Since September 2013
there has also been a 33% change in the governing body (which includes two Muslim parents). Salusbury came
out of Special Measures in October 2013 and the LA judged the school to be good in February 2015. The
school is very mixed with over 40 languages and 47% EAL. There is a large transient (c. 15%) refugee
population living in rented and temporary housing*. Mobility is above average at 23.7% (September 2015)
compared with National 15%. The gender mix is broadly equal (see below) and the largest ethnic groups are
29% white British, 11% other white background, 5.3 % Black Somali. 5.1% White western European, 5.1%
mixed background and 2.7% Eastern European. The main languages spoken are English (53% first language),
Arabic, Somali, Albanian, French, Portuguese and Spanish. Salusbury World (onsite) supports refugee children
and their families, and Place to Be (also onsite) offers counselling to children, staff and parents. FSM (20%) is
broadly in line with the national average (although there is a distinct difference between numbers in older
classes compared with those in the recent youngest classes, and the socio economic mix in Reception classes
is changing with a rise in children from more affluent homes. 15% (94 children) receive Pupil Premium funding
and 27 children (4.1%) are both PP and SEN on the SEN register (September 2015). Special needs include ASD,
speech, language and communication and global delay. Inclusion leaders are gradually transferring all 18
statemented children to EHCP plans at Annual review Meeting 2015/16. Nursery attainment on entry is
broadly in line with the National average. In September 2015 the Nursery number of children with EAL was
75% and Reception was 44% which follows the same trend as 2014. Attainment in KS2 was above the national
average in 2013, 2014 and 2015. In KS1 attainment was above average in 2013 and 2014, and although slightly
lower in 2015, was still broadly in line with national averages and progress was good (APS: Reading 5.7,
Writing 4.7, Maths 5.4). The reasons for lower attainment were partly down to poor teaching in one class (see
below) with some serious behaviour issues and partly due to the fact that the length of time allocated to RWI
in the first year cut down on writing opportunities teachers found that the follow up literacy and language
programme was not stretching enough for more able Year 2 children. This year we have strong, stable teams
in Years 2 and 3 (with action plans for both year groups), we have shortened RWI to allow more opportunities
for writing and Year 1 children last year had the benefit of a strong team and was the first cohort to have a
whole year of RWI. Consequently we expect KS1 results in 2016 to be above average. Key challenges for the
school are embedding the new assessment system and the new curriculum from September 2015, continuing
to close the gap for Pupil Premium children and promoting their accelerated progress, improving writing
(especially for boys and in KS1), enhancing marking and feedback and continuing to improve progress for all
children (especially the more able) from Years 1 - 6. (*Based on Salusbury World’s definition of a refugee: any child
born in a family who has fled a country due to fear of being persecuted for reasons of race, religion, nationality, membership
of a particular social group or political opinion' (This could mean that the youngest sibling was born in the UK although
older siblings were not.)
WHOLE SCHOOL
DEVELOPMENT
SUCCESS PLAN
01.16 – 07.16
PROGRESS ON
PREVIOUS INSPECTION
KEY ISSUES
Evidence: Success
plans, INSET, Lesson
observations,
Leadership
programmes, SLT
observations,
modelling/team
teaching, Pupil
progress meetings,
Pupil conferencing,
LA reports, Pupils’
books, Data, CPD
(Govs and Staff),
Salusbury Timeline
1. Provide a rich, broad balanced curriculum
2. Ensure that all interventions have an impact on pupils’ learning
3. Improve the effectiveness/consistency of homework
4. Ensure there are adequate information/communication technology resources to support pupils’ learning
Key Actions
Impact
Key Action 1 IMPROVE QUALITY OF TEACHING
 Stable staff/quality of teaching good+:
robust assessment/marking in place
 Develop effective questioning by all staff
 Consistent whole school approach to
 In vast majority of lessons, teachers model
modelling/language for learning
language/ask open-ended questions
effectively/consistently to support learning
 Promote more purposeful Marking & Feedback
(especially in IPC)
 80% teaching good; 20% outstanding 01.16
 Ensure quality recruitment to move from good to
 80% TAs/LSAs effective throughout lesson
outstanding: aim at 66% consistently good/33%
 80% marking/feedback consistently good
consistently outstanding by July 2016 (Head’s PM)
 All children engaged in learning but PP
 Emphasise Talk for Learning/1:1 questioning of PP
children’s progress still inconsistent
children re how to learn
 New ICT provision enhances children’s
 Provide greater opportunities to apply ICT in all
learning: ICT suite re-equipped with new pcs
aspects of learning: focus on additional funding 2015
Key Action 2 RAISE PUPIL ACHIEVEMENT FURTHER
 Guided reading organised/purposeful
 Ensure greater consistency in guided reading
 Use of drama to enhance boys’ writing
 Focus on modelling/talk for writing esp. KS2 boys
 PP children have greater understanding of
 Accelerate PP progress: still inconsistent
language of learning/targets/LE support
1

ACHIEVEMENT
GRADE = 2
Evidence: Raise
Online, LA Review,
Data analysis (pupil
progress and
attainment), PP
funding, Success
plans, Impact of pupil
interventions, work
scrutinies, CPD,
External moderation,
school awards,
QUALITY OF
TEACHING
GRADE=2
Evidence: Learning
walks, Evidence over
time, PM, Planning,
Governor training for
governors re key
questions Ofsted will
ask (RON), Pupils’
books, data, team
teaching/ modelling,
provision maps/
impact of SEN
interventions
BEHAVIOUR FOR
LEARNING & SAFETY
GRADE=2
Evidence: School
Council, Attendance
figures, pupil/parent
surveys, CP evidence,
Safeguarding trail,
Behaviour/bullying
policies/records
Induction policy/
induction feedback
Safeguarding
policies/Talking to
KS2 children about
their targets/New PP
provision Map/New
AHT’s success
plan/PP data
Differentiation/challenge well established for all
children & more able making good progress
SIGNIFICANT PROGRESS MADE ON BOTH KEY ISSUES: PP
children’s progress still inconsistent across KS2, but 2015
Year 6 results takes us into outstanding for progress/
attainment in Writing/Maths
Strengths
 Attainment at KS1 for last two years consistently at or
above national levels except writing level 3 but see
above re 2015 (also several behaviour issues)
 Attainment at KS2 for last three years consistently at or
above expected levels in all subjects: level 5 on a par
with National: even better 07.15 with 18% Maths L 6
 Progress in KS1 consistently good overall last three
years, as children below national in CLL and PSHE at
end of EYFS, pass KS1 SATS with 2C as the minimum
 Percentage of KS2 children on track increasing with
Years 5/6 accelerated progress across all subject areas
 97% since KS1: expected progress end KS2 (national
91%); 34% make accelerated progress (national 28%)
Year 6 progress 2015 outstanding in Maths/Writing
 Improved attainment across wider curriculum
 EYFS progress & attainment good (see EYFS results/SEF)
Strengths
 Records over time show that teaching is good or better
in 80% of classrooms (LA 02.15/exit from RIG 07.15)
 Learning environment better supports pupils’ learning
 Inclusive strategies ensure children engaged in learning
 3 different levels of success criteria allow children to
choose own level of challenge
 Feedback and marking in core subjects shows progress
 Children’s marking responses ensure they know how
well they have done/what they need to do to improve
 Early intervention (e.g. RWI) supports vulnerable
learners/higher attainers
 New F/T Deputy (assessment) appointed 01.15
 Mentors assigned to all new teachers + induction
Inadequate
0%
RI
0%
Good +

Success criteria increasingly successful in
driving learning
 Staff aware of data for every child in class
ACHIEVEMENT, TEACHING & LEARNING ARE
NOW GOOD OVERALL(see LA 02.15/SATs results
2013/2014/2015/HT’s PM)
Areas for Development
 Increase attainment in writing across the
school through, e.g. teacher modelling
shared writing (focus on Years 3 & 4), writer
of the week, Year 3 production of Snow
queen (12.15), Year 3 focus on Macbeth as
part of Brent Shakespeare Festival (05.15),
IPC cross-curricular writing, targets in books
which teachers check/change half-termly
 PP average APS score still needs to improve
and key focus on Year 3 children who
struggled to make progress in Year 2
 PM two year HTPM target: at least 50% of PP
children achieving above national so in line
with proportion for whole cohort: 0.2
internal AAH appointment to focus on PP
children and this target (09.15)
Areas for Development
 Summary records of teaching over time for
each teacher
 More effective talk partner activities in all
classes (less teacher talk, especially KS2)
 Expectations of progress/higher attainers in
some year groups especially PP children
 IPC marking needs to be consistently good,
cross curricular and show progress
 80% + teachers good in all learning areas
 Years 4/5 progress maintained/strengthened
 New DH introducing target tracker 09.15:
training all staff in how to use effectively
 New teach first Reception teacher 09.15
80%
Outstanding
20%
Strengths
BEHAVIOUR FOR LEARNING
 Attendance 2013–2015 has remained at between 95 and 96% through rigorous systems, e.g. first day phone
calls, meetings with parents, letters home, termly attendance badges, etc. Lateness varies, c. 1.5%
 Persistent absence halved from 2.8 in 2012 to 1.4 in 2014 and NO EXCLUSIONS 09.12 – 02.16
 Behaviour for learning good: clear, consistent positive Policy 04.12 has significantly reduced low level
disruption/improved learning engagement: School Council/KS2 children see it as fair (HMI 10.13)
 Strong caring ethos/mutual support/induction well established (staff attendance also good overall)
SAFETY
 Rigorous procedures in place to ensure pupil safety, e.g. complete H & S overhaul 09.12: cameras for all
areas, annual CP training, road safety/anti-bullying weeks; staff induction/safeguarding training (e.g. FGM)
 Successful Health and Safety audit 2015/ Pupil Voice 11.15 90% of pupils feel safe all/most of the time
 95% of children feel school deals well with all types of bullying (many say bullying does not happen) but
some concerns re behaviour in Year 3 (poor teaching in one Year 2 class 2014 – 2015)
 Clear anti-bullying policy/anti-bullying week: reorganisation of school council with key responsibilities (FB)
Areas for Development
 Continued whole school approach to developing positive consistent learning behaviour
 Ensure school complies with latest safeguarding/CP guidelines (DH JB): new policies written/approved 05.15
 90% children know their targets and can discuss them with adults (+ training, e.g. FGM/ WRAP etc.)
 Learning environment supports all children’s independent learning through consistently high expectations
 Improved provision for PP children enhances their learning (pupil provision map/AHT’s Success plan/PP data
2
LEADERSHIP &
MANAGEMENT
GRADE=2
Evidence: Data, GB
training/audit/360°,
Leadership training +
presentations, CPD,
pupil progress
meetings, induction
programme, mentors
for new staff + JDs,
new AH JD
SMSC
GRADE = 2
Evidence: School
Council, surveys,
Gambia visit, Place to
Be/SW impact, Eco
evidence, British
Values, RAVE policy,
BC Intermediate
International award,
PE Gold award, Eco
Bronze award, work
towards Platinum
Arts Mark,
EYFS GRADE=2
Evidence: EYFS SEF,
Learning Journeys,
Nursery APP, data
Strengths
Areas for Development
Robust self-evaluation: data analysis/pupil progress
 Further develop leadership skills and
meetings/observations/performance management
initiatives for year/middle leaders,
 Significant improvement in teaching and learning across
particularly re use of data to determine how
school since September 2012
effective pupil progress is and PP progress/
 Professional Development focussed on areas of whole
attainment gaps across school
school development/individual identified teacher needs
 Subject leaders continue to develop their
 Governor training to challenge and identify areas for whole
own knowledge/leadership skills (e.g.
school improvement: challenging questions in meetings
presentations to governors)
 Leadership programmes to develop senior/middle leaders;
 Termly focus on TLR 2A success plan
new F/T DH (01.15)/SBM (09.15) to strengthen core SLT:
presentations/impact to all teaching staff
comprehensive induction programme and weekly meetings  TLR 2B leaders’ critical focus on data/halfwith year leaders + support for new subject leaders
termly drop-ins (to include book scrutinies)
 Impact of two consultant Deputies over last three years
 Assistant Head (.2) PP focus (09.15)
Strengths
 Children have a strong voice within the school through School Council (and visitors/visits, e.g. to Parliament)
 Head/other senior leaders open/approachable
 New outdoor toilets and new dinner provider (09.14) + other building improvements
 Strong community feel to the school (expressed by parents 03.15)
 Children initiate many fundraising projects, e.g. Mbollet Ba in the Gambia (BC Intermediate Award)
 Children have a strong sense of right and wrong (buddy classes)
 Rights & Responsibilities Grade 1/Salusbury World/Place to Be
 Greenspace supports social skills & statemented children: working towards eco Silver award
 RAVE policy updated 01.15 + statement re British Values/PE and Travel Gold Awards (06.15)
 Focus weeks: anti-bullying, road safety, cycle/walk to school, refugees, art, poetry, science, maths
 Themed days (e.g. International Day/Gambia day/languages day); class visits in and out + visitors etc.
 Duchess of Cambridge visit to Place2Be 01.16: You Tube video with four Salusbury children
Areas for Development
 Involve more minority parent groups in curriculum, e.g. volunteering, workshops, fundraising, enterprise
 Developing role of Dads (especially Muslim Dads) within school: Muslim governor meets Dads weekly 01.15

Strengths
 Cohesive Reception Team with new EYFS leader appointed 04.15/new Nursery experienced teacher (09.15)
 Consistently good teaching/good outcomes end of EYFS (new technology facilitates better observation/assessment)
 Comprehensive EYFS SEF
Areas for Development
 Outdoor area/RWI provision/Developing Observations and Assessment Planning
OVERALL EFFECTIVENESS: GOOD (EVIDENCE FOR EACH AREA)
READING & WRITING
Evidence: Impact of
RWI assessment/
analysis, INSET, Pupil
progress data, CPD,
policies, GB T & L,
interventions impact
pupil conferencing,
work scrutiny, writing
in books, moderation
Expected Progress
Reading
Accelerated Progress
Reading
Progress Writing
Accelerated Progress
Writing
MATHS
Evidence: Audit, data
INSET, Success Plan,
Maths week, book
scrutinies, lessons,
provision maps, etc.
Key Skills
Quality &
Standards
Raiseonline
2015 &
School data)
Key Skills
Quality &
Standards
Phonics area of concern (07.13): RWI introduced 01.14 to support reading/writing in KS1 and
new EAL children in KS2: phonics results in KS1 2014/2015 above national average &
significant decrease in Year 2 RWI children (70 in 01.14/43 in 01.15/22 expected 01.16); EAL
79% 2014 (Nat. 74%)/82.5% 2015; PP 48% 2013/59% 2014/58% 2015 (same no. of children)
English leader (internal appointed 05.15): English audit + policy reviewed May 2015:
particular emphasis on speaking/listening/drama in writing & creating more opportunities for
modelling in Years 3 & 4 (following Pie Corbett): Snow Queen, Primary Shakespeare Company
Strong KS1 focus on developing talk for writing strategies within KS1 to be replicated in KS2:
KS2 focus on the teaching sequence in writing to ensure sufficient time given to text analysis/
sentence level work so children not rushed to whole text writing too soon
2015 Data (4 pupils to still be discounted) =
Children at Salusbury from KS1 to 2 = 92% 89% (2014 National 91%)
59 children
2015 Data (4 pupils to still be discounted) =
Children at Salusbury from KS1 to 2 = 42% =
39% (2014 National 35%)
27 Children
2015 Data (4 pupils to still be discounted) =
Children at Salusbury from KS1 to 2 = 100% =
97% (2014 National 91%)
64 children
2015 Data (4 pupils to still be discounted) =
Children at Salusbury from KS1 to 2 = 44%
41% (2014 National 33%)
28 Children
Problem solving/developing mental maths skills from Nursery/learning X tables from Year 2
Fluid KS2 Maths grouping gives teachers greater flexibility to gauge children’s ability
Year 3 catch up classes + booster groups for Year 6 children focus on key skills
Maths audit/policy update for new curriculum 09.14: grasp of data and where to go next
Termly 1:1 conferencing & PP children half-termly to accelerate progress (Year 6 excellent)
Work differentiated: more able children opportunity to work towards Level 6
3
Expected
Progress Maths
Accelerated
Progress Maths
CURRICULUM
Evidence: Review of
IPC subject areas, T &
L policy reviewed, PE
gold award, new ICT
suite (all 09.15),
discrete art lessons
for every class, MfL
extended to all age
groups, British
Council International
intermediate award
(02.15), planning
SIGNIFICANT
GROUPS
How does the school
address particular
group
underperformance?
ADD REFUGEES AND
OTHER GROUPS
KEY STAGE
PERFORMANCE
EARLY YEARS
Evidence: See
separate EYFS
SEF, Learning
Journeys, Nursery
APP, data
2015 Data (4 pupils to still be discounted) =
96% (2014 National 89%)
2015 Data (4 pupils to still be discounted) =
44% (National 35%)
Children at Salusbury from KS1 to 2 = 98% =
63 Children
Children at Salusbury from KS1 to 2 = 47%
30 Children
Strengths
Areas for Development
Strong tradition of music: peripatetic lessons for
 Science teaching with main focus on scientific
piano/violin/‘cello/guitar/flute/clarinet/drum
enquiry/facts (new Science/DT leader 09.15)
 Two choirs and termly music concerts
 Continued focus on cross-curricular links while
 Curriculum enhanced by focus weeks Science (see
continue to develop and review 2014/15 curriculum
folder)/Art/ Maths/IPC; visits out (see above);
 IPC assessment: developing marking/feedback:
 Focussed PE training for all teachers
additional time to moderate/reflect on these
 Strong cross-curricular links, e.g. between Music,
 Continue & consolidate PE training
Art, MfL makes learning more meaningful
 ICT funding to support learning
 Spanish taught Nursery up (+ 2 language clubs)
 ICT suite practice replicated across school
 Working towards full BC International Award
 Playground equipment in all outside areas
 Trained PE coaches support sports activities
 Embedding new curriculum/assessment 09.15
 Working towards Arts Mark
 Comprehensive curriculum time implemented 09.15
BSOM/SEN/ P/T TA allows inclusion leaders to provide specialised targeted support to accelerate learning
BRCB
PUPIL
Additional teacher supports booster groups, especially Pupil Premium children in Years 5 & 6
PREMIUM
PP attainment and progress still inconsistent between year groups
Looked After/
As of 09.15 we have no looked after children (cp 1 in Y1 & 1 in Y6 in 2014), 2 special
Adopted
guardianships in Years 2/3 and I adopted in Year 6 (cp I in Y5 and 1 in Y6 in 2014)
EAL
Specialist intervention staff support new EAL children (6 week programme) especially with
vocabulary development (some vocabulary pre-taught to vulnerable KS2 children
OTHER
Clear gap in boys’ writing attainment: focus on developing boy friendly topics/texts/writing for
a purpose, e.g. Year 3 Snow Queen (12.15) dramatic impetus for boys’ writing: 60% of boys
moved at least one sublevel in writing this term and 5% moved 2 sublevels . Story lab project
in Year 5 (10.15, and previous years has a similar effect on writing attainment). Summer 2015
Year 3 also studied Hamlet as part of the Shakespeare Festival which gave them opportunities
to study advanced although this is till an issue in upper KS2 now – current Y3 boys/girls and
below are roughly similar at the moment: story Lab/Shakespeare to continue this year.
KS1
Good progress on average across KS1: children in FS with accelerated levels above national at
Percentage
accelerated levels end Y2 (Raiseonline); ongoing APS/progress data on an upward trend
targeted early intervention (e.g. RWI); pupil progress meetings/accurate data support this
but slight downturn end of Year 2 2015 for reasons given above
Lower KS2
Year 3 going into Year 4 staff had strong teaching last year and will have the same this year.
Year 3 teachers continue to develop their data expertise, & progress was good: will support
those Year 2 children whose attainment was lower last year + more time for writing
Upper KS2
Improved teaching in Year 5 means less catch up in Year 6: strong teaching in Year 6 with
appropriate intervention led to above average attainment in 2013, 2014 and 2015.
91% of children at Salusbury since KS1 make expected 2 levels of progress in all 3 areas with
78% of them achieving 4B+ in all 3 areas.
Analysis of data shows above National for GLD; 42% of PP children
2013 GLD= 51%
got a GLD in 2015 (National in 2014 48%): this is a focus for EYFS
(current Year 3: a low
this year too + develop outdoor learning space & earlier RWI
achieving cohort;
introduction 10.14 to support PP children; writing opportunities
exacerbated by poor
increased though scope for further development of writing
teaching in one Year 2
outdoors. Strong EYFS supported by new experienced Nursery
class 2014/15)
teacher and previous Nursery teacher moving into Reception.
Support/induction for new Teach First candidate in one class.
2014 GLD = 63%
RWI (daily) and Spanish (weekly) both taught in Reception. Nursery
does a version RWI and will start Spanish 01.16.
2015 GLD = 64%

RWI Review 09.15 shows that some children not progressing well
enough in RWI – new KS1 interventions 01.15 to address small
groups of children (EYFS & KS1) who need additional support +
RWI shortened in KS1 to allow more time for children to write.
4
ASSESSMENT
How assessment, tracking, marking
and feedback improve learning &
help to raise standards
Strengths
 Improved feedback/marking: consistent
leadership focus: regular monitoring
 Effective identification/tracking/
analysis of children not progressing in
whole class pupil progress meetings
 Staff/SLT internal moderation ensures
accurate levels agreed by year groups
 Termly Success plan fully implemented
 Work with local schools (e.g. Chalkhill &
Brentfield) has enhanced assessment)
 Work scrutinies show that most
children reflect on work/can respond
 Termly 1:1 conferencing for all children
(PP children: half-termly)
 Mostly Effective marking in English/
Maths supports learning/shows
progress/covers skills range
Evidence: Success plan, Policies,
INSET, Pupil progress meetings, Data
story, Interventions Provision map
(including RWI), Internal/ external
moderation, CPD (e.g. support staff
accurately assessing pupils’ work
NEW ASSESSMENT SYSTEM IN
PLACE AS OF 09.15
All staff trained in target tracker
PUPIL
ACHIEVEMENT
DATA
READING
WRITING
MATHS
PUPIL
ACHIEVEMENT
DATA
KS1
2012
KS1
2013
KS1
2014
Attainment
APS
Attainment
L2+77%
L3+20%
L2+72%
L3+ 6%
14.7
L2+91%
L3+29%
L2+88%
L3+16%
16.5
L2+ 79%
L3+13%
14.6
L2+92%
L3+24%
16.4
13.5
KS2
2012
Attainment
APS
READING
L4+ 84%
L5+ 49%
L6+ 0
WRITING
MATHS
Areas for Development
 Children’s presentation & IPC marking
 Focus on cursive writing KS2
 Teaching focus on gaps in children’s skills,
especially PP children
 Greater teacher consistency in giving
children time to respond to feedback /
 Teachers over cautious in using new
assessments (09.15): developing levels
 Including more support staff in formative
assessment
 Embedding new assessment system to
ensure consistency through the school
 Most children know targets, but need to
know what to do/understand why
 Ensure marking/feedback are consistent
across whole curriculum, e.g. IPC needs to
show same qualities as core subjects
APS
15.3
Attainment
APS
Attainment
APS
L2+90%
L3+34%
L2+88%
L3+13%
16.7
L2+ 88%
L3+ 23%
L2+85%
L3+9%
16
L2+92%
L3+27%
16.5
L2+85%
L3+25%
15.8
KS2
2013
Attainment
APS
28.8
2 levels
progress
88%
L4+92%
L5+ 55%
L6+ 1%
L4+ 85%
L5+29%
L6 + 0
27.8
94%
L4+ 84%
L5+ 28%
L6+ 4%
27.8
79%
KS1
2015
15.1
KS2
2014
Attainment
APS
29.6
2 levels
progress
91%
L4+ 92%
L5+ 45%
L6+ 1%
L4+ 85%
L5+28%
L6 3%
27.8
88%
L4+ 88%
L5+ 42%
L6+ 12%
29.4
90%
KS2
2015
Attainment
APS
28.6
2 levels
progress
87%
L4+ 88%
L5+ 55%
L6+ 1%
30.8
2 levels
progress
89%
L4+ 86%
L5+ 31%
L6 1%
28
91%
L4+ 92%
L5+ 35%
L6 4%
28.4
97%
L4+89%
L5+ 43%
L6+11%
29
91%
L4+91%
L5+ 44%
L6+18%
31.2
96%
Boy/girl gap in KS2 in July 2015:
Boys
Girls
3
R
20.1
20.9
W
17.4
19.7
M
20.2
20.6
4
R
22.1
22
W
20.7
20.8
M
23.2
21.6
5
R
24.5
25.1
5
W
22.7
24.2
14.8
M
25.1
24.4
6
R
30.8
30.7
W
28
28
M
31.3
31.0
OVERALL SCHOOL PERFORMANCE 2014
INADEQUATE VULNERABLE
AVERAGE
KS1 Overall APS
13.4 & below
13.5-14.3
14.4 – 16.0
16.1-17.2 = 16.1
OUTSTAND
ING
17.3+
80-87%
88%
Reading L2B+
57% & below
58-66%
Writing L2B+
45% & below
46-54%
55-66%
67-77% = 71%
78%
Maths L2B+
57% & below
58-66%
67-79%
80-87% = 82%
88%
Below 60%
61-67%
68-75%
76 - 88% = 76%
89%
25.0 & below
25.1-26.4
28.3 to 28.5
28.6 -29.4 = 29
29.5
Below 74%
75-80%
81-89%
90-94% = 91%
95%
Below 74%
75-80%
Below 74%
75-80%
81-89%
11.2 and
below
11.3-11.9
12.0 – 13.2
Over 6.7%
6.7-5.3%
5.2-4.7%
KS2 Reading,
Writing Maths L4+
KS2 Overall APS
Reading 2 levels
progress
Writing 2 levels
progress
Maths 2 levels
progress
APS Increase
KS1-KS2
Attendance 2013
67-79% = 79%
GOOD
81-89% = 88%
90-94%
95%
90-94% = 90%
95%
13.3-14.0 = 13.5
Not sig due to
mobility
4.0-4.6%
14.1+
3.9% &
below
OVERALL SCHOOL PERFORMANCE 2015 (SCHOOL CALCULATED EXCLUDING DISCOUNTED PUPILS)
INADEQUATE VULNERABLE
AVERAGE
GOOD
OUTSTANDING
KS1 Overall APS
13.4 & below
13.5-14.3
14.4 – 16.0
16.1-17.2 %
17.3+
=15.5
Reading L2B+
57% & below
58-66%
67-79%
80-87%
88%
=74.2
Writing L2B+
45% & below
46-54%
55-69%
70-77%
78%
=67.4
Maths L2B+
57% & below
58-66%
67-79%
80-87%
88%
=69.7
KS2 Reading,
Below 60%
61-67%
68-75%
76 -88% = 80
89%
Writing Maths L4+
KS2 Overall APS
25.0 & below
25.1-26.4
26.5- 28.3
28.4-29.4 =29.1
29.5
Reading 2 levels
progress:
Writing 2 levels
progress:
Maths 2 levels
progress:
APS Increase KS1KS2
Below 74%
75-80%
81-89%
Below 74%
75-80%
81-89%
Below 74%
75-80%
81-89%
90-94%
11.3-11.9
12.0–13.2
13.3-14.0
11.2 & below
6
90-94%
92%
90-94%
95%
95%
97%
95%
96%
14.1+
15.46
2012
2013
2014
2015
Year 1 Phonics Check
70% achieved expected level
64% achieved expected level
79% achieved expected level
82% achieved expected level
Foundation Stage Good Level of Development 2014/15
2013
2014
2015
51%
63%
64%
KS2
READING
2015 Actual %
SAL 2014 %
SAL2013%
1
2015
Predictions%
4
LEVEL 6
1
1
LEVEL 5 +
55
50
45
55
LEVEL4+
88
91
92
92
RWM 4+
80
82
83
76
RWM 5+
22
23
23
24
2 LEVELS OF PROGRESS
89
96
97
91
MORE THAN 2 LEVELS OF PROGRESS
39
35
34
37
WRITING
2015 Actual %
2015 Predictions
SAL 2014%
SAL 2013%
LEVEL 6
4
2
1
3
LEVEL 5 +
35
31
31
28
LEVEL4+
SPaG 4+
92
88
86
83
86
82
85
75
SPaG 5+
66
55
54
55
2 LEVELS OF PROGRESS
97
95
97
88
MORE THAN 2 LEVELS OF PROGRESS
41
50
40
38
MATHS
2015 Actual %
2015 Predictions
SAL2014%
SAL2013%
LEVEL 6
18
15
11
12
LEVEL 5 +
44
46
43
42
LEVEL4+
2 LEVELS OF PROGRESS
MORE THAN 2 LEVELS PROGRESS
91
96
44
92
92
54
89
96
46
88
90
43
READING
2C+
2B+
2A+
3
2015 Actual %
88
75
56
22
2015 Predictions
92
84
59
30
2014%
90
85
60
34
WRITING
2C+
2B+
2A+
3
2015 Actual %
85
67
37
9
2015 Predictions
86
70
41
15
2014%
88
70
42
13
MATHS
2C+
2B+
2A+
3
2015 Actual %
85
72
48
25
2015 Predictions
93
84
60
25
2014%
93
85
60
27
KS1
7