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All Saints Church of England Junior School

Ofsted and Performance Data

OFSTED INSPECTIONS

Ofsted said we remain a ‘good’ school in our short inspection report following a one-day visit on 2nd February 2017.

The Ofsted inspector concluded:

  • There is an extremely strong sense of cohesion in the school;
  • There is an effective team whose members work together to provide high-quality learning opportunities and good support for the pupils;
  • Pupils appreciate the fact that every pupil is well known and that they look after each other;
  • Staff say that there are high expectations for the outcomes of all pupils and that there is real rigour to the new systems brought in since September 2016;
  • Senior staff have formed a strong partnership and provide clear direction for the school;
  • Staff [have been empowered] to lead in the school, which has increased the school’s capacity for improvement;
  • Teaching assistants and teachers work well together to support pupils’ needs... this enables pupils to make rapid progress and consequently standards are rising;
  • Assessments show that current pupils are making stronger progress than pupils have done previously, particularly in writing;
  • Pupils value their time in lessons because they say that staff explain difficult ideas clearly;
  • Pupils produce well-written pieces of work for a range of subjects;
  • Lessons typically, but not consistently, have a good level of challenge;
  • Pupils have good opportunities to find things out for themselves;
  • Leaders have detailed knowledge of how pupils are progressing and use this effectively to plan next steps;
  • Leaders work closely and effectively with other professionals to protect pupils.

Moving forward, we are working hard to ensure that pupils’ writing skills match those in reading and mathematics which have typically been the stronger results for the school in recent years. We will achieve this by increasing the opportunities for pupils to write at length and by putting English at the centre of our curriculum. Furthermore, we will continue raising the level of challenge offered to all children including the More Able across all subjects.

SIAMS INSPECTIONS

(Statutory Inspection of Anglican and Methodist Schools)

Because we are a Church of England school, in addition to an Ofsted inspection, we also have a SIAMS inspection.

In our most recent report (June 2015), the school was judged as 'outstanding'.  The inspector stated the established strengths of the school are:

  • The vision and drive of the headteacher, effectively supported by staff and governors, has embedded strong Christian values that underpin all aspects of school life.
  • The school’s Christian values are made explicit and have a significant impact on all learners’ good achievements, supportive, respectful relationships and excellent behaviour.
  • ​The school’s ethos of Christian hospitality and inclusivity ensures that learners have an impressive understanding of and respect for other world religions and one another’s differences and diversity.

SIAMS Inspection Report

PERFORMANCE DATA

Related imageThe school's performance data is available to view at the gov.uk website.  Please click on the logo to the left of this text to visit the site.

ASSESSMENT INFORMATION 2017

Here are our results, compared to National data, for the SATs assessments completed by our children in the Summer of 2017.  These represent a significant improvement on our 2016 results.

Pupils Working at the Expected Standard including at Greater Depth:

English Reading:      72% (National: 71%)
Writing:      84%  (National: 76%)
Mathematics:      82%  (National: 75%)

Combined Result for Reading, Writing & Mathematics:     63%  (National: 61%)

Spelling, Punctuation & Grammar:     82%  (National: 77%)

Pupils Working at Greater Depth:

English Reading:      28% (National: TBA)
Writing:      9%  (National: TBA)
Mathematics:      30%  (National: TBA)

Combined Result for Reading, Writing & Mathematics:     6%  (National: TBA)

Spelling, Punctuation & Grammar:     40%  (National: TBA)

The data for progress measures and the floor standard is likely to be available from the Autumn Term 2017 and will be updated here, together with the National figures for Pupils Working at Greater Depth, as soon as it is released.

ASSESSMENT INFORMATION 2016

These results are our first under the new version of the National Curriculum and are drawn from tests undertaken during the Summer of 2016 and ongoing teacher-assessment.  Unlike in previous years, results are not presented in levels, instead the figures show the percentage of children achieving or exceeding age-related expectations.  Broadly, our results are in line with National expectations when viewed as a Scaled Score and, in common with many other schools across the country, our writing results suffered due, in part, to inconsistent national guidance with regard to writing moderation standards.  Staff at All Saints applied a higher threshold for pupils to be considered as having met age-related expectations than was the case at some other schools nationally.  Where a National result is available, the information is provided for comparison purposes.

Pupils Working at the Expected Standard including at Greater Depth:

English Reading:      66% (National: 66%)
Writing:      58%  (National: 74%)
Mathematics:      78%  (National: 70%)

Combined Result for Reading, Writing & Mathematics:     49%  (National: 53%)

Spelling, Punctuation & Grammar:     66%  (National: 72%)

Pupils Working at Greater Depth:

English Reading:      22% (National: 19%)
Writing:      6%  (National: 15%)
Mathematics:      18%  (National: 17%)

Combined Result for Reading, Writing & Mathematics:     5%  (National: 9%)

Spelling, Punctuation & Grammar:     22%  (National: 22%)

Progress Measures 2016

These are presented as positive and negative numbers either side of zero:

English Reading:      0  (Floor 2016: -5)
Writing:      -3.3  (Floor 2016: -7)
Mathematics:      1  (Floor 2016: -5)

  • A score of 0 means pupils, on average, do about as well at Key Stage 2 as those with similar prior attainment nationally;
  • A positive score means pupils, on average, do better at Key Stage 2 than those with similar prior attainment nationally;
  • A negative score means pupils, on average, do worse at Key Stage 2 than those with similar prior attainment nationally.  

Floor Standard 2016

In 2016, a school was considered to be above floor if:

  • at least 65% of pupils met the expected standard in English reading, English writing and mathematics;

or

  • the school achieved sufficient progress scores in all three subjects.  At least -5 in English reading, -5 in mathematics and -7 in English writing.

Cohort Average Scaled Score

English Reading:      103  (National 2016: 103)
Writing:      104  (National 2016: 103)
Mathematics:      103  (National 2016: 104)

To be above floor, a school needed to meet either the attainment or all of the progress element.  The attainment element is a combined measure.  This means an individual pupil needed to meet the "expected standard" in English reading, English writing and mathematics, in order to be counted towards the attainment element.

PRE-2016 RESULTS

Progress to 2015

We measured the impact of the quality of teaching and learning by looking at the progress made by children from when they entered the school (having completed their KS1 SATS at infant school) to when they took their KS2 SATS at the end of Year 6.

The expected progress over this four year period was considered, under the former National Curriculum, to be two levels, so a child attaining a Level 2B at KS1 was expected to achieve at least a Level 4B at KS2.

In 2015 our progress measures were:

Reading:      100% 2+ Levels    32% More than 2 Levels  
Writing:      96% 2+ Levels      9% More than 2 Levels  
Mathematics:      98% 2+ Levels      14% More than 2 Levels  
In 2014 our progress measures were:

Reading:      100% 2+ Levels+      74% More than 2 Levels  
Writing:      96% 2+ Levels      20% More than 2 Levels  
Mathematics:      96% 2+ Levels      40% More than 2 Levels  
In 2013 our progress measures were:

Reading:      98% 2+ Levels      52% More than 2 Levels  
Writing:      98% 2+ Levels      23% More than 2 Levels  
Mathematics:      96% 2+ Levels      34% More than 2 Levels  

Attainment to 2015

Level 4+ in English and Maths

The broad level, under the former National Curriculum, for 11 year olds was Level 4.  One way the Department of Education measured pupil attainment was by the percentage of pupils attaining a Level 4 (or higher) in the three subjects of Reading, Writing and Maths.

Some children attained higher levels.  A child achieving a Level 5 was working approximately 2 years above the expected national level, and a child achieving a Level 6, approximately 4 years above.

Our attainment under the criteria of the former National Curriculum was above the national average.

In 2015 our performance at the end of Year 6 was:

Reading:   100% Level 4+   54% Level 5+  
Writing:   95% Level 4+   29% Level 5+  
Grammar, Spelling & Punctuation:   87% Level 4+   54% Level 5+  
Mathematics:   98% Level 4+   30% Level 5+ 6% Level 6  

In 2014 our performance at the end of Year 6 was:

Reading:   98% Level 4+   72% Level 5+  
Writing:   89% Level 4+   23% Level 5+  
2% Level 6  
Grammar, Spelling & Punctuation:   83% Level 4+   57% Level 5+  
Mathematics:   98% Level 4+   57% Level 5+  
8% Level 6  

In 2013 our performance at the end of Year 6 was:

Reading:   97% Level 4+   69% Level 5+  
Writing:   82% Level 4+   26% Level 5+  
Grammar, Spelling & Punctuation:   90% Level 4+   66% Level 5+  
Mathematics:   95% Level 4+   51% Level 5+  
 
School closes for the mid-term holiday at 3.30pm on Thursday 19th October and re-opens at the usual time on Monday 30th October. We hope everyone has a lovely break.
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