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Springfield School
Pupil Date Analysis Headlines
2016 - 2017
Progress Measures and Target Setting
Targets have been referenced to our own target setting system devised using the almost 20 years of school data and the previously stated aim of 2 NC levels per key stage. The setting of targets therefore uses the following table:
BandRationale
(Early Years)Target CalculationRag Rating CalculationBlue
Maintaining previous levelsAmber
Making small steps of progressGreen
Meeting targetPurple
Exceeding TargetPre FormalP1i P4
(B 8-20)40% per year0-19%19-39%40- 59% 60%+Semi-formalP5 P8 (16-26+)60% per year0-29%29-59%60- 89%90%+FormalL1C +80% per year0-39%39-79%80- 119%120%+Note no pupil in the primary department should be included in the Formal band even if they exceed P8
Due to technical issues with the new school assessment database accurate measurement was only possible over two terms in the last academic year targets were therefore adjusted accordingly.
Data Analysis 2016 - 2017
Headlines
Early Years
SubjectPerformanceCommunication & Language - ListeningGOOD to OUTSTANDINGCommunication & Language - Speaking GOOD to OUTSTANDINGCommunication & Language - UnderstandingGOOD to OUTSTANDINGPersonal Social Development - RelationshipsGOOD to OUTSTANDINGPersonal Social Development - FeelingsGOOD to OUTSTANDINGPersonal Social Development Self ConfidenceGOOD to OUTSTANDING
Key Stage 1
SubjectPerformanceEnglish / LiteracyOUTSTANDINGMathematics / NumeracyOUTSTANDINGScienceOUTSTANDINGPersonal Social DevelopmentOUTSTANDING
Key Stage 2
SubjectPerformanceEnglish / LiteracyOUTSTANDINGMathematics / NumeracyGOOD to OUTSTANDINGScienceSATISFACTORY to GOODPersonal Social DevelopmentGOOD
Key Stage 3
SubjectPerformanceEnglish / LiteracyOUTSTANDINGMathematics / NumeracyGOOD to OUTSTANDINGScienceGOOD to OUTSTANDINGPersonal Social DevelopmentOUTSTANDING
Foundation Stage Data
Beginning to End of Reception (1 year only)
Key stage: Early Years.
Composition of the key stage: 8 pupils
Special Need categories: 4 SLD, 2 ASD, 1 PMLD 1 PMLD/Dual
Progress indicator: 40% - 60% of progress over a school year dependent on Entry Level
End of Foundation Stage Progress Communication and Language - ListeningCohortMaintainingSmall StepsMeeting TargetExceptional8 pupils1 (12.5%)1 (12.5%)06 (75%)Communication and Language - SpeakingCohortMaintainingSmall StepsMeeting TargetExceptional8 pupils1 (12.5%)1 (12.5%)2 (25%)4 (50%)Communication and Language - UnderstandingCohortMaintainingSmall StepsMeeting TargetExceptional8 pupils1 (12.5%)1 (12.5%)1 (12.5%)5 (62.5%)Personal, Social and Emotional - RelationshipsCohortMaintainingSmall StepsMeeting TargetExceptional8 pupils1 (12.5%)1 (12.5%)1 (12.5%)5 (62.5%)Personal, Social and Emotional - FeelingsCohortMaintainingSmall StepsMeeting TargetExceptional8 pupils02 (25%)3 (37.5%)3 (37.5%)Personal, Social and Emotional Self ConfidenceCohortMaintainingSmall StepsMeeting TargetExceptional8 pupils1 (12.5%)1 (12.5%)1 (12.5%)5 (62.5%)The data shows that progress in Literacy (Foundation Stage) is GOOD to OUTSTANDING, with 75% of learners making exceptional progress.
The data shows that progress in Communication and Language - Listening (Foundation Stage) is GOOD to OUTSTANDING, with 88.9% of learners meeting or exceeding their targets and 44.4% of learners making exceptional progress.The data shows that progress in Communication and Language - Speaking (Foundation Stage) is GOOD to OUTSTANDING, with 75% of learners meeting or exceeding their targets and 50% of learners making exceptional progress.
The data shows that progress in Communication and Language - Understanding (Foundation Stage) is GOOD to OUTSTANDING, with 75% of learners meeting or exceeding their targets and 62.5% of learners making exceptional progress.The data shows that progress in Personal, Social and Emotional Development Relationships (Foundation Stage) is GOOD to OUTSTANDING, with 75% of learners meeting or exceeding their targets and 62.5% of learners making exceptional progress.The data shows that progress in Personal, Social and Emotional Development Feelings (Foundation Stage) is GOOD to OUTSTANDING, with 75% of learners meeting or exceeding their targets and 37.5% of learners making exceptional progressThe data shows that progress in Personal, Social and Emotional Development Self Confidence (Foundation Stage) is GOOD to OUTSTANDING, with 75% of learners meeting or exceeding their targets and 62.5% of learners making exceptional progress.
Reception - Key Stage 1
Key stage: Key stage 1 (Year 2 pupils)
Composition of the key stage: 8 pupils
Special Need categories: 2ASD 1 ASD/Dual 2 SLD 1 SLD/Dual 2 PMLD
Progress indicator: 40% - 60% of progress over a school year dependent on Entry Level
End of Key Stage 1 Progress EnglishCohortMaintainingSmall StepsMeeting TargetExceptional8 pupils001 (12.5%)7 (87.5%)MathematicsCohortMaintainingSmall StepsMeeting TargetExceptional8 pupils01 (12.5%)2 (25%)5 (62.5%)ScienceCohortMaintainingSmall StepsMeeting TargetExceptional6 pupils003 (50%)3 (50%)PSECohortMaintainingSmall StepsMeeting TargetExceptional7 pupils01 (14.3%)06 (85.7%)The data shows that progress in English (KS1) is OUTSTANDING, with 100% of learners achieving their targets and 87.5% making exceptional progressThe data shows that progress in Maths (KS1) is OUTSTANDING, with 87.5% of learners achieving their targets and 62.5% making exceptional progress The data shows that progress in Science (KS1) is OUTSTANDING with 100% of learners achieving their targets and 50% making exceptional progress. The data shows that progress in PSE (KS1) is OUTSTANDING, with 87.5% of learners making exceptional progress. Comments:
1 pupil had already achieved the maximum level assessed in PSE and 2 pupils are dual placed with mainstream schools and therefore do not take science at Springfield.
Key Stage 1-2
Key stage: Key stage 2 (4 years.)
Composition of the key stage: 6 pupils
Special Need categories: 1 SLD/Dual 2 ASD/behaviour 1 ASD - 2 PMLD
Progress indicator: 40% - 60% of progress over a school year dependent on Entry Level
End of Key Stage 2 Progress Using progression GuidanceEnglishCohortMaintainingSmall StepsMeeting TargetExceptional6 pupils005 (83.3%)1 (16.7%)MathematicsCohortMaintainingSmall StepsMeeting TargetExceptional602 (33.3%)3 (50%)1 (16.7%)ScienceCohortMaintainingSmall StepsMeeting TargetExceptional64 (66.7%)1 (16.7%)1 (16.7%)PSECohortMaintainingSmall StepsMeeting TargetExceptional603 (50%)3 (50%)0The data shows that progress in English (KS1-2) is OUTSTANDING, with 100% of learners achieving their targets with 16.7% making exceptional progress The data shows that progress in Mathematics (KS1-2) is GOOD to OUTSTANDING with 66.7% of learners achieving their targets and 16.7% making exceptional progress The data shows that progress in Science (KS1-2) is SATISFACTORY TO GOOD with 33.3% of learners achieving their targets with 16.7% making exceptional progress The data shows that progress in PSE (KS1-2) is GOOD , with 50% of learners achieving their targets
Key Stage 2-3
Key stage: Key stage 3 (3 Years)
Composition of the key stage: 5 pupils
Special Need categories: 1 SLD 1 ASD/Behaviour 3 PMLD
Progress indicator: Based on 40-80% per year dependent on Entry Level
End of Key Stage 3 Progress Using progression GuidanceEnglishCohortMaintainingSmall StepsMeeting TargetExceptional5 02 (40%)03 (60%)MathematicsCohortMaintainingSmall StepsMeeting TargetExceptional5 01 (20%)3 (60%)1 (20%)ScienceCohortMaintainingSmall StepsMeeting TargetExceptional502 (40%)1 (20%)2 (40%)PSECohortMaintainingSmall StepsMeeting TargetExceptional40004 (100%)The data shows that progress in English (KS2-3) is OUTSTANDING, with 60% of learners making exceptional progress.The data shows that progress in Mathematics (KS2-3) is GOOD to OUTSTANDING, with 80% of learners achieving their targets and 20% making exceptional progress.The data shows that progress in Science (KS2-3) is GOOD to OUTSTANDING, with 60% of learners achieving their targets and 40% making exceptional progressThe data shows that progress in PSE (KS2-3) is OUTSTANDING, with 100% of learners making exceptional progress.1 pupil had already achieved the maximum level assessed in PSE
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