1. THE ACHIEVEMENT OF PUPILS (Attainment and Progress) 1 2 3 4

Grade: Achievement of Pupils � �

The achievement of the large majority of pupils is at least good reflecting consistently greater than expected pupil progress across both KS1 and KS2 resulting in significantly high attainment at the end of each Key Stage in each subject. The percentage of children gaining level 3 at KS1 has now improved significantly as this was a priority last year. In September 2014, 8 of our year 2 pupils were working in class 3 alongside our year 3 pupils to try and raise standards and extend pupils who have the potential to achieve level 3 and this worked very well. This class split will be used again this year to work towards more children achieving their targets and reaching enhancing level. EYFS results are significantly less than our usual results, however, 11/25 (or 44%) of children were summer born and therefore the lower results could be due to the impact of this. Year 6 2015 (KS2) SATs Results English L4+ School 100%, L5+ School 58% L6 (5%) (Reading) L4+ School 100%, L5+ School 42% L6 (5%) (Writing) L4+ School 100%, L5+ School 63% L6 (5%) (Spelling, Punctuation and Grammar) Average Points Score = Overall = 30.8 Reading and 29.8 Writing (APS) Maths L4+ School 100% = L5+ School 68% = L6 School 16% Average Points Score = 32.5 (APS) Year 6 2014 (KS2) SATs Results English L4+ School 100%, L5+ School 68.4% L6 (10.5%) (Reading) L4+ School 94.7%, L5+ School 42.1% L6 (10.5%) (Writing) L4+ School 94.7%, L5+ School 84.2% L6 (10.5%) (Spelling, Punctuation and Grammar) Average Points Score = Overall = 31.4 Reading and 29.8 Writing (APS) Maths L4+ School 94.7% = L5+ School 63.2% = L6 School 10.5% Average Points Score = 31.1 (APS) Year 6 2013 (KS2) SATs Results English L4+ School 82% = L5+ School 41% (Reading) = L6 School 18% (Writing) Average Points Score = Overall = 27.7 Reading and 28.1 Writing (APS) Maths L4+ School 71% = L5+ School 24% = L6 School 12% Average Points Score = 26.6 (APS) Science L4+ School 82% = L5+ School 50% Average Points Score = 28.1 (APS) Year 6 2012 (KS2) SATs Results English L4+ School 94% = L5 School 56% Average Points Score = Overall = 30.3 (APS) Maths L4+ School 94% = L5 School 44% Average Points Score = 29.8 (APS) Science L4+ School 100% = L5 School 50% Average Points Score = 29.7 (APS) Year 6 2011 (KS2) SATs Results English L4+ School 92% = L5 School 33% Average Points Score = Overall = 29.33 (APS) Maths L4+ School 92% = L5 School 50% Average Points Score = 29.42 (APS) Science L4+ School 100% = L5 School 33% Average Points Score = 28.17 (APS) Year 6 2010 (KS2)

SATs Results English L4+ School 100% = L5 School 55% Average Points Score = 32.5 for Reading and 28.6 for Writing Overall = 30.27(APS) Maths L4+ School 100% = L5 School 36% Average Points Score = 29.73 (APS) Science L4+ School 100% = L5 School 45% Average Points Score = 29.73 (APS)

Year 6 2009 (KS2) SATs Results English L4+ School = 94% National = 81%, L5 School = 39% National = 30% Maths L4+ School 100% National 78%, L5 School = 44% National = 31% Science L4+ School 100% National 88%, L5 School = 67% National = 44% SATS Results for KS2 2015 – Breakdown (19 pupils in co hort) In KS2 there were 19 pupils, the school was above the National Floor Target, children attaining 100% level 4+ and 36.8% at level 5+ in reading, writing and maths. The 3 year averages for the school in reading 94%, in writing 92.2% and in maths 89.6% are all above National targets. The APS for reading in 2015 is 30.8, for writing 29.8 and maths 32.5 the combined APS is 31.0 which is significantly above the North Yorkshire combined APS of 28.6. The percentage of children making expected progress 2 levels is above the National Floor Standard for reading, writing and maths. The percentage of children making more than expected progress 3 levels is also above the National Floor Standard in maths, reading and writing, though this has been a fluctuating trend for the past 3 years depending on the cohort of children. Results this year for KS2 are very good to outstanding. Progress tracked shows 100% 2 points progress in reading, maths and writing. 3 levels of progress is also outstanding with the following seen; Maths = 63% (3 levels +) Reading = 63% (3 levels +) Writing = 42% (3 levels +) Science = 84% (3 levels +) Progress in Year 6 is therefore at outstanding in all areas. In terms of APS across KS2 an increase of 6.0 indicates satisfactory to good levels of progress. Mathematics = (7.7) – Good to outstanding Reading = (7.3) – Good to outstanding Writing = (7.1) – Good to outstanding Science = (8.5) – Outstanding In conclusion therefore, results are very good to outstanding and progress in year 6 is outstanding and across KS2 is good to outstanding. These results also meet/exceed the majority of our targets submitted in December last year. The achievement of Pupil Premium and EHCP/Local Offer children at KS1 and KS2 is at least in line with that of other children. KS2 All Pupils:

• Achievement overall of pupils at KS2 is very good to outstanding as the large majority of KS2 attainment indicators for the last three years have been high or significantly high. Issues to be aware - there was high inward mobility in the 2012-2013 Y6 cohort and the validity of the KS1 data was questioned with the EDA and NYCC when entry assessments were carried out.

• Achievement in English at KS2 is very good to outstanding as attainment over the last three years is mostly significantly high, 2013 academic year attainment being less than previous years due to issues around data.

• Achievement in Maths at KS2 is very good to outstanding as attainment over the last three years is mostly significantly high, 2013 academic year attainment being less than previous years due to issues around data.

• Throughout the school our mapping attainment grids show that children in KS2 90% of children are making expected progress or better in all subjects (June 2015).

Gender:

• Achievement of Girls (8) and Boys (11) the APS for boys for reading (31.73), writing (30.82) and maths (34.09) and combined is 32.21. The APS for girls for reading (29.5), writing (28.5) and maths (30.25) and combined is 29.42.

• In terms of progress 100% of boys made at least expected progress in reading, writing and maths. 90.9% making better than expected progress in reading, 54.5% in writing and 90.9% in maths. 100% of girls made at least expected progress in reading, writing and maths. 37.5% of girls made better than expected progress in reading, 37.5% in writing and 37.5% in maths. The boys’ achievement in 2015 was

significantly higher than the girls at KS2, though both groups were significantly above (boys) and above (girls) local and national averages.

FSM:

• Achievement of FSM (3) pupils overall is good overall, as all 3 pupils (100%) made expected progress in Reading, Writing and Maths. Greater than expected progress was also seen in all areas, (66.7%) in reading, (66.7%) in writing and (66.7%) in maths. Our FSM attainment overall at the end of KS2 is above the national average as all 3 pupils made good or better than expected progress and all results were at level 4+. The APS scores across all 4 pupils was at; Reading (29.7), Writing (29) and Maths (30.3). These results were slightly lower than APS for boys, but slightly higher for girls; also they are above the local and national averages.

• Throughout the school our FSM children (Ever 6 = 10 pupils) are mostly making expected progress or better.

ETHNICITY:

• Achievement of Pupils (2) 100% of pupils made at least better than expected progress across all areas with 100% gaining 3 levels of progress in reading and maths. The APS scores across both pupils was at; Reading (32.0), Writing (27) and Maths (33.0) which are above local and national standards for maths and reading and slightly lower in writing.

• Throughout the school, our ethnicity pupils are all making progress with the significant majority making good progress on their mapping attainment grids (June 2015).

EHCP/Local Offer and Disabilities (1):

• Pupils results are good overall, as our 1 pupil (100%) made expected progress in Reading, Writing and Maths.. Our EHCP/Local offer attainment overall at the end of KS2 is above the national average as our 1 pupil made expected progress and all results were at level 4+ in reading, writing and maths.. The APS scores was at; Reading (27.0), Writing (27.0) and Maths (27.0). These results were slightly lower than APS across the cohort and also the local and national averages. However this child has had several movements in different schools in the area so has done extremely well to make expected progress and achieve level 4 in all areas.

• Throughout the school our EHCP/Local Offer children are mostly making expected progress or better. There were no Looked after Children (LAC) in this c ohort. Year 2 2015 (KS1) – 21 children in the cohort ● Reading L2+ School 95%, L2B+ School 86% and L3 School 38% ● Writing L2+ School 95%, L2B+ School 71% and L3 School 29% ● Maths L2+ School 95%, L2B+ School 71% and L3 School 24% Year 2 2014 (KS1) – 24 children in the cohort ● Reading L2+ School 100%, L2B+ School 75% and L3 School 8.3% ● Writing L2+ School 91.7%, L2B+ School 70.8% and L3 School 0% ● Maths L2+ School 100%, L2B+ School 83.3% and L3 School 8.3% Year 2 2013 (KS1) – 20 children in the cohort ● Reading L2+ School 95%, L2B+ School 90% and L3 School 25% ● Writing L2+ School 85%, L2B+ School 75% and L3 School 5% ● Maths L2+ School 95%, L2B+ School 95% and L3 School 5% Year 2 2012 (KS1) – 17 children in the cohort ● Reading L2+ School 88%, L2B+ School 71% and L3 School 18% ● Writing L2+ School 82%, L2B+ School 59% and L3 School 6% ● Maths L2+ School 94%, L2B+ School 94% and L3 School 24% Year 2 2011 (KS1) – 12 children in the cohort ● Reading L2+ School 75%, L2B+ School 75% and L3 School 0% ● Writing L2+ School 83%, L2B+ School 58% and L3 School 0% ● Maths L2+ School 92%, L2B+ School 83% and L3 School 8% Year 2 2010 (KS1)

● Reading L2+ School 82%, L2B+ School 82% and L3 School 29% ● Writing L2+ School 82%, L2B+ School 82% and L3 School 29% ● Maths L2+ School 88%, L2B+ School 88% and L3 School 35% Year 2 2009 (KS1)

● Reading L2+ School 71%, L2B+ School 71% and L3 School 29% ● Writing L2+ School 71%, L2B+ School 71% and L3 School 29% ● Maths L2+ School 79%, L2b+ School 64% and L3 School 21% Our school attainments had improved (2015) in writing at level2+, but there has been a drop in reading and maths. However, results are still above local and national averages. We have also significantly improved the percentage of children attaining level 3 across all areas and this was a massive focus for the academic year 2014/15.We are above national and local authority data in all 3 areas at level 2+ (Reading 95% National 90%, Writing 95% National 86% and Maths 95% National 92%). We are above national and local authority data at level 2b+ and level 3 in reading and writing, but lower/in line in maths; Level 2b+ (Reading 86% National 81%, Writing 71% National 70% and Maths 71% National 80%) and level 3+ (Reading 38% National 31%, Writing 29% National 16% and Maths 24% National 24%). It must also be noted that due to small cohorts in most year groups, these results should be looked at in isolation rather than looking for patterns year on year. KS1 All Pupils: Achievement overall of pupils at KS1 in KS1 there were 21 children. Reading is above National at level 2+, 2b+ and level 3, the trend in reading at level 2+ has been high over the past 3 years and there has been a significant improvement at level 3 in 2015. In writing the same improvements can be seen. In maths the school is above National for level 2+ and below at level 2b+ and in line at level 3, the trend at level 2+ is up and at level 3 is fluctuating year on year, though maths has slightly risen this year (still slightly below local and national averages though at level 2b+ and level 3+). The introduction of Singapore Maths in September 2015 may improve this. The average point scores (2015) for pupils in KS1 are; in reading 17.4, for writing 16.6 and for maths 16.0. The APS for reading, writing and maths combined is 16.5 and is an improvement on the 15.6 points gained in 2014 and this has been on a fluctuating trend for the past 3 years. Gender:

• Achievement of Girls (12) and Boys (9) the APS for the boys in reading was 17.9, writing was 17.4 and in maths 17.9, for the girls the APS was 17.0 for reading, 16.0 for writing and 14.7 for maths. The combined APS for boys is 17.6 and for the girls 15.7. In KS1 boys’ achievement is greater than girls’ which does not support the local and national trend. Boys outperformed the girls in all areas and were significantly above the APS combined score of 15.6 for national. Girls were significantly below the 16.6 for national.

FSM, EHCP/Local Offer and Disabilities:

• We had 1 child on FSM out of the 21 pupils who sat the KS1 SAT’s in 2015 and this child achieved significantly lower than local and national averages gaining 9.0 APS across all 3 areas. This child has made great progress compared to their baseline and this needs to be looked at in isolation.

• The attainment of 4 EHCP/Local Offer pupils was higher or in line compared with NA in all subjects at KS1 last year. (All NC Core Subjects APS 13.85 NA 12.3, Reading APS 14.5 NA 12.5, Writing APS 14.0 NA 11.3, and Mathematics APS 13.0 NA 13.0). Therefore attainment in EHCP/Local Offer is good within this year group.

Phonics (Year 1)

• 18 pupils were in year 1 in 2015. Out of the 16 pupils who sat the phonics test (2 disapplied), 14 achieved the required standard (77.8% in total which is greater than the national average of 74%). 38.9% also achieved full marks 40/40 for the test.

Phonics (Year 2)

• 4 pupils had to take the phonics test again as they did not meet the required standard in year 1. Of these 4 children, 3 made the required standard this year (75%) and the fourth child gained an additional 14 points which was a significant improvement. National average for the re-tests is 88%.

EYFS:

• Attainment on entry demonstrates a typical level of development for their age. In EYFS there were 25 children in 2015, 56% attained a good level of development which is below local and the national figure. The average total point score was 34.6 is above the national of 33.0 and the local of 34.0. It must be

noted that 44% of these children or 11/25 pupils are summer born pupils and this may had a significant impact on results.

• There were many aspects of learning where nearly all children achieved expected or exceeding such as Communication and Language (96%), Personal, Social and Emotional Development (96%), Physical Development (96%) and Expressive Arts and Design (96%). Writing (64%) and Mathematics (60% in Number) were the limiting factors which reduced our school percentage of children achieving a good level of development.

• Most children, including those with special educational needs, make good progress towards the early learning goals in most areas of learning. Our Baseline Assessment provides effective initial assessments and provides base for target setting and identifying individuals that need support. (Evidence in Foundation Stage Profile, On Track and Lesson Observations).

• As a result of highly effective staff, the provision in Foundation Stage has improved rapidly and is now a solid good with many outstanding features. The school has now addressed the EYFS framework and the areas of learning have been clearly defined. A broader range of activities are evident allowing for focused group work which encourages pupils' independent learning. In June 2013, our school was moderated by NYCC and was judged to be good with some outstanding features.

• They also make good overall progress in developing the personal qualities that enable them to take responsibility for small tasks and develop skills for the future. (Evidence in Lesson Observations, Adviser Reports, Ofsted Report May 2012 and Annotated Work and Observations and from Young Apprentice Jobs – October 2014).

• Children in class 1 have excellent relationships with adults, particularly with their class teacher. They play well on their own, and those from different backgrounds and cultures work and play in harmony. (Evidence in Class Questionnaires, Parent Questionnaires, Circle Times and Discussions).

• Our EYFS children are motivated and interested in a broad range of activities and take responsibility for choosing what they do. They often share responsibility for decisions about routines. This has been seen in lesson observations and through discussions with our adviser.

• Most children demonstrate a willingness to keep themselves and others safe through their good behaviour. They show that they feel safe and they would be able to share concerns with a trusted adult. (Evidence in Lesson Observations, Staff Discussions, EYFS Teacher observations, Ofsted Grade 1 for Safety and Behaviour in May 2012 and comments from Outside Agencies).