Performance and Results

Governors
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Progress and Attainment
Progress & attainment are rigorously monitored and teacher assessment provides ongoing information on what an individual pupil has learned at key points throughout the year. Age appropriate testing is used to balance teacher assessment and to provide an analysis of the areas of learning that need to be secured next.
Our absolute focus is on enabling all children to reach the Age Related Expectations (AREs) and beyond. We closely monitor the progress throughout the year and report this in detail to the Governing body three times a year. We are working hard to ensure that all children receive the balance of challenge and support required to achieve their best.

Class teachers are experts in recognising and identifying attainment and progress through constant observations. A range of evidence is used to create a full picture of child’s abilities and progress.

‘Hard’ evidence ‘Soft’ evidence
• The books – quantity, quality, range, depth of answers.
• The books – levels of independence, types of challenge undertaken.
• The books – increased expectation when feeding back improvements.
• The books – increased complexity and depth of response to teacher feedback
• Teacher planning (medium and short term) becomes deeper and more complex, covering more aspects of the Year Group Expectations/ objective led planning
• Cold writing tasks at the start of a writing unit.
• Independent writing tasks
• High frequency word scores
• Baseline booklets
• Number recognition check lists
• Letter formation check lists
• Mini tests at the end of a unit
• Half termly phonics assessments
• Times tables test scores
• Number bond mini tests
• Spelling tests scores
• SPaG Test scores
• Book band levels/guided reading notes
• Half termly maths tests
• Half termly reading tests
• Increasing complexity of end products showing increased skills
• Class record book of teacher/TA observations
• Reading journals
• Elicitation tasks
• Level of challenge – increasing complexity of challenge, increasing range of open ended questions chosen by the pupils
• Behaviours for Learning: increasing enthusiasm, engagement, curiosity, resilience
• Shining eyed ‘light bulb’ moments; facial expressions and body language
• Learning partner interactions
• Willingness to learn from their mistakes
• Questions directed at the teacher or their learning partner – increasing complexity and range of questions able to be asked
• Answers given – increasing range and complexity of answers given by pupils
• Parent feedback after Autumn and Spring term parents evenings
• Verbal observations from all adults that feed into planning next steps
• Parental observations
• Circles – improved levels of tolerance and understanding, kindness etc
• Pupil voice – ability to talk about their learning increases.
• Stamina – ability to focus for longer, to produce more work
• Quicker to start working
• Making links between subjects, making connections
• Bringing things in from home as a result of learning at school.