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Values

Our Value for June is TOLERANCE

Read more about our
Values Programme

Chantry Primary Academy

Chantry
Primary Academy

Learning values for life

Pupil Outcomes

Early Years Foundation Stage

The assessment methodology in Early Years involves children being assessed against Early Learning Goals in the areas of learning listed below.  Children are considered to be 'emerging' if they are beginning to work towards the Early Learning Goal (ELG), they are considered to be 'expected' if they are working within the level of the ELG and they are judged to be 'exceeding' if they are working at a level above the ELGs.

  Area of Learning

Emerging

Expected

Exceeding

  Listening and Attention

16%

74%

10%

  Understanding

17%

72%

11%

  Speaking

17%

75%

8%

  Moving and Handling

11%

76%

12%

  Health and Self Care

10%

78%

12%

  Self-confidence and Self-awareness

14%

78%

9%

  Managing Feelings and Behaviour

16%

76%

8%

  Making Relationships

12%

80%

8%

  Reading

23%

70%

8%

  Writing

34%

58%

8%

  Numbers

26%

64%

10%

  Shape, Space & Measures

20%

69%

11%

  People and Communities

17%

73%

10%

  The World

20%

65%

15%

  Technology

7%

83%

10%

  Exploring and Using Media and Materials

12%

78%

10%

  Being Imaginative

17%

71%

12%

65% of our pupils are at a ‘Good Level of Development’ according to the Government’s definition (‘expected’ in all three prime areas, and the specific areas of maths and literacy)

 Year 1 Phonics screening

MrPotatoIt is a statutory requirement for all schools to carry out a phonic screening check during June.  The check comprises a list of 40 words and non-words, which each child reads on a one-to-one basis. The picture is an ‘osk’, and example of a non-word from the sample materials.  32 out of 40 is the score considered to be a 'pass', showing that a child is working at an average level.

In our Year 1 cohort, 71% of pupils scored at or above the average level. Identifying the children who scored less than 32 means that as a school we can ensure that support is put into place to allow the children to ‘catch up’ next year.

Having established the use of the THRASS phonics programme throughout the school, some 86% of our Year 2 cohort have now reached this standard.


Key Stage 1 (Year 2)

In 2016 the system for assessing children at the end of Key Stage 1 changed with levels being removed and children assessed as working at the Expected Standard or working at Greater Depth.  The table below indicates the proportions of children achieving the new, higher expectations within the Year 2 curriciulum.

  At Expected or Above Greater Depth
Reading 71% 11%
Writing 54% 9%
Maths 63% 10%
Science 71% -

 

Key Stage 2 (Year 6)
  At/Above Expected Greater Depth Average Scaled Score Progress Measure

Reading

(Test)

72% 10% 102.5 1.48

Writing

(TA)

62% 10% - 0.99

Maths

(Test)

72% 8% 102.1 0.29

SPaG

(Test)

71% 15% 103.1 -

Science

(TA)

68% - - -

For more information about our school's performance, please click here to view the DfE Schools' Performance Tables

Please Note:

SATs tests changed in 2016 and levels are no longer awarded, instead children achieve a scaled score which is deemed to be either at the expected standard or above (greater depth).  Tests are carried out in the following three areas: Reading; Spelling, Punctuation and Grammar (SPaG) and; Mathematics.  Writing and Science are teacher assessed, using pupils' ongoing work from lessons throughout the year. 

Outcomes from the tests for Reading and Mathematics are combined with the Teacher Assessment (TA) for Writing to provide a 'combined' Reading, Writing and Maths outcome.  This outcome is achieved by children who achieved the expected standard in all three areas and for 2016, this was 45%.