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Performance Tables: Assessment

Assessment, Standards and Achievement – January 2020

Caterpillar and Butterfly are trialling the new curriculum while the rest of the school have continued with the existing one.

P levels and EYFS data.

Class Areas Exceeding Areas on Track Areas not on Track Strengths Areas of Development
Hedgehog 8% 90% 10% Speaking, U&A, Science Listening
Badger 0% 94% 6% Writing
Duck 2% 87% 13% Attention Shape, Space and Measure
Duckling 2% 94% 6% Number Writing, Speaking
Hoglet 3% 87% 13% Number Reading, Writing
Nursery 0% 88% 12% Self-confidence, managing feelings and behaviours, The World. Writing, Health and self-care

 

Norman Gate School Assessment/Earwig data

Class

Exceeding On track Not on Track Strengths Areas of Development

Caterpillar

70% 15%

15%

Making progress in all areas

Not making progress in 2 or less areas

Not making progress in 3 or more areas

Butterfly

60% 30% 10% SSM

Number

Caterpillars Assessment carried out using EYFS showing % of all areas.

Butterfly Assessment carried out in R, W, N and SSM.

 

Pupil Premium

80% of pupils receiving Pupil Premium are being assessed using CASPA.

87% are on track to meet targets.

13% are not making required progress in 2 or more areas.

1 is behind in 2 areas, 2 are behind in 3 areas and 1 is behind in 4 areas

10% of pupils receiving Pupil Premium are being assessed using Norman Gate Assessment.

10% of pupils receiving Pupil Premium are being assessed using EYFS.

2 pupils are on track and 2 pupils are behind in 4 and 6 areas respectively.

Gender

Class

Areas Exceeding Areas on Track

Areas not on Track

Hedgehog

3% 97%

3%

Badger

0% 96%

4%

Duck

0% 89%

11%

Duckling

0% 82%

18%

Hoglet

0% 88%

12%

The extremely low numbers of girls means that the data is mathematically ineffective.  However the data shows that there is not significant difference in using gender to monitor progress.  In Duckling Class 1 girl is not making progress in 4 areas and there are only 2 girls hence the apparent higher figure for those not on track.

Actions:

Class teachers have identified those pupils who are not on track to meet targets and have planned learning interventions and have amended planned learning to support those pupils in achieving their targets.

Pastoral Plans are in place and are regularly reviewed.

  • DfE School Performance Tables

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