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Hockley Primary School

This summary provides an overview of the basic characteristics and data analysis of Hockley Primary School in 2015. It includes information on pupil demographics, social deprivation indicators, attainment levels, and progress measures in the Early Years Foundation Stage (EYFS).

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Hockley Primary School

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  1. Hockley Primary School Data Analysis 2015

  2. Basic Characteristics of Hockley Primary School

  3. Census Ward Information

  4. Summary of basic characteristics • We are moderately larger than the average primary school – 315 pupils, with a yearly increasing role. • FSM - lower than the national average – 11.3%, slight increase year on year • Social deprivation indicator – significantly lower than national. 0.07 • The percentage of adults having pursued higher education is lower than the national average – e.g Hockley central 12.7% National 19.2% • Children from minority ethnic groups, as well as children for whom English is not their first language - significantly lower than the national average. • Inwardly mobile pupils - higher than average for some year groups; e.g. Year 6 - 45% (26% of cohort during Y5,6) • Pupils with SEN support are lower than national percentages, 6.5%. Children with statement/EHC plan are higher 1.9%. • Absence rate - lower than national average in spite of the local secondary school having a five term year. 3% absence rate, 0% persistently absentee.

  5. EYFS assessment process • EYFS on entry baseline assessment within the first 3 weeks of entry. We are using the Early Excellence Baseline EExBA. • Formative assessments recorded in learning journeys through daily observations - written and photographic, adult-led activities and children’s work samples. Shared half termly with parents and their input gathered. • Termly summative assessments across prime areas of learning completed through analysis of formative assessment. Pupil progress review for every child follows. • End of year Early Years Foundation Stage Profile (EYFSP) completed, analysed and shared with parents. • End of year outcomes sent to Local Authority. • Outcomes for EYFS curriculum are judged as emerging, expected and exceeding. • Baseline assessment 2015 shows this cohort’s entry level is higher than the previous year and just above Essex and national averages.

  6. EYFS – Comparisons with Current Data 2015 • GLD National comparison shows high attainment for EYFS and when compared to Essex and National. • Percentage of disadvantaged in this cohort 13% (6 ch) • Boys GLD is 59%, with girls GLD at 85% • FSM (5 ch) GLD 80% • Disadvantaged GLD 66% 4ch • All areas combined overall average score is lower for boys at 29.9 than for girls at 39.2. For FSM 30.6 and for disadvantaged pupils 28.3

  7. EYFS – Progress

  8. EYFS – Progress Measures 2015 • Quality of teaching during academic year 2014-2015 was judged good to outstanding in all aspects (lesson observations, drop ins, marking, planning & assessments; external observations: County Standards and excellence commissioner lesson sweep – learning journey’s exemplary, School advisor lesson sweep) • Provision and resources have improved further with significant investment over the last 4 years, particularly with regard to outdoor learning and indoor furniture and resources enabling strengthened continuous provision. • Local delivery group cluster Early Excellence training has enabled shared practice across a range of schools. Following this other local schools EYFS leaders have visited to observe and learn from our practice. Early Excellence have asked our EYFS leader to provide input to their annual conference regarding “inspired” outdoor learning. • Please see EYFS progress file to illustrate good and outstanding progress.

  9. What do we know about the current cohort? • On entry expectation - most children will display all of the 30-50 month band (all statements set to achieved), and some of the 40-60 month statements. • On entry assessments - completed within the first three weeks of start of term. Using early excellence baseline and current target Tracker system to aid in school analysis. • On entry baseline September 2015 Cohort of 45 children: each child is worth 2.2% • Baseline assessments Autumn 2015: • All Areas of the EYFS curriculum- • 62% of pupils have been assessed at an ‘expected’ entry level of development in all of the Prime and Specific Areas. Above Essex County which equals • Gender difference: • Girls’ achievement of an ‘expected’ entry level of development in all areas of the EYFS curriculum is lower than boys’ at 50% in comparison to 72%. • Inclusion • There are 3 Disadvantaged pupils in this cohort, only 1 of whom achieved an ‘expected’ entry level of development in all areas of the curriculum (33%). There are currently 0 EYFS pupils in care, 1 pupil with EAL (is not at expected entry level), and following baseline, pupils with SEN and those who are Academically More Able , will be identified. • Prime Areas+ Literacy and Mathematics- • 62% of pupils have been assessed at an ‘expected’ entry level of development in these areas. • Gender Difference: • Girls: 50% Boys: 72%. • Focus: • To monitor attainment of EYFS Autumn born girls, particularly in the areas of PSED, Literacy and Maths. • To put class interventions in place for target girls so that accelerated progress can occur. To close the gap between girls and boys. • To put support and interventions in place for disadvantaged pupils; to monitor attendance and improve home support alongside quality teaching and provision. • To tailor teaching and provision for EAL child to improve language acquisition, and ensure that activities are accessible. • EYFS leader to track all pupils regularly to ensure we meet our high expectation of achievement and put in place any targets/ support that are required. • To ensure that challenging learning opportunities are available to children at all times; particularly writing opportunities and Mathematics opportunities. • To monitor and track Summer born pupils, to ensure that good progress and attainment is made, in addition to Autumn and Spring born pupils.

  10. What does EExBA tell us about the current cohort? • EExBA shows comprehensive reports regarding the overall attainment of children within: • Well being and Involvement • Characteristics of Effective Learning • Prime Areas • Specific Areas of Literacy and Mathematics • Groups, e.g. PP, Gender, SEN, birth term. • The maximum score for children is 56. See below for a table comparing national EExBA assessments with Hockley Primary School • 72% of children nationally took the EExBA baseline • This table demonstrates that Hockley’s EYFS cohort have arrived at a level that is 62% typical or above in terms of development, which is 12% above what national data suggests (50%). • Wellbeing and involvement: • Wellbeing at HPS has been assessed at 55.6% ‘high’, 44.4% ‘medium’ and 0% ‘low’. • Wellbeing nationally was assessed at 66.8% ‘high’, 28.9% ‘medium’ and 4.3% ‘low. • Areas of Learning and Development: • Prime: Overall, children at HPS arrived at 17.8% well below typical (comparable to national- 20.1%); 64.4% below typical (higher % than national- 44.2%), 17.8% typical (lower % than national- 28.6%) and 0% above typical (lower % than national- 7.1%).

  11. Key Stage 1

  12. KS1 assessment process • Year 1 baseline assessment within first three weeks of term collaboratively agreed between EYFS teacher and year 1 teacher using EYFS outcomes and teacher knowledge of the child. • End of key stage 1 targets set from baseline data using target tracker. • Formative assessments using APP, guided reading records and teacher knowledge of the child, held in reading, writing, maths and foundation subject assessment files. • Termly summative assessments in all subjects through analysis of formative assessment. Moderations across phase groups and key stages. • Termly Pupil progress review for every child follows. Information shared with parents during parents evenings and on annual reports. • Attainment tracked to monitor progress towards end of key stage targets. • Annual Year 1 Phonics screening and year 2 SATs assessments. • End of key stage outcomes sent to Local Authority. • External moderation June 2015.

  13. 2015 KS1 school and national level data

  14. KS1 results over a 3 year period Percentage of children achieving level 2c+ across 3 years

  15. Percentage of children achieving level 2b+ across 3 years

  16. Percentage of children achieving level 2a+ across 3 years

  17. Percentage of children achieving level 3+ across 3 years

  18. Phonics - 3 year trend

  19. Phonics 2015 – by group

  20. Phonics Year 2 - 2015

  21. Summary of KS1 All Subjects • Attainment has remained above national for the past 3 years, significantly above for 2014 with a 5 year upward trend. • Gender - above national for boys, APS 15.8 (0.1+) and above national for girls 17.5 (0.9+) • FSM - group of 8 performed significantly above national APS 16.1 (+1.3) with a 0.6 cohort gap. • Disadvantaged pupils - group of 8 performed significantly above national APS 16.1 (+1.3) with a 0.6 cohort gap. Nationally the gap is 1.8 • EAL – 1 child APS 19.7 (+4.0) • Other Ethnic groups: 2 other mixed back ground APS 12.3 (4.1-) performed less well Nationally and 1 Indian APS 19.7 (+2.6) performed better Nationally. • SEN support–3 children – APS 10.8 (1.7-) • SEN with statement/EHC plan those without a statement (1 child) APS 10.3 (+2.7) above National • Term of birth: • Autumn (10 ch) APS 17.7 (+0.8); Spring (13ch) APS 17.2 +(1.1); Summer (14ch) 15.2 (0.2-)

  22. Summary of KS1 Reading results • Attainment has remained above national for the past 3 years, with a sustained upward trend. • Gender - above national for boys, APS 16.3 (0.2+) and above national for girls 17.8 (0.6+) • FSM - group of 8 performed significantly above national APS 16.3 (+1.1) • Disadvantaged pupils - group of 8 performed significantly above national APS 16.3 (+1.1) with a 0.8 cohort gap. Nationally the gap is 2.1 • EAL – 1 child APS 21.0 (+5.0) • Other Ethnic groups: 2 other mixed back ground APS 12.0 (4.9-) performed less well Nationally and 1 Indian APS 21.0 (+3.5) performed better Nationally. • SEN support–3 children – APS 11.0 (1.8-) • SEN with statement/EHC plan those without a statement (1 child) APS 9.0 (+1.2) above National • Term of birth: • Autumn (10 ch) APS 18.2 (+0.8); Spring (13ch) APS 17.3+(0.7); Summer (14ch) 15.7 (0.2-) • average points progress from Year 1 Baseline is 12.0

  23. Summary of KS1 Writing results • attainment has remained above national for past 3 years. • Gender: is in line with national for boys, APS 14.7 (0.1+) and significantly above national for girls APS 17.4 (1.3+) • FSM - group of 8 performed above national APS 14.8 (+0.8) • Disadvantaged pupils - group of 8 performed above national APS 14.8 (+0.8) with a cohort gap of 1.4. Nationally the gap is 1.8 • EAL – 1 child APS 17.0 (+2.0) • Other Ethnic groups: 2 other mixed back ground APS 12.0 (3.6-) performed less well Nationally and 1 Indian APS 17.0 (+0.6) performed better Nationally. • SEN support–3 children – APS 10.3 (1.3-) • SEN with statement/EHC plan those without a statement (1 child) APS 9.0 (+2.1) above National • Term of birth: • Autumn (10 ch) APS 16.8 (+0.7); Spring (13ch) APS 16.5+(1.2); Summer (14ch) 14.6 (=) • average points progress from Year 1 Baseline is 11.6

  24. Summary of KS1 Maths results • attainment has remained above national for past 3 years and has shown increase in 2014, sustained in 2015 with a 5 year upward trend. • Gender - above national for boys, APS 16.4 (=) and above national for girls 17.5 (+1.0) • FSM - group of 8 performed significantly above national APS 17.3 (+2.1) • Disadvantaged pupils - 8 performed significantly above national APS 17.3 (+2.2) with a cohort gap of 0.5. Nationally the gap is 1.8. • EAL – 1 child APS 21.0 (+4.9) • Other Ethnic groups: 2 other mixed back ground APS 13.0 (3.6-) performed less well Nationally and 1 Indian APS 21.0 (+3.7) performed better Nationally. • SEN support–3 children – APS 11.0 (2.2-) • SEN with statement/EHC plan those without a statement (1 child) APS 13.0 (+5.0) above National • Term of birth: • Autumn (10 ch) APS 18.2 (+1.0); Spring (13ch) APS 17.6(+1.2); Summer (14ch) 15.6 (0.3-) • average points progress from Year 1 Baseline is 11.8

  25. What did we do to get here? • Strong moderation processes – including across phase Y2/3 • Pupil progress meetings – clear tracking of progress and high expectations. • Target setting and expected year on year progress clear to all staff. Ambitious targets set. • Letters and sounds – children grouped by phase for daily phonic teaching. Phonic leaders in place and parent workshops. • Guided reading planning and assessment processes for daily sessions • Phonics, independent and guided reading resources purchased. • Development of school library and of reading corners in every classroom. • Improved maths resources. Eg. Numicon. • Whole school focus on teaching and learning with regard to maths from maths consultant. • Focussed interventions across core subjects. • Improved KS1 outcomes.

  26. What do we know about our current cohort? • The current Yr 2 cohort has 50 pupils with 24 girls and 26 boys. • This Year group has a group of 6 disadvantaged pupils – 12%. • This Year group has 0 children with statements or EHC plan • We are focusing on boys writing and due to assessment changes – strengthening SPAG and arithmetic skills • Intervention and support has been put in place for these children. KS1 Targets 2016

  27. Key Stage 2 (KS2) Key Stage 2: How well are pupils doing, taking account of any variation?

  28. KS2 assessment process • End of key stage 2 targets set from end of key stage 1 results using target tracker. • Formative assessments using Key Performance Indicator Grids, guided reading records, regular use of Test Base and teacher knowledge of the child, held in reading, writing, maths and foundation subject assessment files. • Termly summative assessments in all subjects through analysis of formative assessment. Moderations across phase groups and key stages. • Termly Pupil progress review for every child follows. Information shared with parents during parents evenings and on annual reports. • Year 6 pupils undertake half termly tests using sample papers, past papers for reading and SPAG and Headstart Maths. • Attainment tracked to monitor progress towards end of key stage targets. • Termly assessments papers used in years 3, 4 and 5. This secures judgements made along side teacher assessments. • End of Key Stage 2 SATS assessments. • End of key stage teacher assessments sent to Local Authority.

  29. 2015 KS2 school and national level data

  30. % of children achieving Level 4 or above

  31. KS2 results over a 3 year period

  32. Summary of KS2 Reading Results • Shows 3 year continued trend of significant + against National • average points progress KS2 is 14.4

  33. Summary of KS2 Writing Results • Shows 3 year continued trend of significant + against National • average points progress KS2 is 15.1

  34. Summary of KS2 Maths Results • Shows 3 year continued trend of significant + against National • average points progress KS2 is 14.9

  35. Summary of KS2 SPAG Results • Shows 2 year trend of significant + against National • 2015 dip from previous year, although 0.8 above national. • SPAG is a whole school focus for KS1 and KS2

  36. Summary of KS2 all subjects results • Shows 4 year continued trend of significant + against National

  37. Whole school pupils’ achievement • EYFS Attainment of pupils: Above national average Outcomes for children: Outstanding (1) • KS1 Attainment of pupils: Above national average Quality of pupils learning and progress: Good (2) • KS2 Attainment of pupils: Significantly above national average Quality of pupils learning and progress: Outstanding (1) School’s SEF judgement of outcomes for pupils is therefore: Outstanding (1)

  38. Progress over 3 years

  39. 2015 Maths progress - expected and more than expected.

  40. 2015 Reading progress - expected and more than expected.

  41. 2015 Writing progress - expected and more than expected.

  42. 2015 value added progress • above national picture, significantly in writing and all subjects.

  43. Progress value added 3 year picture 3 year improving pattern. Above National with 2015 significance in all subjects and writing. n.b reading needs remark adjustment

  44. Achievement is outstanding because... • Our attainment for the final key stage over the past 3 years is outstanding as attainment in all subjects are significantly above National average. Our assessment and tracking processes have improved significantly with a very clear focus on pupil progress, culminating in outstanding attainment and progress in all areas at the end of key stage 2. • In 2012 attainment and progress at the end of KS2 increased significantly and was above National averages, in some cases significantly, and in 2013, 2014 and 2015 these improved further to significantly above average in all areas. • Attainment and progress in EYFS has consistently improved in the last 3 years and can be judged as outstanding. • Attainment and progress in KS1 is good with a broadly 4 year upward trend due to improved moderation and assessment processes improving the accuracy and consistency of the outcomes. • 2015 annual parents survey shows that 97% of parents feel that their child makes good progress at our school (71% in 2010). “My son is lucky to have several intervention groups a week to further support his progress and I do not believe that he would have made such progress outside of this school.” • The achievement for groups is strong and remains largely above national outcomes. We particularly value the high attainment and the closing gap for disadvantaged pupils. We do however recognise that in 2015, the achievement for children with SEN support was below national in KS1 and KS2 – albeit very small groups (2ch), this is a focus this year. • We also recognise a slight dip in EGPS in 2015 and have put measures in place to regain the previously high attainment in this area.

  45. What do we know about our current cohort? • The current Yr 6 cohort of 42 pupils consists of 26 boys and 16 girls. • This cohort has a significantly high percentage of inwardly mobile pupils (19 pupils - 45%). 8 pupils, 19% joining us during Year 5/6. Furthermore 18 43% of pupils joined us during KS2. • The cohort has one child with an EHC plan and 2 children on SEN support. • There are 4 pupil premium children 7%, 2 of whom are FSM. There is 1 child adopted from care. i.e 5 children in the disadvantaged group KS2 Targets 2016

  46. Key Stage 2 (KS2) Key Stage 2: How well are pupils doing, taking account of any variation?

  47. Attainment and Progress of Groups(including SEN) • Trends over time: • Groups sizes for FSM, EAL, other ethnic groups and CLA are small. • We currently have 29 pupils with pupil premium funding and 8 with pupil premium plus. • Progress and attainment for vulnerable groups show no year on year pattern of underachievement or slow progress. However, children with SEN support at end of KS1 (2ch) and KS2 (2 ch) in 2015, achieved lower than Nationally, so currently this is a focus group.

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