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Ashcombe

Primary School

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Outcomes for children and learners

Summary of Outcomes for Children & Learners

EYFS:  In July 2016, GLD for the cohort of 90 children was 77% which is well above the national average for 2015 (66%). 

Groups: Girls 83%, Boys 70%
SEND (2 children): 0%
Disadvantaged Pupils:  (16 children) 56%
EAL (8 children) 63%
BME (13 children) 62%. 

​Progress in EYFS during 2015-16 was good because of the high level of pupils making rapid or more than rapid progress, as tracked by our LA system.

Priorities to further strengthen this progress include attainment in writing.

In September 2015, NFER baseline assessments showed that the cohort of 90 children began their schooling well below national averages with age-adjusted standardised scores of 92 for both mathematics and Communication, Language & Literacy.

In February 2016, the majority of the current cohort were working within the Early Learning Goals with a small number of pupils (5-10%) already secure in these. Progress has been strong from a low start point.


Year 1 Phonics:  79% achieved the phonics screening check which is in line with the national average. 

Groups: Girls 75%, Boys 78%
SEND (8 pupils) 38%
DISADVANTAGED PUPILS (31 pupils) 74%
EAL (4 pupils)52%
BME (10 pupils) 70%. 

In May 2016, Year 1: % of pupils working at age related expectation or at greater depth were: Reading 79%, Writing 62% & Maths 71%. There were no significant issues for any sub-groups.

Year 2 Phonics June 2015:  57% (13 out of 23 pupils) achieved the phonics screening check.  The ten pupils failing to do so were given continuing phonic support during Year 3, additional to the planned Year 3 curriculum.

End of Key Stage 1 July 2015:  Cohort attainment in reading was just below national average at all levels.  In writing it was significantly below national average at all levels except level 2A.  In mathematics it was in line with national average all levels. 
Groups: In reading and writing girls out performed boys which is slightly higher than the gap found nationally, and there was no difference in performance for maths.
SEND (13 pupils) this group achieved less than these pupils nationally in reading and writing but there was no difference in maths.
Disadvantaged pupils (23 pupils) these children achieved as well as these children nationally in reading and maths and just below these children in writing.
EAL (only 2 pupils) – group too small to be significant
BME (15 pupils) attainment of BME pupils is at least as good as their peers.

In February 2016, Year 2: % of pupils working at age related expectation or at greater depth were: Reading 73%, Writing 74% & Maths 73%. 63% of pupils were ARE or higher in all three subjects. Disadvantaged pupils were behind their peers especially in Reading and Maths.
  
End of Key Stage 2 July 2015:  Cohort attainment in reading was in line with national average at all levels.   In writing attainment at L4+ was average and below average at L5.  In mathematics it was above average at L4+ and L5, and average at 4B.  In GPS it was above average at L4+ and L4B and very slightly below at L5. 

Groups: Girls performed above national average and boys performed in line with national average in reading. In writing girls were in line with national average and boys were below. Maths girls were in line and boys were above. It was a large boy dominated cohort.  In SPAG both boys and girls were in line with national.
SEND (6 pupils) both maths and writing were in line, SPAG and reading were below average for SEND supported pupils.  
Disadvantaged Pupils (14 pupils) attainment was higher than national in reading, GPS and maths and in line for reading.
EAL (only 1 pupil)  & BME (3 pupils) – groups too small to be significant
Combined attainment (Reading, Maths & GPS) at L4 was 82% - this represents a significant improvement from 2014.
Progress by two NC Levels was in line with the national average in reading, and above national average in writing and in mathematics.  Progress by three NC Levels was in line with average in reading, writing and in mathematics.  The progress of different groups of pupils has improved significantly since 2014 except for lower attainers in reading and non-SEND in writing.  Current value added measures of progress from KS1 to KS2 also demonstrate a significant improvement since 2014 in writing and maths.  Progress in reading was similar to that in 2014.

In May 2016, Year 3: % of pupils working at age related expectation or at greater depth were: Reading 89%, Writing 82% & Maths 88%. 79% of pupils were ARE or higher in all three subjects. Boys and disadvantaged pupils were behind their peers in Writing.

In  Year 4: % of pupils working at age related expectation or at greater depth were: Reading 89%, Writing 74% & Maths 80%. 68% of pupils were ARE or higher in all three subjects. Boys and disadvantaged pupils were behind their peers in all areas.

In Year 5: % of pupils working at age related expectation or at greater depth were: Reading 88%, Writing 82% & Maths 83%. 77% of pupils were ARE or higher in all three subjects. Disadvantaged pupils are the key sub-group requiring intervention.

In Year 6: % of pupils working at age related expectation or at greater depth were: Reading 82%, Writing 73% & Maths 83%. 67% of pupils were ARE or higher in all three subjects. This has always been a low attaining cohort but their rates of progress this year have been very good.

In year progress in Years 3 to 6 is steady with marginal gains being made each assessment cycle in almost all classes. Our key focus is on improving the attainment of disadvantaged pupils in most year groups and improving the progress in Writing across the school to achieve similar high standards to Reading and Maths.
Overall: Achievement and progress in the school are good because pupils enter the school well below national expectation and leave in line or above national averages. Although overall level of attainment at end of KS1 was less than good in July 2015, this was cohort specific.
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