St Giles Church of England Primary School

Inspection Dashboard

The inspection dashboard is designed to show at a glance how well previous cohorts demonstrated characteristics of good or better performance. It contains a brief overview of

published data for the last three years. It shows progress first, including from the main starting points.

It includes the key groups: disadvantaged pupils, those who have special educational needs (SEN), girls and boys. Achievement of disadvantaged pupils is compared with the national

performance of other (non-disadvantaged) pupils. Cohort sizes are shown; data for very small groups should be treated with caution.

The front page summarises strengths and weaknesses based on only the 2015 data shown in the dashboard. The strengths give an indication of some features of good or better

performance in 2015, highlighting consistency across starting points, subjects or groups.

Weaknesses in 2015

Where a group is identified as in the lowest 10%, it has been compared with the lowest 10% of schools based on the figures for all pupils, and not the figures for the group nationally.

KS2 value added was broadly average or above in all subjects.

The proportion of Year 1 pupils that met the expected standard in phonics was above the national figure.

No group had low attendance (in the lowest 10% of all mainstream schools nationally).

KS2 value added was significantly below average and in the lowest 10% in writing for the group(s): disadvantaged.

At least twice, KS2 expected progress (or more than expected progress) from starting points for disadvantaged pupils was

well below other pupils nationally in reading, writing & mathematics.

* *by an amount equivalent to one or more pupils.

URN: 104226 LAESTAB: 3353102 Page 1

Strengths in 2015

₂₀₁₅

National Floor Standards School

Level 4+ RWM 65% 73%

EP reading 94% 89%

EP writing 97% 98%

EP mathematics 93% 96%

Charts for all pupils show whether school proportions are close to national for all pupils (within one pupil from it) by giving the number of pupils represented by the gap. Closing the gaps charts show gaps between disadvantaged and other pupils (nationally and in the school). Bars extending to the right show positive gaps, with disadvantaged above other, while those to the left show negative gaps. Figures in brackets are the number (n) of pupils with that starting point.

Disadvantaged were well below other pupils nationally in 2015* Disadvantaged were at or above other pupils nationally in 2015

All pupils

Prior attainment:

National Level 1 Level 2 Level 3

Reading expected progress

% of cohort displayed 98

Reading more than expected progress

Disadvantaged and other

Reading expected progress

% of cohort displayed 98

Reading more than expected progress

*well below means that the gap relates to one pupil or more

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0 20 40 60 80 100 100% 90% 71% 80% 100% 75% 80% 89% 100% 2013 2014 2015 In gap 0 0 -1 0 1 -1 0 -2 0 Cohort 4 30 7 5 28 8 5 37 2 0 20 40 60 80 100 50% 37% 0% 80% 36% 0% 60% 41% 0% 2013 2014 2015 In gap 0 0 0 0 -2 0 0 0 0 Cohort 4 30 7 5 28 8 5 37 2 Prior

Att. Year Other %

(n)

W ithin school gap

◄ ► Dis %(n)

G ap between disadvantaged and national other

◄ ► Nationalother % 2015 100 (1) 75 (4) 86

L1

-25% -11% 2014 100 (2) -33% 67 (3) -18% 85 2013 100 (1) 0% 100 (3) 17% 83 2015 100 (16) 81 (21) 96

L2

-19% -15% 2014 100 (14) 0% 100 (14) 5% 95 2013 94 (18) -11% 83 (12) -10% 93 2015 100 (1) 100 (1) 90

L3

0% 10% 2014 100 (5) -67% 33 (3) -58% 91 2013 80 (5) -30% 50 (2) -38% 88 Prior

Att. Year Other %

(n)

W ithin school gap

◄ ► Dis %(n)

G ap between disadvantaged and national other

◄ ► Nationalother % 2015 100 (1) 50 (4) 64

L1

-50% -14% 2014 100 (2) -33% 67 (3) 3% 64 2013 0 (1) 67% 67 (3) 11% 56 2015 63 (16) 24 (21) 45

L2

-39% -21% 2014 29 (14) 14% 43 (14) -4% 47 2013 44 (18) -19% 25 (12) -15% 40 2015 0 (1) 0 (1) 1

L3

0% -1% 2014 0 (5) 0% 0 (3) -1% 1 2013 0 (5) 0% 0 (2) -2% 2

Reading expected progress, more than expected progress and closing the gaps

Charts for all pupils show whether school proportions are close to national for all pupils (within one pupil from it) by giving the number of pupils represented by the gap. Closing the gaps charts show gaps between disadvantaged and other pupils (nationally and in the school). Bars extending to the right show positive gaps, with disadvantaged above other, while those to the left show negative gaps. Figures in brackets are the number (n) of pupils with that starting point.

Disadvantaged were well below other pupils nationally in 2015* Disadvantaged were at or above other pupils nationally in 2015

All pupils

Prior attainment:

National Level 1 Level 2 Level 3

Writing expected progress

% of cohort displayed 93

Writing more than expected progress

Disadvantaged and other

Writing expected progress

% of cohort displayed 93

Writing more than expected progress

*well below means that the gap relates to one pupil or more

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0 20 40 60 80 100 80% 97% 100% 100% 94% 100% 100% _97% 2013 2014 2015 In gap 0 0 0 0 0 0 0 0 -Cohort 5 30 4 6 32 2 9 33 0 0 20 40 60 80 100 40% 20% 0% 33% 28% 0% 33% 27% 2013 2014 2015 In gap 0 -2 0 -1 -1 0 -2 -2 -Cohort 5 30 4 6 32 2 9 33 0 Prior

Att. Year Other %

(n)

W ithin school gap

◄ ► Dis %(n)

G ap between disadvantaged and national other

◄ ► Nationalother % 2015 100 (2) 100 (7) 95

L1

0% 5% 2014 100 (2) 0% 100 (4) 6% 94 2013 100 (1) -25% 75 (4) -18% 93 2015 100 (15) 94 (18) 97

L2

-6% -3% 2014 100 (17) -13% 87 (15) -9% 96 2013 100 (20) -10% 90 (10) -5% 95 2015 - (0) - (0) 93

L3

2014 100 (2) - (0) 92 2013 100 (2) 0% 100 (2) 10% 90 Prior

Att. Year Other %

(n)

W ithin school gap

◄ ► Dis %(n)

G ap between disadvantaged and national other

◄ ► Nationalother % 2015 50 (2) 29 (7) 60

L1

-21% -31% 2014 50 (2) -25% 25 (4) -31% 56 2013 0 (1) 50% 50 (4) -1% 51 2015 47 (15) 11 (18) 39

L2

-36% -28% 2014 24 (17) 9% 33 (15) -3% 36 2013 30 (20) -30% 0 (10) -32% 32 2015 - (0) - (0) 13

L3

2014 0 (2) - (0) 12 2013 0 (2) 0% 0 (2) -10% 10

Writing expected progress, more than expected progress and closing the gaps

Charts for all pupils show whether school proportions are close to national for all pupils (within one pupil from it) by giving the number of pupils represented by the gap. Closing the gaps charts show gaps between disadvantaged and other pupils (nationally and in the school). Bars extending to the right show positive gaps, with disadvantaged above other, while those to the left show negative gaps. Figures in brackets are the number (n) of pupils with that starting point.

Disadvantaged were well below other pupils nationally in 2015* Disadvantaged were at or above other pupils nationally in 2015

All pupils

Prior attainment:

National Level 1 Level 2 Level 3

Mathematics expected progress

% of cohort displayed 100

Mathematics more than expected progress

Disadvantaged and other

Mathematics expected progress

% of cohort displayed 100

Mathematics more than expected progress

*well below means that the gap relates to one pupil or more

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0 20 40 60 80 100 100% 100% 100% 80% 97% 100% 78% 100% 100% 2013 2014 2015 In gap 0 3 0 0 1 0 0 2 0 Cohort 3 30 8 5 30 6 9 33 3 0 20 40 60 80 100 33% 17% 13% 60% 43% 50% 44% _42% 67% 2013 2014 2015 In gap 0 -4 -1 0 2 0 0 2 0 Cohort 3 30 8 5 30 6 9 33 3 Prior

Att. Year Other %

(n)

W ithin school gap

◄ ► Dis %(n)

G ap between disadvantaged and national other

◄ ► Nationalother % 2015 100 (2) 71 (7) 83

L1

-29% -12% 2014 100 (2) -33% 67 (3) -17% 84 2013 100 (1) 0% 100 (2) 18% 82 2015 100 (14) 100 (19) 93

L2

0% 7% 2014 93 (15) 7% 100 (15) 7% 93 2013 100 (17) 0% 100 (13) 9% 91 2015 100 (2) 100 (1) 91

L3

0% 9% 2014 100 (4) 0% 100 (2) 8% 92 2013 100 (6) 0% 100 (2) 9% 91 Prior

Att. Year Other %

(n)

W ithin school gap

◄ ► Dis %(n)

G ap between disadvantaged and national other

◄ ► Nationalother % 2015 100 (2) 29 (7) 44

L1

-71% -15% 2014 100 (2) -67% 33 (3) -10% 43 2013 0 (1) 50% 50 (2) 11% 39 2015 57 (14) 32 (19) 38

L2

-25% -6% 2014 53 (15) -20% 33 (15) -5% 38 2013 24 (17) -16% 8 (13) -28% 36 2015 100 (2) 0 (1) 36

L3

-36% 2014 75 (4) -75% 0 (2) -37% 37 2013 17 (6) -17% 0 (2) -27% 27

Mathematics expected progress, more than expected progress and closing the gaps

Reading

Writing

The confidence interval is shown by the bar that stretches above and below the plotted VA score. Where the whole of the confidence interval is above the 100 line, the VA is significantly above average (sig+). If it is wholly below the 100 line, the VA is significantly below average (sig-). Otherwise, the VA is not significantly different from 100, or broadly average. Each chart uses a different scale based on the widest confidence interval shown. EHC represents education, health and care plan.

All Pupils 100 101.5 98.5 5 2013 2014 2015 VA 99.4 100.1 99.9 Cohort 41 41 45 Disadvantaged Other 100 102.6 97.4 5 2013 2014 2015 VA 99.0 99.5 100.3 99.9 99.2 101.1 Cohort 17 24 20 21 27 18 Girls Boys 100 102.8 97.2 5 2013 2014 2015 VA 99.5 98.8 100.6 99.8 100.1 99.7 Cohort 25 16 14 27 23 22 SEN EHC

/statement SEN no EHC/statement no SEN

100 112.6 87.4 5 2013 2014 2015 VA -100.2 99.1 93.4 101.8 100.0 96.0 100.0 100.0 Cohort 0 6 35 1 5 35 1 10 34 All Pupils 100 101.4 98.6 5 2013 2014 2015 VA 99.4 99.5 99.5 Cohort 41 41 45 Disadvantaged Other 100 102.8 97.2 5 2013 2014 2015 VA 98.7 99.8 99.1 99.7 98.5 100.9 Cohort 17 24 20 21 27 18 Girls Boys 100 102.4 97.6 5 2013 2014 2015 VA 99.5 99.1 99.7 99.3 99.1 99.9 Cohort 25 16 14 27 23 22 SEN EHC

/statement SEN no EHC/statement no SEN

100 111.0 89.0 5 2013 2014 2015 VA -97.8 99.6 95.1 97.2 99.8 96.7 99.0 99.7 Cohort 0 6 35 1 5 35 1 10 34

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Value added

Mathematics

For threshold data, statistically significant results are highlighted for all pupils only. They are denoted by a green (sig+) or red (sig-) symbol.

All Pupils 100 102.0 98.0 5 2013 2014 2015 VA 99.7 100.5 101.1 Cohort 41 41 45 Disadvantaged Other 100 104.7 95.3 5 2013 2014 2015 VA 99.5 99.7 99.8 101.2 99.9 103.1 Cohort 17 24 20 21 27 18 Girls Boys 100 103.2 96.8 5 2013 2014 2015 VA 99.3 100.1 100.5 100.6 100.6 101.8 Cohort 25 16 14 27 23 22 SEN EHC

/statement SEN no EHC/statement no SEN

100 113.2 86.8 5 2013 2014 2015 VA -101.3 99.4 93.5 101.6 100.6 101.9 101.0 101.2 Cohort 0 6 35 1 5 35 1 10 34

% attaining level 4+

(All pupils)

% attaining level 4+

(Disadvantaged)

% attaining level 5+

(All pupils)

% attaining level 5+

(Disadvantaged)

Reading Writing Mathematics

2013 2014 2015

% 88 85 95 98 83 93 84 80 89

Cohort 41 41 41 41 41 41 45 45 45

Reading Writing Mathematics

2013 2014 2015

% 82 76 94 95 70 90 74 70 81

Cohort 17 17 17 20 20 20 27 27 27

Reading Writing Mathematics

2013 2014 2015

% 39 24 32 39 27 46 38 20 38

Cohort 41 41 41 41 41 41 45 45 45

-Reading Writing Mathematics

2013 2014 2015

% 24 12 18 35 25 35 22 7 26

Cohort 17 17 17 20 20 20 27 27 27

URN: 104226 LAESTAB: 3353102 Page 6

0 20 40 60 80 100 Nat 86 83 85 89 85 86 89 87 87 0 20 40 60 80 100 Nat 89 87 88 92 89 90 92 90 90 0 20 40 60 80 100 Nat 44 30 41 49 33 42 48 36 41 0 20 40 60 80 100 Nat 51 36 47 56 39 48 55 42 48

Value added and KS2 thresholds

Statistically significant results are highlighted for all pupils, boys and girls. They are denoted by a green (sig+) or red (sig-) symbol.

All pupils

Disadvantaged

Other

Boys

Reading Writing Mathematics

2013 2014 2015

APS 28.6 27.428.8 29.0 27.4 29.628.1 26.7 28.7 Cohort 41 41 41 41 41 41 45 45 45

Reading Writing Mathematics

2013 2014 2015

APS 27.4 25.9 27.728.5 26.4 28.2 26.325.2 27.0 Cohort 17 17 17 20 20 20 27 27 27

Reading Writing Mathematics

2013 2014 2015

APS 29.5 28.5 29.5 29.628.4 31.0 30.7 29.031.3 Cohort 24 24 24 21 21 21 18 18 18

Reading Writing Mathematics

2013 2014 2015

APS 27.826.6 29.6 28.3 27.029.7 28.6 27.3 29.5 Cohort 16 16 16 27 27 27 22 22 22

SEN EHC/statement

SEN no EHC/statement

No SEN

Girls

Reading Writing Mathematics

2013 2014 2015

APS - - - 15.0 15.0 15.015.0 15.0 21.0 Cohort 0 0 0 1 1 1 1 1 1

Reading Writing Mathematics

2013 2014 2015

APS 25.0 21.0 26.027.0 22.2 27.0 24.622.2 24.0 Cohort 6 6 6 5 5 5 10 10 10

Reading Writing Mathematics

2013 2014 2015

APS 29.2 28.5 29.2 29.728.5 30.4 29.5 28.430.4 Cohort 35 35 35 35 35 35 34 34 34

Reading Writing Mathematics

2013 2014 2015

APS 29.228.0 28.2 30.4 28.329.6 27.5 26.2 28.0 Cohort 25 25 25 14 14 14 23 23 23

-URN: 104226 LAESTAB: 3353102 Page 7

0 10 20 30 40 Nat 28.5 27.5 28.7 29.0 27.9 29.0 29.0 28.2 29.0 0 10 20 30 40 Nat 29.2 28.3 29.5 29.7 28.6 29.8 29.6 28.9 29.8 0 10 20 30 40 Nat 29.2 28.3 29.5 29.7 28.6 29.8 29.6 28.9 29.8 0 10 20 30 40 Nat 28.1 26.6 28.9 28.6 27.0 29.2 28.5 27.3 29.3 0 10 20 30 40 0 10 20 30 40 0 10 20 30 40 Nat 29.8 29.0 30.0 30.2 29.2 30.3 30.0 29.4 30.1 0 10 20 30 40 Nat 29.0 28.4 28.5 29.4 28.7 28.8 29.4 29.0 28.7

KS2 average point score

Statistically significant results are highlighted for all pupils, boys and girls. They are denoted by a green (sig+) or red (sig-) symbol. Closing the gaps charts show gaps

between disadvantaged and other pupils (nationally and in the school). Bars extending to the right show positive gaps, with disadvantaged above other, while those to the left show negative gaps. Figures in brackets are the number (n) of pupils.

Disadvantaged were well below other pupils nationally in 2015* Disadvantaged were at or above other pupils nationally in 2015

All pupils

SEN no EHC/statement

Reading Writing Mathematics

2013 2014 2015

APS 15.8 14.615.9 17.4 15.1 16.116.4 14.6 16.2 Cohort 45 45 45 44 44 44 45 45 45

+

Reading Writing Mathematics

2013 2014 2015

APS 12.1 11.0 13.215.4 12.4 13.8 11.710.3 11.7 Cohort 13 13 13 10 10 10 3 3 3

Boys

Girls

Reading Writing Mathematics

2013 2014 2015

APS 14.8 13.515.5 17.5 14.3 16.416.0 14.3 16.8 Cohort 19 19 19 26 26 26 20 20 20

+

Reading Writing Mathematics

2013 2014 2015

APS 16.6 15.5 16.217.3 16.3 15.8 16.814.8 15.6 Cohort 26 26 26 18 18 18 25 25 25

APS attainment gap between disadvantaged and other pupils

*well below means that the gap is 4 points or more

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0 5 10 15 20 25 Nat 16.3 14.9 16.1 16.5 15.1 16.2 16.6 15.3 16.4 0 5 10 15 20 25 0 5 10 15 20 25 Nat 15.7 14.2 16.0 15.9 14.4 16.2 16.1 14.6 16.4 0 5 10 15 20 25 Nat 16.8 15.7 16.1 17.0 15.9 16.3 17.2 16.1 16.5

Year Other APS (n)

W ithin school gap

◄ ► Dis APS(n)

G ap between disadvantaged and national other

◄ ► Nationalother 2015 17.8 (28) 14.2 (17) 17.1 Reading -3.6 -2.9 2014 18.2 (26) -1.8 16.3 (18) -0.6 17.0 2013 16.8 (25) -2.2 14.6 (20) -2.2 16.8 2015 15.7 (28) 12.6 (17) 15.8 Writing -3.1 -3.2 2014 16.2 (26) -2.7 13.6 (18) -2.1 15.6 2013 15.6 (25) -2.1 13.5 (20) -2.0 15.5 2015 17.6 (28) 13.8 (17) 16.9 M aths -3.7 -3.0 2014 16.5 (26) -1.0 15.6 (18) -1.1 16.7 2013 16.8 (25) -1.9 14.9 (20) -1.6 16.5

KS1 average point score and closing the gaps

Statistically significant results are highlighted for all pupils only. They are denoted by a green (sig+) or red (sig-) symbol.

% attaining level 2B+

(All pupils)

Reading

Writing

Mathematics

Reading Writing Mathematics

2013 2014 2015 % 76 67 76 95 73 82 78 69 80 Cohort 45 45 45 44 44 44 45 45 45 + Disadvantaged Other 2013 2014 2015 % 75 76 89 100 53 93 Cohort 20 25 18 26 17 28 Disadvantaged Other 2013 2014 2015 % 60 72 56 85 47 82 Cohort 20 25 18 26 17 28 Disadvantaged Other 2013 2014 2015 % 75 76 72 88 59 93 Cohort 20 25 18 26 17 28

% attaining level 3+

(All pupils)

Reading

Writing

Mathematics

Reading Writing Mathematics

2013 2014 2015 % 24 13 20 30 11 18 31 9 24 Cohort 45 45 45 44 44 44 45 45 45 Disadvantaged Other 2013 2014 2015 % 15 32 17 38 12 43 Cohort 20 25 18 26 17 28 Disadvantaged Other 2013 2014 2015 % 10 16 0 19 0 14 Cohort 20 25 18 26 17 28 Disadvantaged Other 2013 2014 2015 % 15 24 17 19 6 36 Cohort 20 25 18 26 17 28

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0 20 40 60 80 100 Nat 79 67 78 81 70 80 82 72 82 0 20 40 60 80 100 Nat 83 83 85 85 86 86 0 20 40 60 80 100 Nat 73 73 75 75 77 77 0 20 40 60 80 100 Nat 83 83 84 84 85 85 0 20 40 60 80 100 Nat 29 15 23 31 16 24 32 18 26 0 20 40 60 80 100 Nat 34 34 35 35 37 37 0 20 40 60 80 100 Nat 18 18 19 19 21 21 0 20 40 60 80 100 Nat 27 27 28 28 30 30

KS1 thresholds

Key Stage 1

Phonics Year 1

% of pupils that met the expected standard

Early Years Foundation Stage Profile

% of pupils that achieved a good level of development

Charts display combined figures for SEN with an EHC plan/statement and SEN without an EHC plan/statement.

All Pupils 2013 2014 2015 % 76 83 84 Cohort 45 46 44 Disadvantaged Other 2013 2014 2015 % 72 78 61 96 78 88 Cohort 18 27 18 28 18 26 Girls Boys 2013 2014 2015 % 75 76 80 86 100 70 Cohort 20 25 25 21 21 23 SEN No SEN 2013 2014 2015 % 42 88 20 90 45 97 Cohort 12 33 5 41 11 33 All Pupils 2013 2014 2015 % 60 51 58 Cohort 45 45 45 FSM Non FSM 2013 2014 2015 % 23 75 53 50 21 74 Cohort 13 32 17 28 14 31 Girls Boys 2013 2014 2015 % 71 48 78 23 53 60 Cohort 24 21 23 22 15 30 SEN No SEN 2013 2014 2015 % 50 61 0 55 11 69 Cohort 4 41 3 42 9 36

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0 20 40 60 80 100 Nat 69 74 77 0 20 40 60 80 100 Nat 73 73 78 78 80 80 0 20 40 60 80 100 Nat 73 65 78 70 81 73 0 20 40 60 80 100 Nat 76 81 83 0 20 40 60 80 100 Nat 52 61 66 0 20 40 60 80 100 Nat 56 56 64 64 69 69 0 20 40 60 80 100 Nat 60 44 69 53 74 59 0 20 40 60 80 100 Nat 56 66 71

Phonics and Early Years Foundation Stage Profile

On the absence chart, a line shows the highest 10% nationally to help identify groups with low attendance. Repeat exclusions show the percentage of pupils who were excluded more than once in the year. Exclusion data relate to earlier years than other data. The group ‘No EHC/stat’ represents pupils with special educational needs who have no education, health and care plan or statement.

Absence

% of sessions missed

2013 2014 2015

Nat all pupils _{4.8 3.9 4.0}

All pupils _{4.6 4.2 4.1} FSM _{6.1 5.3 4.9} Non FSM _{3.4 3.1 3.2} Boys _{4.5 4.2 4.1} Girls _{4.7 4.1 4.1} EHC/stat _{7.8 19.9 3.4} No EHC/stat _{6.5 5.1 4.9} No SEN _{4.2 3.7 3.9}

Persistent Absence

% of pupils absent for 15% or more sessions

2013 2014 2015

Nat all pupils _{3.6 2.8 2.7}

All pupils _{3.4 2.5 3.2} FSM _{4.9 4.8 3.7} Non FSM _{2.1 0.7 2.1} Boys _{5.1 2.7 3.6} Girls _{1.6 2.3 2.9} EHC/stat _{0.0 25.0 0.0} No EHC/stat _{6.0 6.3 3.5} No SEN _{2.8 1.4 3.3}

Fixed term exclusions

% and number of pupils excluded

Permanent exclusions

All pupils Total Repeat

2012 2013 2014 % 2.99 1.80 0.00 0.00 0.00 0.00 Number - - - - 0 0 FSM Total Repeat 2012 2013 2014 % 5.83 3.33 0.00 0.00 0.00 0.00 Number - - - - 0 0

SEN no EHC/statement Total Repeat

2012 2013 2014

% 9.86 7.04 0.00 0.00 0.00 0.00

Number - - - - 0 0

All pupils

In 2014, 0 pupils were permanently excluded (below the national %)

In comparison,

0 pupils were excluded in 2013 0 pupils were excluded in 2012

URN: 104226 LAESTAB: 3353102 Page 11

0 2 4 6 8 10 Nat 0.46 0.18 0.45 0.18 0.49 0.21 0 2 4 6 8 10 Nat 0.46 0.18 0.45 0.18 0.49 0.21 0 2 4 6 8 10 Nat 0.46 0.18 0.45 0.18 0.49 0.21 national 5.24 highest 10% (nat) national

Absence, exclusions

Prior attainment for Years 1 and 2 uses the percentage achieving at least expected in reading and in writing early learning goals and in both mathematics early learning goals. Prior attainment for Years 3 to 6 uses APS calculated with points equivalent to whole levels. For % free school meals, % SEN and % girls, a red line shows the national figure for primary schools overall, not for each year group.

Number on roll up to year 6:

366

White British Asian or Asian British Indian Mixed White & Black Caribbean Mixed any other mixed background Mixed White & Asian Black or Black British Caribbean Asian or Asian British Pakistani Black or Black British African Any other ethnic group Asian or Asian British any other Asian background Mixed White & Black African Asian or Asian British Bangladeshi Black or Black British any other Black background Chinese Ethnicity not known Parent/pupil preferred not to say White any other White background White Irish White Romany or Gypsy White Traveller of Irish heritage

Ethnicity 54.6% 27.1% 5.9% 3.0% 2.6% 1.9% 1.5% 1.5% 0.7% 0.7% 0.4%

Difference from national % % pupils with no

prior attainment

Year 1

Year 2

Difference from national APS % pupils with no

prior attainment

Year 3

Year 4

Year 5

Year 6

Reading Writing Mathematics

Prior attainment

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

% girls 0 20 40 60 80 100

% first language not English

% stability

Number on roll up to year 6: 1

CLA pupils

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

% free school meals

0 20 40 60 80 100

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

% SEN 0 20 40 60 80 100

URN: 104226 LAESTAB: 3353102 Page 12

48.9% 55.6% 38.6% 57.4% 43.2% 52.3% 40.0% 35.6% 43.2% 57.4% 61.4% 54.5% 24.4% 11.1% 9.1% 21.3% 13.6% 22.7% 0.5 -15.3 -4.8 6.2 8.1 1.4 2.2 0.8 -0.2 -0.3 -0.8 -0.6 -0.4 2.1 -2.1 -2.2 -1.6 6.8 -1.1 -1.5 -1.2 18.6 89.2

Context in 2015