What Our Data Is Saying

2016/2017 EYFS

What is our data saying?

What have we done about it?

What are we going to do about it?

2016/17

% Expected or Exceeding (58) % Expected or Exceeding -Boys % Expected or Exceeding -Girls
Good Level of development

81

70.4

90.3

Prime Learning Goals CL – Listening &
Attention

89.7

85.1

93.5

CL – Understanding

89.7

85.1

93.5

CL – Speaking

91.4

88.8

93.5

PD – Moving & Handling

89.7

85.1

93.5

PD – Health & Self Care

93.1

92.5

93.5

PSED – Self
confidence/Awareness

96.6

96.3

96.7

PSED – Feelings/Behaviour

93.1

96.3

90.3

PSED – Making Relationships

94.8

100

90.3

Specific Learning Goals Lit – Reading

84.5

74

93.5

Lit – Writing

82.8

74

90.3

Math – Number

91.4

88.8

93.5

Math – SSM

87.9

85.1

90.3

UTW – people &
communities

94.8

96.3

93.5

UTW – The World

94.8

96.3

93.5

UTW – Technology

96.6

100

93.5

Art – Media & materials

87.9

81.4

93.5

Art – Imaginative

91.4

88.8

93.5

Areas of Learning CL

86.2

77.8

93.5

PD

89.7

85.2

93.5

PSED

91.4

92.6

90.3

Lit

82.8

74.1

90.3

Math

86.2

81.5

90.3

UTW

94.8

96.3

93.5

Art

87.9

81.5

93.5

Overall Prime Learning Goals

84.5

77.8

90.3

Specific Learning Goals

81

70.4

90.3

All learning Goals

81

70.4

90.3

Werrington Staffordshire
Boys GLD 70.4% 67.6%
Girls GLD 90.3% 81.7%
Difference 19.9 14.1

Girls outperformed boys in all areas except PSED and UTW

  • High quality daily reading/phonics
  • Increasing parental involvement – Good
    communication
  • Development of fine motor skills – ‘dough
    disco’, ‘funky fingers’, ‘finger gym’
  • Phonics groups/interventions
  • Maths groups/ Interventions (Practical
    activities)
  • Maths equipment & areas updated (indoor and outdoor)
  • Extra support for those pupils not reading at home
  • Continued development of outdoor areas
  • Staff to visits other settingsParticipation in EYFS network (Seven Stars &
    SMLC) – joint moderationImprovement in Nursery environment (new flooring)Improved communication with parents (Class dojo/blogs)
  • Nursery ‘Stay& Play’ sessions and Reception
    story time and den building afternoons
  • Continue to ensure the Foundation Stage outdoor area is a purposeful and stimulating learning environment which extends indoor provision.
  • Continue planned development of the outdoor learning environment
  • Develop outdoor area to encourage greater physical development
  • Develop links with other providers (PVI) to support good practice / enhance links with local pre-school & offer training to their staff
  • Extend mark making areas outdoors
  • Continued Small World investment
  • Continue focused opportunities for staff to visit other settings
  • Ensure that high quality daily reading
    /phonics continues to take place in Nursery and Reception
  • Ensure additional reading is planned for most able pupils in EYFS
  • Continued enhancement of mark making areas in outdoor areas
  • Monitor planning in core subjects to ensure challenge & expectations in line with National Curriculum – ensure
    higher order questions are planned
  • Ensure EYFS staff are trained and up to date in Paediatric First Aid in line with EYFS statutory requirements
  • Continue to keep parental involvement at a high – introduce parent access to tapestry.
  • Collaboration – Together we succeed
  • Feedback, Assessment & Improvement – Mark-Plan-Teach
  • Reading – A planned daily diet of reading opportunities
  • Health and wellbeing – Fit for learning
  • Hard work & Challenge – Teach to the top, High Expectations for & by all
  • Mastery – Enhance Mastery in Maths
  • Motivation – A reason/purpose for learning
  • Drive & Passion – Reinforcing expectations; Raising aspirations

Back to top


2016/2017 KS1

What is our data saying?

What have we done about it?

What are we going to do about it?

Y1 Phonics

All (60)

Boys (32)

Girls (28)

Pupil Premium (6)

%

%

%

%

32+

95%

94%

96%

83%

KS1 SATs

Reading

SPAG

Maths

Scaled Score Percent Percent Percent
110+

31%

35%

43%

108+

35%

46%

59%

100+

88%

87%

94%

TA

Reading

Writing

Maths

Expected+

GD

Expected+

GD

Expected+

GD

87%

31%

89%

37%

94%

39%

Boys (21)

90%

29%

86%

38%

100%

33%

Girls (33)

85%

33%

91%

36%

91%

42%

Pupil Premium (5)

80%

40%

80%

40%

100%

20%

Expected+ Werrington LA National
Reading

88%

78,9%

76%

Writing

89%

71.9%

68%

Maths

94%

78%

75%

Boys outperformed girls in R and in M (Expected+)

Girls outperformed boys in R and in M at Greater Depth

Girls outperformed boys in writing (Expected+)

Boys outperformed girls in Writing at Greater depth

All KS1 Data shows a rising trend

  • Book Fayre/ World Book day/ Reading areas
  • encourage ‘reading for pleasure’
  • Large investment in new books
  • E-Books purchased – boy friendly
  • New reading books purchased
  • ‘Library time’
  • New Comprehension materials purchased
  • SPAG interventions introduced in Y2
  • Daily multiplication/Mental Maths Tests
    introduced
  • Daily spelling tests introduced
  • Roald Dahl reading & writing event
  • Phonetically decodable books purchased – every child to have reading scheme book & phonics book
  • Daily phonics
  • Phonics ‘refresher’ training for all staff
  • Investigate different ‘reading recovery’
    programmes
  • Maths Mastery introduced
  • Well planned, targeted interventions
  • New Marking Policy in place
  • Introduction of Numicon
  • Maths Week
  • Key Instant Recall facts (KIRFs) & Year group expectations shared with
    parents
  • SPAG intervention for year 2
  • Pupil Premium Champion appointed
  • Intensive monitoring of planning, book
    scrutinies, etc by SLT
  • ‘Fix it time’ embedded
  • New curriculum launched
  • Increased opportunities for extended/sustained
    writing
  • Improvements to classroom displays
  • Staff CPD – quality induction for new
    staff, ‘Teachmeet’, CPD opportunities
  • Regular moderation opportunities for staff
  • Embed ‘Mark-Plan-Teach’
  • Develop Reading Gazebo for break time reading
  • More able readers to become Stage 3 ‘free Readers’ so that they are exposed to more interesting ‘challenging’ texts
  • Zero tolerance on writing cross curricular (Standards)
  • Author to be invited into school to work with KS1
  • Greater extended writing opportunities
  • Ensure that boys are being encouraged and challenged to read in KS1
  • Ensure that Year 1 children who didn’t pass the phonics screening have intervention and support
  • More challenge in Key stage 1 writing
    opportunities (particularly boys) – Challenge and intervention for Boys in
    SPAG
  • Introduce/Develop and monitor introduction of new spelling programme across the school ‘No Nonsense spelling’
  • Review/enhance Guided Reading process & recording
  • Maths Mastery embedded
  • More CPA maths resources to be available
  • Continue regular book scans, learning walks, pupil interviews, lesson observations and planning scans to monitor provision
  • Audit ‘scientific investigation’ opportunities
  • Changes to interventions – intensive
    ‘close the gap’ focus
  • Improvements to ‘guided reading’ system
  • Revised writing assessment grids
  • Ensure classroom environment reflects
    curriculum targets & learning taking place in English & Maths
  • Develop oracy – debates, recitals,
    public speaking
  • Review ‘wow’ visits (Investigate purchase of minibus)
  • Ensure challenge for higher ability writers (Author workshops)
  • Increase opportunities for ‘purposeful’
    sustained writing
  • Middle Leaders to develop ‘communication
    friendly spaces’ / ‘breakout’
  • ‘Knowledge Organisers’/ essential knowledge
    sheets/expectations developed & shared with children & parents.
  • Extend & develop joint working
    opportunities – joint moderation, High School staff to deliver subject
    specific workshops at Werrington
  • Develop opportunities for pupils to work
    collaboratively with pupils from other schools, and from different cultural
    and social backgrounds
  • Monitor progress of SEN/FSM groups – Development of wellbeing groups
  • Ensure intervention timetables are
    moving learning forward
  • Liaise with Pupil premium Champion to ensure that 1:1 progress learning
  • Liaise with SENCo to ensure that SEND
    children are making good progress
  • Continue to explore ‘Growth Mindset’ and ‘Mindfulness”

 

  • Collaboration – Together we succeed
  • Feedback, Assessment & Improvement –
    Mark-Plan-Teach
  • Reading – A planned daily diet of reading
    opportunities
  • Health and wellbeing – Fit for learning
  • Hard work & Challenge – Teach to the top, High Expectations for & by all
  • Mastery – Enhance Mastery in Maths
  • Motivation – A reason/purpose for learning
  • Drive & Passion – Reinforcing expectations; Raising aspirations

Back to top


2016/17 KS2

What is our data saying?

What have we done about it?

What are we going to do about it?
KS2 SAT

Reading

SPAG

Maths

Scaled Score Percent Percent Percent
110+

27

34

27

100+

80

83

76

PP

Boys

Girls

Reading
100+

92%

76%

88%

Reading
110+

25%

16%

44%

SPaG
100+

92%

80%

88%

SPaG
110+

42%

16%

44%

Maths
100+

83%

76%

75%

Maths
110+

25%

25%

38%

R/W/M
100+

75%

68%

75%

R/W/M 110+

8%

8%

19%

Average Scaled Scores

Boy

Girl

All

Read

103.7

107.7

105.2

SPAG

104.8

108.9

106.4

Maths

103.1

104.5

103.7

TA

Expected+

Reading

Writing

Maths

All

83%

78%

73%

Boys (25)

80%

72%

68%

Girls (16)

88%

88%

81%

Pupil Premium (13)

85%

77%

77%

 

 

 

 

 

Expected + Werrington LA National
Reading

80%

74%

71%

Writing

78%

78%

76%

Maths

76%

76%

75%

R, W & M

68%

63%

62%

 

Greater
depth

Boy

Girl

All

Read

16%

43.8%

26.8%

SPAG

20%

56.3%

34.1%

Maths

20%

37.5%

26.8%

Write

16%

37.5%

24.4%

RWM

8%

18.8%

12.2%

Progress Score: Reading = +1.0 Writing = +0.8 Maths = -0.6 SATs rising trend:

KS2
SATs

2016

2017

Reading

70% (26% GD)

80% (27% GD)

SPAG

66% (28% GD)

83% (34% GD)

Maths

66% (15% GD)

76% (27% GD)

R, W and M

51%

68% (12% GD)

  • Reading for pleasure encouraged through ‘World
    Book Day’, displays, celebrations, new Reading Diaries and reading areas in
    classrooms
  • Targeted interventions as a result of pupil
    progress meetings
  • Moderation activities within local cluster/group/
    LA
  • Reduced inconsistencies in teaching &
    learning outcomes between year groups
  • Purchase of e-books (Bug Club)
  • Review/Improve ‘boy friendly’ resources
  • Greater emphasis on developing comprehension
    skills (Cross curricular) – New Comprehension materials purchased
  • Timetabled opportunities to read independently
    for extended periods of time
  • Booster sessions to target pupils not on track
    & to extend more able
  • Maths Mastery introduced
  • Improvements to the reading environment
  • Zero tolerance policy on writing cross curricular
    (Standards) – Extended cross curricular writing opportunities planned
  • New Curriculum developed centred around
    English
  • Targeted SPAG intervention from year 4-6
  • G&T maths group intervention and boosting
    in school and at Moorside for year 6
  • Introduce/Develop and monitor introduction of new spelling programme across the school ‘No Nonsense spelling’
  • Daily multiplication/Mental Maths Tests
    introduced
  • Daily spelling tests introduced
  • Expanding booster provision/intervention to target pupils not on track & to extend more able
  • Develop ‘Enterprise Groups’ (Including School Newspaper group) for more able
  • Further develop links with feeder secondary
    schools re: more able & talented support
  • Regular SPAG tests throughout KS1 & KS2
  • Visitors in to school through the Inspiring Futures programme
  • Teacher Research Group for Maths Mastery
  • Pupil Premium Champion appointed
  • Intensive monitoring of planning, book
    scrutinies, etc by SLT
  • ‘Fix it time’ embedded
  • New curriculum launched
  • Increased opportunities for extended/sustained writing
  • Improvements to classroom displays
  • Staff CPD – quality induction for new
    staff, ‘Teachmeet’, CPD opportunities
  • Regular moderation opportunities for staff
  • Embed ‘Mark-Plan-Teach’
  • Presentation mark (P-scale) introduced
  • Improved tracking system
  • Intensive interventions for boys to ensure that more attain ‘greater depth’
  • Ensure that key stage 1 children who didn’t
    pass the phonics screening have intervention and support
  • Develop assessment procedures for writing by
    introducing new writing grid assessments – enabling clear challenging
    targets to be given to children and regular assessment of writing. KS2 pupils
    encouraged to self-assess against criteria
  • Include more challenge for boys in writing (link texts to new curriculum)
  • Review/enhance Guided Reading process &
    recording
  • Continue regular book scans, learning walks, pupil interviews, lesson observations and planning scans to monitor provision
  • Continued participation with the Teacher Research Group
  • Inspirational Maths Week
  • Maths Evening for Parents / Embed maths mastery- Develop/embed ‘fluid’ groupings in Maths
  • Audit of maths resources and purchasing key manipulatives to support CPA approach in a mastery curriculum
  • Introduce standardised testing (NFER)
  • Audit ‘scientific investigation’ opportunities §   Changes to interventions – intensive ‘close the gap’ focus
  • English mastery to be trialled
  • Develop oracy – debates, recitals, public speaking
  • Review ‘wow’ visits (Investigate purchase of minibus)
  • Ensure challenge for higher ability writers
    (Author workshops)
  • Increase opportunities for ‘purposeful’
    sustained writing
  • Middle Leaders to develop ‘communication
    friendly spaces’ / ‘breakout’
  • ‘Knowledge Organisers’/ essential knowledge sheets/expectations developed & shared with children & parents.
  • Extend & develop joint working opportunities – joint moderation, High School staff to deliver subject specific workshops at Werrington
  • Develop opportunities for pupils to work collaboratively with pupils from other schools, and from different cultural and social backgrounds
  • Improvements to ‘guided reading’ system
  • Revised writing assessment grids
  • Continue to develop marking & feedback
    – next steps marking
  • Monitor progress of SEN/FSM groups
    – Development of wellbeing groups Ensure intervention timetables are moving learning forward
  • Liaise with Pupil premium Champion to ensure that 1:1 progress learning
  • Liaise with SENCo to ensure that SEND
    children are making good progress
  • Continue to explore ‘Growth Mindset’ and ‘Mindfulness’

 

  • Collaboration – Together we succeed
  • Feedback, Assessment & Improvement –
    Mark-Plan-Teach
  • Reading – A planned daily diet of reading
    opportunities
  • Health and wellbeing – Fit for learning
  • Hard work & Challenge – Teach to the top, High
    Expectations for & by all
  • Mastery – Enhance Mastery in Maths
  • Motivation – A reason/purpose for learning
  • Drive & Passion – Reinforcing expectations;
    Raising aspirations

Compare our school data at https://www.compare-school-performance.service.gov.uk/

Back to top