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Attainment

SVP Attainment Summary


Quality of Education at Stockbridge Village Primary School

Overall, leaders judge the quality of Education at SVP to be at least Good following significant improvements made to the quality of Education in the last three years 2018-2021.

Leaders and the staff crew have constructed a SVP Curriculum that is ambitious and designed to give all our children, particularly disadvantaged and children with SEND, the knowledge and cultural capital they need to succeed in life as ethical people and effective learners.

The school’s curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning  – and to lead a flourishing life. The school’s implementation of the curriculum is consistently strong. Across all parts of the school, series of lessons contribute well to delivering the curriculum intent.

We believe our curriculum intent is strong. Across the school, it is evident from what our staff crew do that they have a firm and common understanding of our curriculum intent and what it means for their practice. Teachers present subject matter clearly, promoting appropriate discussion about the subject matter being taught. They check pupils’ understanding systematically, identify misconceptions accurately and provide clear, direct feedback, aligned to our SVP Child-Engaged Assessment model. In so doing, they respond and adapt their teaching as necessary without unnecessarily elaborate or individualised approaches, consistent with our mastery approach and belief in ‘learning without limits’. We believe our children are our best evidence – they too share a firm and common understanding of our curriculum in its fullest sense.

Reading is prioritised to allow our children to access the full curriculum offer. A rigorous and sequential approach to the reading curriculum is developing our children’s fluency, confidence and enjoyment in reading. At all stages, reading attainment is assessed and gaps are addressed quickly and effectively for all pupils. Reading books connect closely to the phonics knowledge children are taught when they are learning to read – and for key stage 2, non-fiction guided reading also relates to our expeditionary projects in order to support vocabulary acquisition and words in context. The sharp focus on ensuring that younger children gain phonics knowledge since 2018+ and the more complex Tier 2 and Tier 3  language comprehension necessary to read, and the skills to communicate, gives them the foundations for their future learning.

The learning designed for our children, over time and across the school, consistently matches the aims of the curriculum in being coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning , sometimes drawing links and content to Key Stage 3  

We are meeting all of the requirements of the grade 2 descriptors in terms of our curriculum Intent and Implementation. Whilst there has been good progress in the last 18 months in our school reform, we have not yet seen the full impact of our reforms on children’s outcomes.

Impact

Our internal assessments showed that the end of key stage 2 cohorts for 2019/20 and 2020/21 moved closer to the national figures for 2019 in Reading, Writing and Maths. The Covid-19 pandemic and subsequent lockdown has had an adverse effect on school reform momentum and progress, especially in Maths reasoning and problem solving, and Writing. Both these areas of core subjects were more complex to address in lockdown periods. We are working strategically to secure even stronger outcomes in 2021/22.

In 2021/22+ we will be embedding the subject leaders’ processes for assuring that the implementation of the sequenced curriculum intent is being implemented effectively and having the intended impact on pupils’ outcomes.

We do have evidence of impact in an expanded view of outcomes using the Kirkpatrick Model of Evaluation. Outcomes would have significantly improved 2019/2020 and 2020/21 in KS2 had we not had the national pandemic and lockdown. We are currently assessing and working forensically and have a clear tiered plan for bridging gaps and supporting intervention 2021+.

Key Priority 1: (INTENT AND IMPLEMENTATION): Continue to embed SVP’s Expeditionary Curriculum intent through assuring the planned curriculum is taught with fidelity. Further embed English across the curriculum, reading, vocabulary instruction (Tier 2 and 3 words) and Oracy, and defined through the curriculum sequence, teaching and formative assessment (implementation) with a focus on progression of children’s knowledge and understanding across the curriculum. Refine regular assessment for Foundation Subjects using retrieval practices, low stakes tests and quizzes.

Key Priority 2: (IMPACT): Accelerate the rates of progress and rapidly raise attainment in writing, mathematics and reading (including phonics) for all groups of children from their starting points, in all key stages and increase numbers of children able to secure the higher standard.

UNVAIDATED IMPACT DATA during Covid Pandemic: 2019/2020 and 2020/2021

Predictions, with supporting evidence for 2019/2020, (before Covid lockdown 1) were:

2019/2020 KS2 Predicted Outcomes due to lockdown 1 :
RWM Combined : Predicted 58-62%
Reading –69-72%
Writing – 62-69%
Maths – 68%
GPS – 62%+

2019/2020 KS1 Predicted Outcomes:
Reading –  57%
Writing – 57%
Maths  – 61%

2019/2020 EYFSP GLD predictions
60-66%

2019/2020 Year 1 Phonics screening check
82%
Year 2 Retakes
70% (7/10 children)

Academic Year 2020/21:
Teacher Assessed outcomes for 2020/21 KS2 were:
Reading 56%
Writing – 56%
Maths – 63%
Combined: 48%

Teacher Assessed outcomes for 2020/21 KS1 were:
Reading- 58%+ (4%GD)
Writing –  54%+ (4%GD)
Maths – 68%+  (8%GD)
Combined: 46%

2020/21 Year 1 Phonics screening check
Taken Year 2 December post lockdown 2:
76% (86% with disaggregated 2 x new EAL and 1 x GRT new child

Historic Outcomes for Academic Year 2018/19

Our SATs results for the end of Key Stage Two, were very disappointing for us all in school. The children and their teacher could not have worked harder in Year 6. However, on the day of national tests, we had a small group of children who missed the national pass mark by one or two marks. If these children had ‘got over the line’ on the day, our outcomes would have been stronger than the previous year. These children did their best on the day, were ready for secondary school and we are proud of what they did achieve.

We would like to reassure all parents that we have a very detailed plan for improving our school outcomes over the next three to five years. We have made great strides last year in reforming the school (2018/19) and in developing the quality of education at SVP. At this point, our outcomes have not yet caught up with our strategy – but they will.

Contextual Information for KS2 outcomes in 2018/19

Three children were one or two marks (99 or 98) off the scaled score of 100 (the national standard) in one subject in either Reading or Maths for combined, having attained national expected in Writing and 100+ score in either Reading or Maths.

Had these three children attained the scaled score of 100, in both Reading and Maths, (along with their writing) the combined score for our school would have been 40%. This is still very low but equally, it is close to our lowest prediction based on ongoing assessment before national tests in Year 6. On the day, three children narrowly missed meeting the national standard.

One additional child was one mark off Reading (99) and two off in Maths (98), having attained Writing. If, on the day, this child’s close to national outcome had met the scaled score of 100, we would have attained 43% for combined.

This cohort had a high percentage of SEND (33% of the class) with 67% disadvantaged children. 19 children were boys and 11 girls.

DfE Data Management Function

We now have the data management function in the DfE standards website to re-calculate results when there is a high percentage of children with SEND+ in a class. When this function is applied, our combined score is 43%.

All our children, including those with SEND and barriers to their learning, did their best during the test week; we are proud of all of them.

Moving forward, we are leaving no stone unturned as we continue to develop the quality of education at SVP which is designed to give all our children three key attributes for life:

  1. To gain Mastery of Knowledge and Skills
  2. To produce High Quality Work
  3. To have Good Character – and be an Ethical Person



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