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Cedar’s Academic Success

Dear Parents,

Thank you to everyone who took the time to respond to the recent parent survey that was sent out. We had many positive responses and will share the full results with you in the new year

One of the questions was about how well parents knew about the school’s academic success. The responses to this question indicate that parents are not aware of these.

With the Government’s release of KS2 performance tables yesterday, I thought now would be a good time to let you know how the school’s performance is improving.

Each year every school has to submit data to the government for the following year groups:

Reception, Year 1, Year 2 and Year 6.

 

Reception

At the end of Reception, schools have to report on how many children have reached a “good level of development (GLD).” This judgement is made on assessments that teachers make of the pupils’ learning. The school have significantly increased the number of pupils reaching this level.

 

Reception 2016 2017 Increase
Children reaching GLD 43% 67% + 24%

 

The national figure is 69.3%

 

Year 1

Towards the end of Year 1, the children have to take the phonics screening. The school have increased the percentage of children passing this year on year.

Year 1 Phonics 2015 2016 2017
Children passing the phonics screening 43% 70% 79%

 

The national figure is 81%

Children who do not pass the phonics screening in Year 1, retake it at the end of Year 2. The percentage of children doing this has also increased.

 

Year 2

Towards the end of year 2, children are assessed for the end of key stage 1. This is a combination of testing and teacher assessment. The way schools did this, changed in 2016 meaning that there is no comparison for before this.

 

End of key stage 1 2016 2017 Increase National figure
Children achieving the expected standard in:

Reading

56% 69% + 13% 76%
Children achieving the expected standard in:

Writing

46% 65% +19% 68%
Children achieving the expected standard in:

Maths

54% 74% +20% 75%
Children achieving the expected standard in all 3 subjects 38% 62% +24% 64%

 

Children who are working about the expected standard can be assessed as working at “greater depth.” The school also has an increase in the number of pupils working at greater depth at the end of KS1.

 

Year 6

Towards the end of year 6, children are assessed for the end of key stage 2. This is a combination of testing and teacher assessment; reading and maths are assessed through tests and writing is assessed through teacher assessment. Assessment, changed in 2016 meaning that there is no comparison for before this although Cedar can prove an improvement over the last 3 years based on how much closer to national figures we are getting.

End of key stage 2 2016 2017 Increase National figure
Children achieving the expected standard in:

Reading

44% 64% +20% 71%
Children achieving the expected standard in:

Writing

61% 71% +10% 76%
Children achieving the expected standard in:

Maths

57% 61% +4% 75%
Children achieving the expected standard in all 3 subjects 36% 49% +13% 61%

 

Children who are working about the expected standard can be assessed as working at “greater depth.” The school also has an increase in the number of pupils working at greater depth at the end of KS2 demonstrated by test and teacher assessment.

 

The other measure at the end of KS2 is progress. Again progress measures changed in 2016 so comparisons before this are difficult. To explain progress measures further, the Government has a leaflet which is available to parents. It can be found here:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/596097/STA177916e_Primary_school_progress_measures_leaflet_V6_FINAL.pdf

“Most schools will have progress scores between −5 and +5. If a school has a progress score of 0 this means that on average their pupils achieved similar results at the end of KS2 (end of year 6) to pupils in other schools with similar results at the end of KS1 (end of year 2).”

A negative score doesn’t mean a school has failed or pupils have made no progress. It just means that on average their pupils have made less progress than pupils in other schools with similar results at the end of KS1.”

 

Progress 2016 2017 National figure
Reading -6.01 -3.7 0
Writing -3.8 -1.8 0
Maths -3.5 -3.7 0

 

The minus figures show that we are still below schools nationally for progress but do show that in reading and writing we are quickly moving to being above national. The school has some work to do on maths and will be focusing on this during the year.

Our performance information for KS 2 is on our website where there is also a link to performance tables.

I am very proud of how far the school has come and the great work that the staff have done in improving the quality of lessons for pupils and outcomes across the school, not just in the year groups outlined above. We will always be on a journey of school improvement, but have made great headway over the last two years and we are excited to see how far we can take the school. True school improvement has to happen over time as pupils have historic gaps in their learning and these have to be filled in addition to new learning taking place. We are very clear at Cedar that the quality of teaching and learning in every year group is equally important so that gaps in learning do not occur.

We never underestimate or take for granted the help and support of parents. Our discussions about pupil progress show very clearly that where children have strong support at home, they make the best progress. We would not have been able to make these improvements without you or your fantastic children – thank you.

We are very much looking forward to the rest of the academic year.

Regards Mrs K. Jones