How well are we doing?
We are very proud of the achievements of the children at Goddard Park and in the last year there have been further improvements in reading, writing and maths.
Foundation Stage – Expected Level of Development:
Attainment at the end of Foundation Stage is shown in the table below:
|Attainment at end of Foundation Stage||% at L2+ (Meeting expectation)|
|School (2014)||School (2015)||School (2016)|
|Good Level of Development||66||69||65||59||63|
|Listening and Attention||86||87||92||93||91|
|Shape, Space and Measurement||82||83||74||74||77|
Expected Level of development:
The first year of using Early Excellence Baseline Assessment allowed us to have a more detailed picture of the cohort and the barriers to learning the children face. The table below illustrates the vast progress the children have made from the very low starting points.
|Goddard Park Children on entry to Reception||Goddard Park Children at end of Reception|
|% meeting Age Related Expectation||% below Age Related Expectation||% well below Age Related Expectation||% meeting Age Related Expectation|
|Physical Development (inc fine and gross motor skills-pencil control||2.2||81.7||16.1||84.9|
|Communication and Language||3.2||48.4||48.4||80.6|
|Personal, Social and Emotional Development||6.5||64.5||29||89.2|
The majority of children have been in Foundation Stage 1 at Goddard Park and as well-being and involvement are the two main areas which practitioners foster in the Early Years the children started Reception with 75.3% of children having a high level of well-being and involvement. This enabled the children to be interested and motivated to learn from the beginning of Foundation Stage Two, resulting in 63% of children reaching a good level of development.
The focus on improving the children’s writing has meant an increase from 61% to 68% of children achieving the expected level. The purchase of the Mud Kitchen and investment in resources and activities to promote fine and gross motor skills both inside and out have contributed to this increase.
The priorities for this coming year are to further develop the children’s speech, language and communication skills using the Nursery Nuffield and Talk Boost programmes.
Attainment at the Phonics Screening Assessments and Key Stage 1 SATs are shown in the tables below:
|Phonics Screening||% Meeting or Exceeding Expectation|
|School (2013)||School (2014)||School (2015)||School (2016)|
|End of Year 1||81||76||61||63||66||63|
|End of Year 2||91||N/A||88||83||95||95|
|% Achieved Standard|
The Phonics Screening results have continued to be consistent compared with the previous year’s results. This year’s Year 2 screening results show that the vast majority of the children (96%) have a secure grasp of synthetic phonics. This compares to 90% nationally. The Key Stage 1 SATs results clearly show how the curriculum has become more difficult. Our target next year will be for these results to be broadly in line with the local authority in all areas.
Attainment at the end of Key Stage 2 is shown in the table below:
|KS2 Assessments||% Achieved Standard|
|Grammar, Punctuation & Spelling||72||73||100|
|Reading, Writing & Maths combined||53||45||59|
This is the first year the new Key Stage 2 tests have been completed by Year 6 children so it not possible to make comparisons to previous years.
There were 59 children in the Year 6 cohort at the time of the tests. 47% of these were ‘disadvantaged’ children attracting Pupil Premium funding. Despite this high level of disadvantage, the children achieved outstanding results. In the Reading and Maths tests 95% of the children reached the expected standard compared to an average of 66% and 70% respectively in the rest of the Country. In Grammar, Punctuation and Spelling, 100% of the children reached this level. Although the results were lower for teacher assessed writing at 59%, the children still attained higher than the Local Authority average. KS2 teacher assessment outcomes in writing were confirmed by external moderation. The moderators were pleased with the quality and quantity of cross-curricular writing produced by children.
There has been a whole school focus on Writing to ensure teachers and pupils have a clear understanding of the new curriculum and the year group expectations. The literacy team has continued to develop independent writing through interesting and exciting stimulus. The summer writing project involved the whole school being taken over by a dragon, and a visit from a magical wizard. This whole school engagement had a very positive impact on independent writing. A new spelling programme and spelling bee have been introduced across the school. High levels of engagement and short term progress have been recorded by teachers. The impact will be monitored to ensure long term progress. Both KS1 and KS2 teachers attended local cluster moderation.
To ensure that standards are continually raised the Academy:
- operates a monitoring programme of teaching and learning;
- is visited by a School Improvement Partner;
- undertakes a review of RAISEonline to identify any attainment and achievement gaps.
What do OfSTED Say?
Our latest OFSTED Report from November 2013 identifies that Goddard Park is a ‘Good’ school in all areas, and specifically comments that:
- Teaching is good in all parts of the school and some is outstanding.
- Pupils achieve well over time because of the good teaching they receive.
- Children in the Early Years Foundation Stage make at least good progress from their starting points.
- Pupils behave well in and around the school and are proud of all they do.
- All leaders and managers, including governors, are committed and work together successfully to make sure that the school continues to improve
- The pupil premium and sports funding are used imaginatively to provide effective support to different groups of pupils.
- Additional adult staff provide good help and guidance to those pupils who need extra support in their learning.
- Parents, carers and staff are positive about the school and its work with the community.