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Dec 2013 - SIA report

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PRIMARY SIA VISIT REPORT

NAME OF SCHOOL: Castlewood Primary, Southwater

DATE OF VISIT: 3rd December 2013

DURATION: (including preparation, visit and report writing) Half a Day

PRESENT AT MEETING: Julia Slocombe (HT), Maria Roberts (Area C School Improvement Adviser)

AGENDA FOR DICUSSION:

  • Supported data review using 2013 RAISE, FFT dashboard and West Sussex epods.
  • Review of current in-year data to track trends
  • Confirmation of school’s self-review for Achievement

RECORD OF DISCUSSIONS AGAINST AGENDA POINTS:

Context

Castlewood is a medium-sized through primary school in an area of low deprivation. There are slightly more boys than girls and the proportion of pupils known to be eligible for free school meals is very low. There are fewer than average numbers of pupils from ethnic minority groups and very few with English an additional language. The proportion of pupils with special educational needs is very low.

Castlewood was inspected in 2013 and was judged to be ‘good’ overall.

Foundation Stage

In Early Years, 63% of pupils scored a ‘good level of development’ vs. the national average of 52%. This is above the national expectation, with children scoring in-line or above county averages in all prime areas. There is little difference between girls and boys in terms of outcomes. Outcomes in EY are good and there are no concerns.

Key stage 1

The Yr 1 phonics screen is in line with national averages with 70% (vs nat. 69) who reach the expected level. By the time the children who did not reach the expected level resit the screen in Yr 2, all of them reach the nationally expected level. Outcomes in the Phonics Screen are in line with national expectations and there are no concerns.

Attainment at L2b+ (the national expectation) is significantly above the national average. In reading, 97% children reach L2b+ (nat. 79), 93% reach L2b+ in writing (nat. 67%) and in maths, 93% (nat. 78%) All three subjects are highlighted as Sig+ in RAISE for attainment at L2b+.

The proportion of children reaching L2a+ is equally high, with 70% (nat. 55%) in reading, 63% in writing (nat. 37%) and 83% in maths (nat 32%). All three subjects are well above the national averages and both reading and maths are Sig+ for L2a+.

There are fewer L3+ pupils in 2013, with a greater proportion reaching L2a+. The proportion of L3+ pupils is in line with the national average. This means that there is still an expectation that a significant amount of the L2a+ children will convert to L5+ in Yr 6.

Average Point Score at KS1 remains very strong and is Sig+ for maths, reading and writing.

It has increased since 2012 and stands at 17.2 (nat 15.8) for All Subjects.

APS breakdowns show that girls outperform boys in reading and writing, but not in maths. The very small number of SEN children perform much more strongly than the national expectation in reading and writing – but less well in maths. (The school is undertaking the ‘Every Child Counts’ intervention programme which should impact positively on younger pupils.)

There are 4 FSM children in this group. There are gaps between their performance and non-FSM. These gaps are slightly wider than the national average and are therefore too big.

Overall, outcomes in KS1 are very strong and are at least good. However, the FSM gaps are currently too wide and this should be monitored.

Key Stage 2

Prior attainment of these Yr 6 pupils is very high (+2 APS) and there is therefore an expectation that a significant proportion - as much as 70+%, if all L2as convert - will reach L5.

The new attainment benchmark of R+W+M L4+ stands at 84% which is above the national expectation of 75%.

All three subjects attain more highly than national at L4+ - maths 91% (85%), reading 94% (86%) and writing 91% (83%). The school should review how it tracks pupils in R+W+M as there is a gap between the combined score and the individual subjects.

The new Grammar Punctuation and Spelling test is Sig+ at L4+ and is well above the national average at 91% (74%) thanks to some very thorough teaching.

The three FSM pupils all attain L4+ in all subjects which is a significant achievement.

However, middle attainers do not perform as well as their national counterparts – with middle attainers in maths dipping below the national expectation in maths.

At L5+, attainment again sits comfortably above the national average in all three subjects and writing and GSP are highlighted as Sig+. R+W+M stands at 34% (21%). Individual subjects stand at 53% for maths (41%), reading 59% (44%), writing 56% (30%) and GPS 75% (47%). Again, attainment in individual subjects is considerably higher than the combined score, and tracking should be closely monitored for those pupils who are reaching L5 in two but not three subjects.

FSM pupils attain well at L5, being in line or exceeding the national average.

APS is strong and shows an upward trend over the past three years. All subjects stands at 29.9 (28.3) and is highlighted as Sig+, along with reading, writing and GPS.

Attainment at KS2 is above average and is good. The school and GB should monitor the gap in attainment between each subject and the combined score.

Progress at KS2 is not as strong as attainment – partly because of the very high KS1 scores and partly because several pupils simply did not make the required two levels progress (or more.)

Value-added progress measures show that All Subjects stands at 99.2, which while it is not statistically significant, is not high enough to ensure solidly good (or better) achievement. Maths value added is Sig- for most groups (apart from boys and notably SEN) and is the sole thread of negativity running through RAISE.

Reading and writing both convert well, with writing especially showing a high proportion of more than expected progress. However, the proportion of children achieving expected progress in Maths is not high enough at L2c, L2b, L2a and L3. In short, maths continues to pull down progress, despite numerous interventions over recent years.

Reading and writing progress is good, but maths requires improvement.

While this is unlikely to reduce the overall Achievement grade from ‘good’ in an inspection, the school and governing body should be aware that achievement in maths would come under close scrutiny. In order to improve overall achievement to ‘outstanding’, both attainment and value-added scores should be highlighted in RAISE as Sig+, with significantly higher proportions of pupils making better than expected progress.

The school should consider:

  • How pupils are prepared for the maths test throughout KS2: Are specific guided maths questions given throughout Yrs 5 and dissected as a whole class? Are pupils used to working under time pressure? Are they fully aware of the various question types and what each requires? Is curriculum time sufficient? Are they given enough independent, timed problem solving activities? Are they fully prepared to sit the test in 2014 without a calculator? Is there ample opportunity to apply their maths knowledge and skills in other areas of the curriculum? Is there sufficient challenge for middle attainers or do groupings tend to put a ceiling on achievement? Does the teacher rotate equally around various ability groups in guided sessions or do some pupils spend more time with TAs?

Progress towards targets 2014 (KS1) and 2015 (KS2):

Year gp

Target: %

(FFT B/D estimates)

School currently expects: %

What is in place to support pupils and intervention strategies used:

Current Yr 2

Reading

Expected 2b

Writing

Expected 2b

Maths

Expected 2b

Current

Yr 4

Reading

On track 3b

Writing

On track 3b

Maths

On track 3b

Combined RWM

On track 3b

Reading

1 Level of progress

Writing

1 level of progress

Maths

1 level of progress

Current Yr 6

Reading

Level 4+

Writing

Level 4+

Maths

Level 4+

Combined RWM

Level 4+

6

Reading

2 Levels of progress

6

Writing

2 levels of progress

Maths

2 levels of progress

Attendance

Attendance is strong and there are no concerns

Absence target 2013-14

Absence target 2014-15

Ofsted Framework

Outcome

(Ofsted: date)

School’s Judgement: date

Next steps for improvement: (SDP and Evaluation schedule)

Achievement

2

2

Improve progress in Maths at KS2

DISCUSSION ITEMS/FOCUS FOR NEXT MEETING: inc Date for Spring term

Name:Maria Roberts

Date:3rd December 2013

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