School Performance Data

2017-18 Results

Year 1 Phonics Check

This table shows the percentage of our Year 1 pupils who passed the phonics check in 2018, compared to the national percentage.

Ide 88%
National     81%
Comments: Ide continues to achieve above pupils nationally in terms of percentage of pupils passing the phonics screening. We are ambitious for every child to become a fluent reader and seek to increase this percentage further still. Children learn phonics daily through interactive, focused sessions, which begin in Nursery and develop progressively through Oak class and then years 1 and 2. Pupils take opportunities through reading and writing but also across the wider curriculum to apply and consolidate their new learning. 

This table shows the percentage of children that met or exceeded the end of Key Stage 1 expectations.

  Reading Writing         Maths        
86% 75% 80%
75% 70% 76%

This table shows the percentage of children that exceeded the end of Key Stage 1 expectations (Greater Depth).

  Reading  Writing  Maths 
14% 5% 9%
National  26% 16%
This table shows the percentage of children that met or exceeded the end of key stage 2 expectations.
  Reading  Writing            Maths          SPaG
RWM Combined          
School 93% 93% 71%  86% 71%
National 75% 78% 76%  78%       64%

(RWM - Reading, Writing and Maths)


This table shows the percentage of children that exceeded the end of Key Stage 2 expectations (Greater Depth).

  Reading Writing           Maths            SPaG       RWM Combined        
School                        14%             29% 21%  43% 7%
National                 28% 20% 24%  34% 10%
This table shows the average scaled score achieved by children at the end of Key Stage 2 tests. The expected standard is a scaled score of 100.
     Reading           Maths         SPaG      
School                        106 105           107         
National  105 104 106
This table shows the average progress from the end of Key Stage 1 to the end of Key Stage 2. The national average progress is a score of 0. Any number above 0 shows more progress than the national average and any number below 0 shows less progress than the national average. 
  Reading Writing          Maths         
School  -1.05  0.56  -2.05

Comments: At Ide last year, we outperformed schools nationally in terms of percentage of schools achieving expected level or above in most subjects across both key stages.
The exception to this is in maths at KS2. Over the last year, the school has taken on a more structured programme of maths teaching which is based around the development of both fluency and reasoning skills. This is now becoming embedded and having an impact on pupils. The increased opportunities for thinking and explaining around mathematical concepts are helping both pupils and staff to have a better idea of current understanding and next steps. This will also prepare pupils well for the statutory tests, where arithmetic and reasoning are both assessed. 
In addition, fluency in times tables is a key focus for us. The children in KS2 are relishing the challenge of competing to better their times on our 'Times Tables Rockstars' challenge. Pupils love comparing their progress from their baseline scores- 

“When it was Christmas, my score was 1.98 questions per second and now I am at 1.39 seconds per question. I used to find answering 40 questions hard and today I got 49 easily.” – John 

“In September, it took me 5.45 seconds per question and I found my times tables hard. Now, I am down to 2.38 seconds per question and I keep getting better!” – Willow 
The excitement around this is now seen in KS1, where we have two pupils who have recently passed their times tables gold award, meaning they show quick recall of all times tables and related division facts. 
We actively promote an enjoyment of maths in school. We have two well attended optional maths clubs at lunchtime. Our recent 'Number Day'  raised money for the NSPCC whilst also raising the profile of maths. We had a whole school assembly where we talked about how maths would be useful in any of the dream jobs that our pupils aspire to. The children then spent a day engaged in cross-curricular maths.
The school recognise that in 2017-18, not enough pupils attained greater depth standard and this is common across the key stages and subjects. Here are some of the ways in which the school is ensuring an improvement:
  • Increased focus on reasoning in maths.
  • Explicit teaching of inference in reading from EYFS to Y6 (question level analysis of SATs papers clearly showed this as the area of need for our pupils).
  • Improvements to the school library and more structured approach to the monitoring of children's reading habits.
  • Using high quality texts to model effective writing features.
  • Challenging more able writers to use one text as a starting point for a portfolio of writing.
  • Review of the curriculum, with a greater emphasis to the teaching of high-level vocabulary. 
The school aims to improve these progress scores to be all above the national average in the year 2018-19. Analysis of progress shown by groups within the school show that it is the progress of middle and higher prior attainers that needs to improve. The school now has a sharp focus on identifying these pupils and ensuring that they stay on track to meet progress targets as they move through year groups.


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