Attainment and Progress
Did you know that every year the Headteacher, staff and Governors work together to evaluate the overall effectiveness of Eyam School. We talk to pupils, ask parents to complete the questionnaire, examine assessment data, review individual progress for all the children, monitor teaching, learning and assessment in each class and moderate work samples across the school as well as observe playtime, worship, listen to ideas from the Parent Forum and School Council and reflect on trips as well as whole school events and extra curricular programmes such as sports and forest school. It’s a big job and is an ongoing process. As a result there is a plan for year ahead – action to develop the school and ensure there is a focus to staff training, pupil welfare and a consistent approach to learning. Below is an overview of the plan for this year.
Remember your voice is heard through the Parent Forum, parent questionnaire, Governors and anytime you want to catch any member of staff in the playground or make a more formal appointment. Please do give us your ideas as many of last years are covered by actions we are taking now such as parent sessions on how we teach reading, earlier parents evenings, more trips (one per term per class), sporting competitions for all the class and encouraging the children to help more when there are sales using real money. Thanks for reading the plan, I hope it helps you feel part of the ongoing development of the school.
School Improvement Plan 20-21
Quality of education:
- Implementation of Curriculum 2020:
- Robust leadership of foundation subjects including agreed progression of core skills
- Pedagogical approaches facilitate active learning and memory recall of key concepts
- Vocabulary is used effectively in writing, maths and across the curriculum
Personal Development / Behaviour and Attitudes
- Prioritise the well-being of staff
- enable them to provide both a well linked curriculum, catch up provision and attempt online learning
- Provide the support for pupil mental health; prioritise building resilience.
- Further embed Growth Mind-set/ Resilience and Perseverance through regular celebration opportunities
- Continued support for parents of pupils with additional needs – making full use of early help through LMS, Changing lives again through the LMS provision and links with the EP.
- Facilitate pupil confidence in discussions about mental wellbeing / healthy minds
Leadership and Management
- Work towards eliminating progress gaps in all groups following disruptions to children’s education.
- Lead and manage a blended learning approach which enables children to maintain contact with staff and to maintain progress in learning.
Schools have been tasked with enabling children to ‘catch-up’ with lost learning. Although we have identified specific gaps in learning there is also a range of needs emerging such as social development for the younger pupils and emotional needs mainly for the older pupils. The staff have completed a Catch up Plan and are now also reviewing the half term and plans for the whole year in the form of a Recovery Curriculum: this is far more than catching up on lost learning.
School Improvement Plan 19-20 SIP Web 2019 – 20
Data 2020: There was no data published in the Summer of 2020 as there were no tests during the Covid pandemic. However we were very pleased with progress up to the time we were closed at Easter and as a staff felt that all the children in Year Two would have reached the expected standard in reading, writing and maths. At Year Six there had been alot of hard work and super progress during the Autumn and Spring. We anticipated almost every child would have been working at the expected standard in reading, SPAG and maths and that several would have achieved Greater Depth.
School Data 2019 – we were thrilled with the achievements of our Y6 cohort this year – well done to them and congratulations to the staff too for all their hard work over the last 7 years – its a team effort at Eyam!
- 100% of our Y6’s achieved the expected standard in all reading, writing, maths and SPAG.
- There continues to be is good progress in all subjects 2017/18/19 Our scores in each subject (reading, writing and maths) have continued to go up which shows core skills are well embedded by Y6. This means progress from KS1 to KS2
- Several children 38% were assessed as working at greater depth in reading, writing and maths and 63% in SPAG! well done!
- The average scaled score for reading and maths in 2019 was above average
School Improvement Plan SIP 2018-19 summary WEB
School data 2018
In Year six % children achieving the scales score of 100
Maths 100% (Nationally in 2017 76%)
Reading 92% (75%)
SPAG 100% (78%)
Writing Teacher Assessed 100%
We were particularly pleased that we had a significant number of children working at greater depth in both reading and writing – this follows a pattern from the KS1 results for many children in the cohort. Our progress measures this year reflect the huge effort that the staff and children have made over the period of time since KS1 data was published. Our Average scaled scores were also higher than last year in all subjects.
Test results data Summer 2017
As you know, the way that children are assessed has changed – there are no levels! The Government has decided that children will be assessed as ‘working at the expected level for their year group’, this means they are able to use and apply the objectives for their age (these appear in the annual report for all children). Some children will be ‘working towards’, this means that they have not yet fully understood and are able to use all the objectives for their year group. Some children are ‘working at greater depth’, this means they can confidently apply the objectives are extending their learning and able to use it to solve and self-check a range of problems. They can also talk about and explain their understanding.
In 2014 a new national curriculum framework was introduced by the government. This new curriculum is more rigorous and sets high expectations which all schools have had to work hard to meet. Remember that what matters most is that tests form just one part of the overall assessment that your teacher makes about your child.
From 2016, year 6 test scores are reported as ‘scaled scores’, these maintain their meaning over time, so if two children achieve the same scaled score on two different tests, they will have demonstrated the same attainment. In the new scaled score for the national tests, 100 will always represent the ‘national standard’, but the ‘raw score’ (the total number of correct answers) that equates to it, may be slightly different each year. Remember that Sats results are not qualifications and don’t effect your child’s future options in school. They are used in conjunction with other assessments to predict your child’s GCSE targets.
You may have seen the Headline ‘61% of pupils reached the new expected standard in reading, writing and mathematics which was up from 53% in 2016’, it means that 61% of children nationally attained 100 or more on the scales score in all 3 subjects. Our figure this year is 66% which is an improvement on last years figure.
|% children achieving the scales score of 100|
|at Eyam school
this year / last year
this year / last year
|Maths (2 papers combined)||66||73||75||70|
|SPAG Grammar and spelling||66||55||77||73|
|Writing teacher moderated