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Church Hill Infant School

School Performance 

You can view the Department for Education performance table for our school by clicking here

Church Hill Infant School -SATs Analysis 2016

Following the changes to the National Curriculum in 2014 the assessment system was also reviewed and schools must now assess against the Interim Assessment Frameworks. The SATs tests that pupils must also sit have been modified to take account of the curriculum changes and expectations. The results below show how the school performed and what the national picture looks like. As this is a new system we cannot compare this data with that of the year before.

To look at progress made we have compared the percentage of the cohort that got a GLD  (Good Level of Development) at the end of Foundation Stage with the percentage of the cohort that achieved the expected level or above.

Reading

 

 

GLD at the end of Foundation Stage

 

School Expected or above at the end of KS1

 

Progress

 

National expected or above at end of KS1

 

 

Percentage of cohort

 

47%

 

64%

 

 +17%

 

74%

What does this mean?

  • 10 % difference between school result and National result ( National figures are still to be confirmed). We must be aware that as this is the first year of assessing using the interim framework and this has meant changes for our system as the year progressed
  • Phonics teaching is not having the impact that it should – last academic year saw a drop in the percentage of the Year 1 cohort passing the phonics screening and this will be a focus for this academic year across the school
  • The interim assessment focuses on fluency – this was difficult for some of the reluctant readers and those with very limited support at home. Additional 1:1 reading opportunities offered to some children last year had a significant impact on progress - therefore groups need to be identified who will need similar support this year
  • For some of our children the more challenging comprehension questions were a barrier – we have discussed the importance of this at the expectation meeting with parents and also showed the kinds of activities and resources we use in school.
  • Progress was made as 17 % of the cohort that had not achieved the GLD attained the expected standard by the end of Year 2. 

Writing

 

 

GLD at the end of Foundation Stage

 

School Expected or above at the end of KS1

 

Progress

 

National expected or above at end of KS1

 

 

Percentage of cohort

 

47%

 

60%

 

 +13%

 

65.5%

What does this mean?

  • 5.5% difference between school and national. As a school we are continually working to improve the teaching and learning within writing
  • The interim assessment places a great deal of emphasis on handwriting – this has been something we have had a focus on across school but children cannot reach the expected standard without good handwriting. In some cases this was the one barrier that children had.

This academic year the pupils in Year 2 have started by recapping the formation of each letter, consistency of size and orientation on the line before teaching joins. We have much tougher expectations with regard to general presentation and formation and will also be identifying target groups who need additional / different support.

  • As teaching progressed last year it became evident that some elements of punctuation and grammar need addressing much earlier in Year 2 to ensure children have opportunity to master these skills and then demonstrate these skills through a range of pieces of work.
  • Progress was made as 13 % of the cohort that had not achieved the GLD attained the expected standard by the end of Year 2.

Maths

 

 

GLD at the end of Foundation Stage

 

School Expected or above at the end of KS1

 

Progress

 

National expected or above at end of KS1

 

 

Percentage of cohort

 

47%

 

60%

 

 +13%

 

73%

What does this mean?

  • Some of the children in lasts years cohort had significant gaps in their number knowledge due to the changes in the National Curriculum and expectation. Time had to be spent addressing these at the beginning of the year which had an impact on the coverage of the Year 2 content.
  • The maths curriculum content has to be planned out well – this year we will be using the White Rose documents to help with the planning and to ensure coverage.
  • Reasoning is a large part of mastery maths and in order to be working at greater depth pupils need to be confident in this area.

None of the pupils last year achieved greater depth and this was due to a lack of evidence in this area – children had not had enough opportunity to demonstrate their reasoning skills. Already this year we have ensured that we have opportunities for reasoning planned in regularly and children are recording when appropriate.

  • Progress was made as 13 % of the cohort that had not achieved the GLD attained the expected standard by the end of Year 2.

Year 1 Phonics - 2016

School

National

76%

81%


Performance Information for 2015

Below, you will find information about Statutory Tests carried out at the end of the Academic Year 2014-2015. The results focus on attainment figures (what grade a child received) at the end of the assessment period.  Our school also holds further internal data which relates to progress.

Year 1 Phonics Screening:

School

National

82%

77%

What does this mean?

More children at Church Hill Infants reached the expected level in Phonics compared to National figures and our school level has increased slightly compared to last year. Our use of the ‘Letters and sounds’ scheme and daily phonics sessions is having a positive impact on the children’s ability to read new words.

Year 2 Statutory Assessment Tasks (SAT’s) Percentages – We had 87 pupils in Year 2

 

Level 2C+

Level 2B+

Level 2A+

Level 3

 

School

 

National

*2014

School

 

National

*2014

School

 

National

*2014

School

 

National

*2014

Reading

92

90

87

81

64

57

33

31

Writing

88

86

71

70

32

39

9

16

Maths

99

92

89

80

61

53

28

24

 

Just Below National Age Related Expectation

National Age Related Expectation

Above National Age Related Expectation

What does this mean?

We perform similarly in Reading to National figures at 2C and 3 and better than National at levels 2B and 2A. Our children make good progress in reading and achieve well. Our Math’s results are above National figures at all levels apart from Level 3 – where they are in line. In writing we perform similarly with National figures at most levels apart from Level 3 where they are slightly behind.

The data identifies many areas of strengths as well as what the school needs to do to improve further. 

Although our ambition is to enable all pupils to reach and exceed National Age Related Expectations, it is important to take into account different starting points.  At Church Hill Infants, we continually monitor progress of all our children. In 2015 progress of groups compared favorably with similar groups nationally, given their starting points.