W
ilthorpe Primary School
SCHOOL
IMPROVEMENT
PLAN
“Getting to Good”
2015 / 2016
Head Teacher : Mrs C. Brady
LLE : Mr M Harris
Aim high and never give up!
1
Wilthorpe Primary School Aims
Our motto – ‘Aim high and never give up!’
Through fun and fundamentals to develop each and every person as a good
learner who…
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is independent
collaborates
has focus
has courage
is healthy
is curious
reflects
communicates
aims high and
never gives up!
2
Wilthorpe Primary School
School Improvement Plan - ‘Getting to Good’
The Context
The previous Infant and Junior schools closed and re-opened as a through primary In January 2013 albeit on a
split site. The first Ofsted inspection of the school was 19th – 20th February 2014 and while Ofsted
acknowledged that Senior leaders had led the amalgamation well it judged that the school was ‘Requires
Improvement.’
The key areas for improvement were;
 Improve the quality of teaching so it is consistently good or better in Key Stages 1 and 2 in reading and
writing, so that pupils make good or better progress, particularly those pupils supported by the pupil
premium and the most able
 Improve leadership and management, including governance
 Improve pupils’ behaviour so that it is at least good
The school has worked closely with the LA to take action in order to improve upon this judgement. The support
from Matthew Harris (LLE) has been put in place to focus and refine the process of school improvement
required and a School Improvement Strategy Group (SISG) is in place chaired by Jo Bentley (SEO) which
meets monthly.
Chris Smith (HMI) visited the school on 21st May 2014 and judged that senior leaders and governors are
taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection.
Matthew Harris completed a Pupil Premium Audit on 23rd and 24th September 2014 and identified that
significant progress had been made with Pupil Premium since the February Ofsted Inspection but that
Teaching and Learning was still a priority with still much that needed to be identified, and consistently
developed, within whole school CPD.
Four officers of the LA together with the LLE conducted a review of the school on 21st October 2014. The
judgement at this review was that the school remained Requires Improvement and that LA and LLE support
should continue.
The published Raiseonline report in November 2014 showed much improvement with end of KS1 attainment
now being in line with national averages and attainment at the end of KS2 being significantly above national
averages in all subjects with the Pupil Premium gap narrowed but still too great.
A Collaboration enquiry walk conducted in January 2015 by Claire Brady, Matthew Harris (LLE) and Lee
McCLure (head teacher Shawlands) judged behaviour to be good.
The SEO visit to the school on February 2015 judged that the school had made much progress and that the
school was judged good overall. Further LLE support was commissioned to further strengthen and consolidate
this judgement.
This improvement plan highlights the planned actions the school has identified in order to take the school to
‘Good’ at the next section 5 inspection due in Spring 2016.
3
Key Performance Indicators
1) For the Effectiveness of Leadership and Management to be ‘Good’ the Key Performance
Indicators are:
 Leaders and Governors have an accurate and comprehensive understanding of the quality of
education at the school and school improvement plans build on this effective self evaluation
 Leaders implement an effective monitoring programme that ensures that teaching impacts positively
upon the learning and progress made by individual pupils and different groups - particularly the
most able and those eligible for pupil premium.
 Judgements on teaching, learning and assessment are secure and well moderated.
 Leaders ensure that the school’s curriculum is broad and balanced, promotes British Values and
impacts positively on pupils’ personal development and welfare
 The SISG and Governors hold senior leaders to account for all aspects of the school’s performance
but particularly for the use of the Pupil Premium to ensure that the attainment gap is closing.
2) For the Quality of Teaching, Learning and Assessment to be ‘Good’ the Key Performance
Indicators are:
 Teaching throughout school and particularly in reading and writing ensures that pupils make at least
good or better progress (90% of lessons observed to be at least good or outstanding)
 Teachers will demonstrate high expectations for all groups of learners and this will be evident in
both planning and outcomes particularly for HA and PP pupils. Lessons delivered will meet the
differing needs of pupils with an appropriate level of challenge.
 New assessment methods will be trialled, embedded and continuously reviewed via working groups
set up across Barnsley Central Collaboration
 Pupils will focus well on their learning, respond to feedback, know how to improve their work and
apply their skills across the curriculum, particularly in writing.
 The improvement of reading comprehension will be a particular focus across the whole school with
guided reading being the main vehicle to improve skills.
 Provision within EYFS is enabled to move towards outstanding
3) For Personal Development and Welfare to be ‘Good’ the Key Performance Indicators are:
 In class, activities and resources will be successfully matched to meet the differing needs of pupils,
maintain their interest in learning and motivate them
 KS2 Playtimes and lunchtimes will be improved through the use of structured play activities, led by
teaching assistants, to ensure that pupils’ behaviour is managed well at these times and that pupils
conduct outside lessons is good
 Focus on the Golden Rules and the Core Values of the school will impact positively on the
development of pupils as learners and citizens
 Learning mentor will be used to support individual pupils with behavioural difficulties
4) For the Outcomes for Pupils to be ‘Good’ the Key Performance Indicators are:
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At the end of Key Stage 1 95% of children make expected progress and at least 45% make better
than expected progress in writing
The rates of progress at the end of KS2 in all subjects will be higher than nationally expected rates
in both expected rate of progress and better than expected rates of progress with at least 45%
better than expected progress in maths
Teaching of phonics impacts on the level of attainment in the phonics screening test so that Y1
attainment increases to a minimum of 80% and 70% in Year 2 retakes
The attainment and rates of progress for pupils in receipt of pupil premium will continue to improve
4
PRIORITY 1: Effectiveness of Leadership and Management O
Action
1.1
Leaders and governors will have an accurate and comprehensive understanding of the quality of
education at the school and school improvement plans build on this effective self evaluation
1.1a
Analysis of attainment and progress data for EYFS and also for each year group is completed
for each cohort, for individuals and for groups of pupils e.g. pupil premium. Results of the
analysis are used to evaluate the effectiveness of the previous year’s school improvement
actions and to drive the priorities in the new School Improvement Plan.
Attainment and progress data in Raiseonline for the end of KS1 and KS2 is analysed and
shared with staff and Governors. Comparisons with similar schools enable effective school self
evaluation.
School Self Evaluation report is produced together with staff and governors which takes into
account not only attainment and progress data but also information about the quality of
teaching, learning and assessment and personal development
Link all evidence collated to the new Performance Management Cycle which sets clear and
explicit for criteria for what constitutes good and outstanding teaching. Linked to Performance
Related Pay all teachers eligible for a pay rise must provide consistent evidence from wide
range of sources.
Track the number / percentage of children on track to meet RWM combined for each cohort
1.1b
1.1c
1.1d
1.1e
July 2015
Nov. 2015
Autumn 2015
By end of
October
2015
Nov 2015
Feb 2016
May 2016
Autumn 15
Spring 16
Summer 16
1.1f
Individual visits by Governors including weekly visits by the Chair and Termly Governor days
enable all Governors to monitor the accuracy of the SEF and to build an accurate and
comprehensive picture of the quality of education at the school. Feedback from visits provides
the basis for ongoing discussions.
1.2
Leaders implement an effective monitoring programme that ensures that teaching impacts positively
upon the learning and progress made by individual pupils and different groups - particularly the most
able and those eligible for pupil premium.
A timetable of monitoring actions is created which ensures that all aspects of teaching, learning Autumn 2015
and assessment are monitored, areas for development are shared with staff and actions
impact positively on teaching and learning
Termly monitoring of progress data and specific analysis of the progress on HA and FSM
Autumn 15
groups. Clear setting of targets that are clearly communicated to Governing Body, LLE and LA
Spring 16
that are distinctly measurable and track a clear upward trajectory that evidences progress.
Summer 16
LLE support for SLT and HT – coaching, mentoring and building capacity for accurate and
Spring and
robust systems for monitoring and evaluation such that leadership and management is judged
Summer
as securely good. All judgements in SEF to be accurate, robust and strongly supported by
2015
evidence
Specific support for KS1 leader (VdS) to enable effective monitoring and evaluation of KS1 to
Autumn 2015
effect improvements in this phase.
1.2a
1.2b
1.2c
1.2d
1.3
Judgements on teaching, learning and assessment are secure and well moderated.
1.3a
External validation of leaders’ judgements by Collaboration peer review – the six head teachers
from the Collaboration review the teaching, learning and assessment within the school and
assess the accuracy of the school’s self evaluation
New proforma for lesson observations is developed to reflect changes to new Ofsted
framework – September 2015.
Sept 2015
1.3c
Leaders collaborate in house and also with Collaboration leaders to moderate judgements of
teaching and learning by completing shared monitoring tasks
1.3d
Robustness of judgements to be moderated and ensure that the school SLT is not overgenerous. (LLE, SIP). Increased priority for the linking of planning, data, work produced and
lesson observations.
External validation of leaders’ judgements by Ofsted
Autumn 15
Spring 16
Summer 16
Autumn 15
Spring 16
Summer 16
???
1.3b
1.3e
Autumn 15
5
1.4
1.4a
1.4b
Leaders will ensure that the school’s curriculum is broad and balanced, promotes British Values and
impacts positively on pupils’ personal development and welfare
Whole school strategic leadership of the curriculum will be developed through joint working of
Autumn 15
the two DHTs who will quality assure teaching and learning across the school
Spring 16
Summer 16
Whole staff CPD on British Values, PSHE, RE and SMSC
Autumn 15
1.4c
SLT will support Subject Leaders to monitor the quality of the curriculum delivered in their
subject areas to ensure that the curriculum is broad and balanced. This may be through
monitoring activities.
1.5
The SISG and Governors hold senior leaders to account for all aspects of the school’s performance but
particularly for the use of the Pupil Premium to ensure that the attainment gap is closing.
HT and LLE to report the ‘impact’ of all agreed actions to SISG and GB in monthly reports that
Monthly
clearly identify progress against milestones. .
1.5a
Autumn 15
Spring 16
Summer 16
1.5b
Up to date Raiseonline training for the HT and for the Data governor which is then rolled out to
all Governors such that they all have a clear understanding of the implications of the data
package on school improvement
Nov 2015
1.5c
Review and refine analysis of Pupil Premium expenditure and HT Report that is published to
parents and governors. Progress towards narrowing of the attainment gap is included.
Autumn 15
1.5d
HT reports to Governors clearly identify the school’s performance in terms of progress against
milestones identified in the School Improvement Plan
Termly
1.5e
Chair of Governors continues to meet weekly with the HT to provide support and to remain fully
appraised of all actions within the school
Weekly
1.5f
Mid term review of school’s evaluation (SEF) is completed and progress towards School
Improvement priorities is evaluated
Feb 2016
MILESTONES
September 2015
 School leaders and governors have an up to date and accurate picture of the school through a clear self
evaluation document (SEF)
 School improvement priorities have been identified through the SEF which form the basis of a coherent school
improvement plan which is shared with all stakeholders
October 2015
 The school’s self evaluation of teaching and learning is further strengthened by a Peer review which identifies
areas to celebrate and points for development across the school
 Individual developmental targets for improvement are provided for teachers following the Peer Review
 Teachers’ performance in 14/15 is reviewed and new targets for improvement are set via Performance
Management
November 2015
 Parents are fully appraised of the new curriculum and its assessment and the implications for their own
children via special information meetings and information shared via the school’s website
 Challenging targets are set for all children by class teachers in discussion with HT including for pupil premium
children
 Parents are aware of end of year targets for their children because of discussions with class teachers on
parents’ evenings
 The school’s self evaluation of outcomes for learners in 2015 is further strengthened by detailed analysis of
data provided in Raiseonline
December 2015
 Clear progress, particularly in the quality of teaching and learning, is identified by school leaders when the
school improvement plan is reviewed
February 2016
 Good progress towards challenging targets set in the autumn for all children by class is identified in discussion
with HT including for pupil premium children
 Appropriate support is put in place for children identified as not on track
 Parents recognise progress made towards end of year targets for their children because of discussions with
class teachers on parents’ evenings
May 2016
 Good outcomes overall are evident in teacher assessments including for pupil premium children
6
July 2016
 Good outcomes overall are evident in both teacher assessments and test results across the school including
for pupil premium children
PRIORITY 2 : Quality of Teaching, Learning and Assessment
Action
2.1
2.1a
Teaching throughout school and particularly in reading and writing ensures that pupils make at least
good or better progress (90% of lessons observed to be at least good or outstanding)
Triangulated evidence from lesson observations, work scrutiny, enquiry walks, drop ins etc. is
Autumn 15
used to create a consistent picture of the quality of teaching and learning for each member of
Spring 16
staff
Summer 16
2.1b
Use evidence to create bespoke CPD opportunities for individual staff members linked to their
PM review and to new Performance Management targets
Autumn 15
2.1c
NQTs and RQTs are appropriately coached, mentored and supported to develop their skills
such that they consistently deliver teaching, learning and assessment which is judged to be
good
Autumn 15
Spring 16
Summer 16
2.1d
CPD to focus on using the new planning tools developed by the Collaboration in maths and
English in order to plan the effective level of differentiation .
Spring 2015
2.1e
Lesson study is revisited as a method to encourage peer to peer support to support
professional dialogue and to improve teaching and learning
Autumn 15
Spring 16
Summer 16
2.1f
Review of teaching, learning and assessment policy – including marking policy to reflect
changes to curriculum and assessment
Autumn 15
2.2
Teachers will demonstrate high expectations for all groups of learners and this will be evident in both
planning and outcomes particularly for HA and PP pupils. Lessons delivered will meet the differing
needs of pupils with an appropriate level of challenge.
In all classes identify the more and most able and ensure that planning and lesson activities
Autumn 15
provide opportunities to extend and consolidate learning and skills to a much higher level.
Spring 16
Summer 16
Monitor the progress of FSM pupils to ensure accelerated progress is evident. Review the
Autumn 15
effectiveness of teachers’ use of individual PP trackers for planning appropriate interventions.
Spring 16
Summer 16
New assessment methods will be trialled, embedded and continuously reviewed via working groups set
up across Barnsley Central Collaboration
At the Collaboration Inset day working groups are established for each NC year to work in
October 15
partnership throughout the year on the new materials to be used for assessment
2.2a
2.2a
2.3
2.3a
2.3b
Half termly working groups review assessment practices, complete moderation activities and
feedback areas for celebration and points for development so that new assessment practices
are established and embedded such that assessments are accurate and well moderated
Half termly
2.3c
SIMS Tracking systems are developed and are able to accurately measure the progress of
learners
Spring 16
Summer 16
2.3d
EYFS baseline will be employed to accurately assess the starting points of all learners in the
Autumn 15
foundation stage. This too will be moderated across the collaboration in EYFS working group
Pupils will focus well on their learning, respond to feedback, know how to improve their work and apply
their skills across the curriculum, particularly in writing.
Pupils begin their academic year with a 2 day focus on Gardner’s Multiple Intelligences which
Sept 2015
will culminate in all pupils reflecting on their learning styles
Pupils will be introduced to the new assessment systems including the differences and the
Autumn 15
similarities to current assessment systems.
Parents will also be invited to parent meetings where the new assessment system will be
Autumn 15
explained. Changes will be communicated to parents. Website will also be updated to reflect
the changes
Target setting with pupils will enable them to assess their progress and know how to improve
Autumn 15
Spring 16
Summer 16
2.4
2.4a
2.4b
2.4c
2.4d
7
2.4e
2.5
Dedicated Improvement and Response time (DIRT) will be given to pupils each week in order
Ongoing
for them to respond to teacher feedback.
The improvement of reading comprehension will be a particular focus across the whole school with
guided reading being the main vehicle to improve skills.
2.5a
All classes have dedicated reading times which are used to deliver independent and guided
reading sessions
ongoing
2.5b
CPD to all staff on what constitutes good guided reading
Autumn 2015
2.5c
Systems for assessing reading linked to new curriculum are developed and reviewed termly
Autumn 15
Spring 16
Summer 16
2.6
Provision within the EYFS is enabled to move towards outstanding
2.6a
Baseline – see above
2.6b
Completion by the EYFS leader and one EYFS teacher of the Early Excellence outdoor project
leads to improvements in the outdoor provision
Summer 15
Autumn 15
MILESTONES
Autumn 2015:
 Teachers are aware of the quality of their teaching and learning because lesson observations for Performance
management provide clear written feedback
 External moderation of teaching and learning by collaboration heads in the “Peer review”
 The profile of teaching and learning across the school is constantly improving because ongoing drop ins, pupil
progress, planning, lessons, marking and feedback monitoring evidences progress made and highlights points
for development
 Teaching and learning of most teachers is consistently good or better with NQTs given RI judgements acting
positively upon feedback
 Teachers are able to use new curriculum and assessment systems which provide a clear picture of pupil
achievement for planning purposes
Spring 2016:
 90% of teaching and learning is consistently good or better with NQTs evidencing more good teaching and
learning
 The profile of teaching and learning across the school is constantly improving because ongoing drop ins, pupil
progress, planning, lessons, marking and feedback monitoring evidences progress made and highlights points
for development
 Accurate, well moderated assessments are evidenced by most teachers with support identified for teachers
Summer 2016:
 Accurate, well moderated assessments are evidenced by all teachers
 The profile of teaching and learning across the school is constantly improving because ongoing drop ins, pupil
progress, planning, lessons, marking and feedback monitoring evidences progress made and highlights points
for development
 100% of teaching and learning of all is consistently good or better including NQTs now evidencing good
teaching and learning
PRIORITY 3: Personal Development and Welfare
3.1
Action
In class, activities and resources will be successfully matched to meet the differing needs of pupils,
maintain their interest in learning and motivate them
3.1a
Lesson observations and drop ins evidence high quality first teaching which is both interesting
and motivating for pupils
3.1b
New points based system for behaviour and achievement is introduced and results in a higher
level of motivation both individually and collectively both in and out of class
Autumn 15
Spring 16
Summer 16
September
2015
8
3.2
3.2a
3.3
KS2 Playtimes and lunchtimes will be improved through the use of structured play activities, led by
teaching assistants, to ensure that pupils’ behaviour is managed well at these times and that pupils
conduct outside lessons is good
Rotas for staff deployment linked to a range of outdoor play activities increase participation and
Autumn 15
engagement of more pupils in a range of activities
Spring 16
Summer 16
Focus on the Golden Rules and the Core Values of the school will impact positively on the development
of pupils as learners and citizens
3.3a
Revisit behaviour policy with all stakeholders including parents. Clear expectations, rules and
routines to be shared whole school and implemented by all
September
2015
3.3b
Golden rules are revisited at the start of each term in assemblies to reinforce the importance of
the golden rules. New points based system for behaviour links to pupils following the golden
rules.
Autumn 15
Spring 16
Summer 16
3.3c
Monthly focus on a different core value ensures that children are aware of the learning skills they
need to develop. Pupils’ demonstrations of the core values are rewarded via the points system
and postcards home
monthly
3.4
Learning mentor will be used to support individual pupils with behavioural difficulties
3.4a
Learning mentor leads on planning and organising playtimes and lunchtimes and meets with TAs
regularly to review systems in place
Weekly
initially
3.4b
Learning mentor identifies children in need of support and plans programmes of support for them
in the nurture room and in the moon building
Autumn 15
Spring 16
Summer 16
3.4c
Introduction of “Friend of the week “ in KS2 helps children to identify elements of friendship
September
2015
3.4d
Introduction of “Worry box” at KS2 provides opportunity for children to explore any worries that
they may have
September
2015
MILESTONES
September 2015:

Behaviour in lessons and throughout school is consistently good or better and this is identified both by SLT and the
Peer review
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Provision for personal development and welfare is good
Children take personal responsibility for their behaviour via the introduction of a new points based system for
behaviour and achievement which is also shared with parents

Behaviour mentor works effectively with class teachers and individual pupils to address any perceived behaviour
issues
November 2015:

Behaviour in lessons and throughout school is consistently good or better and this evaluation is further evidenced
by SEO and LLE visits


Ongoing improvements in behaviour are evidenced via analysis of behaviour and achievement data
Significant individual improvements are noted via the effective use of targeted behaviour support strategies
March 2016:

Ongoing improvements in behaviour are evidenced via analysis of behaviour and achievement data
July 2016:

Significant improvements in behaviour are noted across the school via analysis of behaviour and achievement data
and when compared to the previous year
PRIORITY 4: Outcomes for Pupils
Action
4.1
At the end of Key Stage 1 95% of children make expected progress and at least 45% make better than
expected progress in writing
9
4.1a
KS1 leader works together with VdS to identify areas to celebrate and also potential areas for
improvement in the KS1 curriculum for writing
Autumn 2015
4.1b
Opportunities for writing across the curriculum are developed with an equal importance being
attached to the quality of writing across all subjects
ongoing
4.1c
New writing assessment framework is introduced, developed and reviewed each term.
Moderation of assessments across the curriculum further increase the accuracy of writing
assessments
Focus on the writing of the more able with children being given clear targets for improvement
Autumn 15
Spring 16
Summer 16
ongoing
4.1e
Target setting with teachers and analysis of ongoing progress data clearly evidence the
progress in writing through the year
Autumn 15
Spring 16
4.2
The rates of progress at the end of KS2 in all subjects will be higher than nationally expected rates in
both expected rate of progress and better than expected rates of progress with at least 45% better than
expected progress in maths
4.2a
Through analysis of data all teachers will identify children not on track to make expected
progress or those that could make better than expected progress in their classes and to ensure
through quality first teaching or interventions children make expected or better than expected
progress
Teacher knowledge and understanding of the new maths curriculum is explored and improved
through staff meetings and lesson study
4.1d
4.2b
Autumn 15
Spring 16
Autumn 15
Spring 16
Summer 16
Spring 2016
4.2c
Year 6 intervention for more able in maths to continue (previously level 6 tuition)
4.3
Teaching of phonics impacts on the level of attainment in the phonics screening test so that Y1
attainment increases to a minimum of 80% and 70% in Year 2 retakes
4.3a
Differentiated teaching of phonics in EYFS ensures that children progress speedily through the
phases such that the majority of children enter Year 1 at phase 3 with a significant minority of
pupils at phase 4
ongoing
4.3b
Children are assessed appropriately and progress swiftly through the phases at KS1 in
response to high quality phonics teaching
Autumn 15
Spring 16
Summer 16
4.3c
Active phonics is used as an additional intervention for the group of boys in Year 2 and Year 3
Autumn 2015
who diod not pass the test
The attainment and rates of progress for pupils in receipt of pupil premium will continue to improve
4.4
4.3a
A variety of previously successful approaches and interventions are used to support pupils in
receipt of pupil premium e.g. video club, 1 to 1 support, Interventions, PSA and behaviour
mentor support etc.
ongoing
4.3b
Target setting data is used to ensure high expectations are placed on PP children
November
2015
March 2016
MILESTONES
November 2015


Initial assessments provide a clear baseline picture of attainment against the new curriculum across the school



A minimum of 65% rising to 85% of children targeted to reach a secure level of development across KS2

Most children are on track to meet challenging targets set in the autumn term as evidenced by tracking data
High expectations for all including pupil premium pupils are evidenced via target setting meetings of teachers with
the head teacher to set challenging targets
A minimum of 65% rising to 85% of children targeted to reach a secure level of development across KS1
80% of children are targeted to pass the phonics screening check
March 2016
10



80% of children are on track to pass the phonics screening check


Good attainment and progress are evidenced by secure teacher assessment and test results in all classes


85% to reach a secure level of development at the end of KS2
Additional support is secured for pupils not on track
June 2016
80% of children pass the phonics screening check
July 2016
85% to reach a secure level of development at the end of KS1
11
SUMMARY OUTCOMES – WILTHORPE PRIMARY SCHOOL
2013
EYFS
78+ inc. 6+ CLL and PSE
(2012) and GLD (2013, 2014)
2014
Nat
Sch
Nat
Sch
Nat
Sch
49
57.3
60.4
66.7
66.3
66.1
2013
Phonics Y1
2014
Sch
Nat
Sch
Nat
Sch
69
50
74
74
77
67
2014
APS All Subjects
APS Reading
APS Writing
APS Mathematics
KS2
2015
Nat
Sch
Nat
Sch
Nat
Sch
69
41
66
60
64
52
2013
KS1
2015
Nat
2013
Phonics Y2
2015
2014
Nat
Sch
Nat
Sch
15.8
16.3
14.9
16.1
15.0
15.9
13.5
15.5
15.9
16.5
15.1
16.2
16.0 ↑
16.5
15.2 ↑
16.4
2013
2014
2015
Nat
Sch
16.0
16.1
16.5
16.6
15.4
15.3
16.2
16.4
2015
Nat
Sch
Nat
Sch
Nat
Sch
RWM L4+
Reading L4+
Writing L4+
Maths L4+
75
86
83
76
94
82
85
96
79
89
85
86
91
98
96
94
80
89
87
87
92
97
97
95
SPAG L4+
74
88
76
96
80
92
24
36
24
33
RWM L5+
Reading L5+
39
35
49
55
48
57
Writing L5+
44
30
33
53
36
52
Maths L5+
41
55
42
64
41
41
SPAG L5+
47
57
52
72
30.7
30.4
30.2
31.1
28.8
28.2
29.0
29.0
29.8
30.0
30.1
29.6
66
All subjects
W APS
R APS
MA APS
27.5
28.5
27.9
28.8
28.7
30.5
28.7
27.9
29.0
29.0
SPAG
28.0
29.6
28.6
31.3
29.1
30.4
88
88
91
98
98
94
87
89
91
91
90
91
94
95
92
98
31
47
35
43
30
23
35
32
34
33
26
34
30
28
33
45
36
46
EN 2 levels progress
MA 2 levels progress
Reading 2 levels progress
Writing 2 levels progress
EN 3+ levels progress
MA 3+ levels progress
Reading 3+ levels progress
Writing 3+ levels progress
94
89
12
End of KS2 Pupil Premium Data
School
2013
National
2013
School
2014
National
2014
School
2015
National
2015
Expected
Progress
Reading FSM
Reading Non FSM
In School Gap
Gap with National
90%
95%
-5%
+1%
Writing
FSM
Writing Non FSM
In School Gap
Gap with National
60%
95%
-35%
-33%
Maths FSM
Maths Non FSM
In School Gap
Gap with National
90%
100%
10%
0%
Reading
FSM
Reading Non FSM
In School Gap
Gap with National
20%
24%
-4%
-9%
Writing
FSM
Writing Non FSM
In School Gap
Gap with National
0%
35%
-35%
-31%
Maths FSM
Maths Non FSM
In School Gap
Gap with National
50%
46%
+4%
+16%
89%
93%
90%
100%
97%
+3%
+6%
78%
97%
-19%
-16%
100%
92%
+8%
0%
91%
94%
92%
100%
90%
+10%
+8%
100%
98%
+2%
+5%
91%
96%
- 5%
0%
92%
95%
91%
Better
than
Expected
Progress
29%
31%
34%
33%
32%
+1%
-1%
11%
53%
-42%
-23%
22%
47%
-25%
-16%
34%
34%
38%
36%
34%
+2%
+1%
64%
42%
+24%
+5%
18%
28%
- 10%
- 9%
33%
37%
37%
In 2015 1 PP child = 10%
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