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Values

Our Value for April is HUMOUR

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Values Programme

Chantry Primary Academy

Chantry
Primary Academy

Learning values for life

Pupil Outcomes

Early Years Foundation Stage

The assessment methodology in Early Years involves children being assessed against Early Learning Goals in the areas of learning listed below.  Children are considered to be 'emerging' if they are beginning to work towards the Early Learning Goal (ELG), they are considered to be 'expected' if they are working within the level of the ELG and they are judged to be 'exceeding' if they are working at a level above the ELGs.

In 2017 – 2018 our Early Years setting had a significantly smaller cohort of 64 pupils compared to the previous years of around 90 children.

  Area of Learning

Emerging

Expected

Exceeding

  Listening and Attention

18 (26.9%)

36 (53.7%)

12 (17.9%)

  Understanding

17 (25.4%)

32 (47.8%)

17 (25.4%)

  Speaking

15 (22.4%)

38 (56.7%)

13 (19.4%)

  Moving and Handling

13 (19.4%)

41 (61.2%)

12 (17.9%)

  Health and Self Care

11 (16.4%)

42 (62.7%)

13 (19.4%)

  Self-confidence and Self-awareness

15 (22.4%)

43 (64.2%)

8 (11.9%)

  Managing Feelings and Behaviour

15 (22.4%)

43 (64.2%)

8 (11.9%)

  Making Relationships

15 (22.4%)

39 (58.2%)

12 (17.9%)

  Reading

19 (28.4%)

33 (49.3%)

14 (20.9%)

  Writing

22 (32.8%)

33 (49.3%)

11 (16.4%)

  Numbers

20 (29.9%)

27 (40.3%)

19 (28.4%)

  Shape, Space & Measures

17 (25.4%)

29 (43.3%)

20 (29.9%)

  People and Communities

16 (23.9%)

43 (64.2%)

7 (10.4%)

  The World

20 (29.9%)

37 (55.2%)

9 (13.4%)

  Technology

10 (14.9%)

45 (67.2%)

11 (16.4%)

  Exploring and Using Media and Materials

20 (29.9%)

36 (53.7%)

10 (14.9%)

  Being Imaginative

18 (26.9%)

43 (64.2%)

5 (7.5%)

65% of our pupils are at a ‘Good Level of Development’ according to the Government’s definition (‘expected’ in all three prime areas, and the specific areas of maths and literacy). This is an improvement of 4% on the 2017 data.

 Year 1 Phonics screening

MrPotatoIt is a statutory requirement for all schools to carry out a phonic screening check during June.  The check comprises a list of 40 words and non-words, which each child reads on a one-to-one basis. The picture is an ‘osk’, and example of a non-word from the sample materials.  32 out of 40 is the score considered to be a 'pass', showing that a child is working at an average level.

In our Year 1 cohort, 87% of pupils scored at or above the average level. Identifying the children who scored less than 32 means that as a school we can ensure that support is put into place to allow the children to ‘catch up’ next year.

Having established the use of the THRASS phonics programme throughout the school, some 92% of our Year 2 cohort have now reached this standard.


Key Stage 1 (Year 2)

In 2016 the system for assessing children at the end of Key Stage 1 and 2 changed with levels being removed and children being assessed as working at the Expected Standard or working at Greater Depth.  The table below indicates the proportions of children achieving the new, higher expectations within the Year 2 curriculum in 2018.

  At Expected or Above Greater Depth
Reading 77% 23%
Writing 71% 18%
Maths 77% 18%
Science 80% -

 

The table below indicates the proportion of children achieving ‘greater depth’ In 2018 the test score identified as greater depth was 110 and within teacher assessment they needed to be awarded the GDS judgement.

Key Stage 2 (Year 6)
  At/Above Expected

Greater Depth

110+ /GDS

Average Scaled Score Progress Measure

Reading

(Test)

79% 24% 104.8 + 1.09

Writing

(TA)

74% 23% - + 0.91

Maths

(Test)

87% 29% 105.5 + 2.46

SPaG

(Test)

80% 37% 106.9 -

Science

(TA)

83% - - -

For more information about our school's performance, please click here to view the DfE Schools' Performance Tables

Please Note:

SATs tests changed in 2016 and levels are no longer awarded, instead children achieve a scaled score which is deemed to be either at the expected standard or above (greater depth).  Tests are carried out in the following three areas: Reading; Spelling, Punctuation and Grammar (SPaG) and; Mathematics.  Writing and Science are teacher assessed, using pupils' ongoing work from lessons throughout the year. 

Outcomes from the tests for Reading and Mathematics are combined with the Teacher Assessment (TA) for Writing to provide a 'combined' Reading, Writing and Maths outcome. This outcome is achieved by children who achieved the expected standard in all three areas and for 2018, this was 69%.