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Achievement Data

Achievement Data

 

School Data can be found at the government's performance tables website. Please click here.

2015-16 Progress and attainment

ALL NATIONAL DATA for 2016 IS CURRENTLY ONLY PROVISIONAL

 
Early Years Foundation Stage (EYFS) Attainment (at the end of the Reception Year)

 

       

Thornton

​2016

Averages

All

85.71

Percentage of pupils with Good Level of Development

Boys

100

Girls

72.73

 

At the end of the Foundation Stage, children are assessed as either emerging (1 point), expected (2 points) or exceeding (3 points) the Early Learning Goals in each of the 17 areas of the EYFS.

 

The Good Level of Development Percentages are high, compared with national and Leicestershire schools. At present (provisional for 2016) 69.3% of children nationally and 67.5% of children in Leicestershire achieved a Good Level of Development which implies that our pupils leave the foundation stage better equipped to tackle Year 1 and beyond. The quality of provision in our foundation stage is very good.

 

EYFS Progress

Progress from pupils’ starting points is very good.

 

There follows an analysis of Phonics, Key Stage 1 and Key Stage 2 data compared with Leicestershire and National data. Please note that all National data is provisional.

 

Phonics (Year 1 and some Year 2)

Phonics Screen 2016 - Comparing Leicestershire, National (provisional) and Thornton

 

 

Total

PASS MARK BAND 32 to 40 marks

Passed Phonics Test

Phonic Marks

 

No. of Children

No. of chn

Percentage

Count

Percentage

Average Mark

National

 

 

-

 

80.5%

-

Leicestershire

7749

6220

80.30%

6223

80.3%

34.1

Thornton 2016

16

14

87.50%

14

87.5%

34.1

Thornton 2015

17

12

70.60%

12

70.6%

29.5

The above data shows that pupils have exceeded Leics and National averages in Phonics in Y1. This is due to the emphasis placed upon ensuring that daily phonics happens and is largely protected from disruption from other school activities

 

Year 2 Phonics

Children re-sit the phonics screen in Year 2 if they do not ‘pass’ in Year 1. Only 16.7% (1 out of 6) children re-sitting the phonics screen in Year 2 this year ‘passed’. This was because they had not carried on phonics until we recognised the issue in the Spring; by which time it was too late to undo the damage. This was indicative of the lack of whole school leadership over such things. The 5 children who did not pass will now continue to receive daily phonics in Year 3 and the new leadership team have been forthright about prioritising phonics teaching and training.

 

Key Stage 1 (Year 2) SATs

 

Year 2 (KS1) SATs Outcomes 2016 - Comparing Leicestershire, National and Thornton

 

 

     

Reading, Writing & Maths Combined

Reading

Writing

Maths

Please Note: 2015/16 National data is the emerging picture, representing submissions from almost all LA's nationally.

Teacher assessment

Teacher assessment

Teacher assessment

Teacher assessment

Achieved

Pupils

Achieved

Pupils

Achieved

Pupils

Achieved

Pupils

Above Expected Standard

At or Above Expected Standard

Cohort

Above Expected Standard

At or Above Expected Standard

Cohort

Above Expected Standard

At or Above Expected Standard

Cohort

Above Expected Standard

At or Above Expected Standard

Cohort

Count

Percentage

Count

Percentage

Count

Count

Percentage

Count

Percentage

Count

Count

Percentage

Count

Percentage

Count

Count

Percentage

Count

Percentage

Count

National

 

8.90%

 

60.30%

 

 

23.60%

 

74.10%

 

 

13.30%

 

65.50%

 

 

17.80%

 

72.70%

 

Leicestershire

704

9.3%

4419

58.40%

7568

1864

24.60%

5549

73.30%

7568

1066

14.10%

4847

64.00%

7568

1405

18.60%

5426

71.70%

7568

Thornton

0

0.0%

10

47.60%

21

4

19.00%

13

61.90%

21

 

0.00%

10

47.60%

21

4

19.00%

14

66.70%

21

 

You may remember the issues surrounding the Spelling, punctuation and grammar test being leaked earlier in the year i n 2016. As a results, schools were not expected to carry out the test this year, nor to submit results.

The KS1 results this year are not yet good enough.

We still have many areas for development:

  • See School Improvement Plan
  • Assessing against the Government’s new end of key stage descriptors (and tying this into marking and feedback).

 

Teacher Assessment: Targets Y2 2017

 

 

Thornton Primary School - Year 2 2017

2016 % Attained Expected Standard or above

2017 TARGET (16 chn)

English: reading

61

81%

English: reading Leics

73.3

 

English: reading National

74.1

 

English: Writing

48

75%

English: Writing Leics

64

 

English: Writing National

65.5

 

Maths

67

81%

Maths Leics

71.7

 

Maths National

72.7

 

 

 

You’ll see here that the targets I have set for 2017 are significantly higher than the outcomes from 2016 at Year 2.

 

Key Stage 2 (Year 6) SATs

 

Year 6 (KS2) SATs Outcomes 2016 - Comparing Leics, National and Thornton

             
 

Reading, Writing & Maths Combined

Reading

Writing

Maths

Spelling, Punctuation & Spelling

 

Test / TA

Task/Test

Teacher assessment

Task/Test

Task/Test

 

Achieved

Pupils

Achieved

Average Scaled Score

Pupils

Achieved

Pupils

Achieved

Average Scaled Score

Pupils

Achieved

Average Scaled Score

Pupils

 

Expected Standard

Cohort

Expected Standard

 

Cohort

Above Expected Standard

At or Above Expected Standard

Cohort

Expected Standard

 

Cohort

Expected Standard

 

Cohort

 

Count

Percentage

Count

Count

Percentage

 

Count

Count

Percentage

Count

Percentage

Count

Count

Percentage

 

Count

Count

Percentage

 

Count

National

 

53%

 

 

66%

103

 

 

-

 

74%

 

 

70%

103

 

 

72%

104

 

Leicestershire

3763

52.5%

7170

4668

65.1%

102.3

7170

1080

15.1%

5308

74.0%

7171

4891

68.2%

102.6

7171

5148

71.8%

103.7

7170

Thornton

8

38.1%

21

9

42.9%

98.9

21

2

9.5%

16

76.2%

21

11

52.4%

99.6

21

12

57.1%

100.8

21

 

 

 

The Education & Adoption Act 2016 introduced new provisions to define schools that are ‘coasting’. In March 2016, the government published its response to the consultation on coasting schools. This confirmed that a ‘coasting’ school was one where data showed that over a three-year period, the school had failed to ensure that pupils reached their potential.

The document also set out the Department’s proposed definition of a coasting school. This is based on the same performance measures that underpin the floor standards. In 2016, a primary school will be coasting if:

It meets the 2014 and 2015 parts of the definition - of

  • fewer than 85% (subsequently reduced to 65%) of pupils achieving level 4 in English reading, English writing and mathematics and
  • below the national median percentage of pupils making expected progress in all of English reading, English writing and mathematics;

 and

It also meets the 2016 part of the definition – of

  • fewer than 85% of children achieve the expected standard at the end of primary and average progress made by pupils in English reading or English writing or mathematics is below a level set against the new primary progress measures. 

A school will have to be below the coasting definition in three consecutive years to be defined as coasting. No school will be identified as coasting until after the 2016 primary performance tables are published in December.

 

Meeting the 2016 Floor Standard

The floor standard for primary schools is that:

  • ‘At least 65% of pupils meet the expected standard in reading, writing  and maths’… Or…
  • 'the school achieves sufficient progress in all three of reading, writing and maths.  Better than minus 5 in reading, minus 5 in maths and minus 7 in writing.'

As you’ll see from the table below, Thornton was above the floor standard in Year 6 in 2016 and cannot be defined as a coasting school

 

Expected Standards

KS1 to KS2 Progress

Floor

 

RWM Eligible No. of Pupils

No. of Pupils Meeting Reading Writing and Maths Standard

% Pupils Meeting RWM Standard

At Least 65% of Pupils Meeting RWM Standard

Reading progress score

Writing progress score

Maths progress score

Sufficient Progress in all RWM

Met Floor Standard

Thornton 2016

21

8

38.1%

No

-1.84

0.94*

-1.78

Yes

Yes

For your Information – Year 6 results 2015:

Reading 79%

Writing 84%

Maths 84% (all below 85%)

Percentage of pupils making expected progress was

 

Thornton

National median %

Reading

79%

91%

Writing

95%

94%

Maths

68%

90%

This would mean that the school was also above the floor standard in 2015

 

It is pleasing that the progress score for Writing in 2015 (* above) is better than the median for 2016 which means that vast improvements have been made (and again in 2016). It is very important for us to set ambitious targets for 2017. These follow on the next page:

 

Test results: Targets Y6 2017

 

 

Thornton Primary School

Year 6 2016

2016 % Attained Expected Standard

2017

TARGET

(20 chn)

English: reading

43%

75%

English: reading Leics

65.1%

 

English: reading National

66%

 

English: GPVS

57%

80%

English: GPVS Leics

71.8%

 

English: GPVS National

72%

 

Maths

52%

80%

Maths Leics

68.2%

 

Maths National

70%

 

Thornton Community Primary School

Previous Achievement Data PRE - 2016

 

EYFS – Good Level of Development

 

2013

2014

2015

Thornton

National

Thornton

National

Thornton

National

52%

52%

67%

60%

80%

66%

 

Outcomes in Reception have improved over time

To continue to increase progress children have been placed in differentiated phonic and number groups where teachers target their specific needs.

 

Y1 Phonics Screening

2013

2014

2015

Thornton

National

Thornton

National

Thornton

National

62%

69%

86%

74%

71%

77%

 

Outcomes in Phonics at the end of Year 1 have varied over time. To counter this, we have centralised our approach to teaching phonics and we now have a more consistent timetable for this. Children in the Foundation Stage and Key Stage 1 are taught phonics using ‘Letters and Sounds’ in differentiated groups. Children are closely tracked and assessed throughout the year and those children who are not making expected progress are identified quickly.

Children are assessed half termly and placed in groups which match their ability. ‘Mock’ Year 1 Screening tests have been conducted to identify those children who need further support. This has also pinpointed their exact needs.

 

KS1 Data

 

 

2013

2014

2015

 

Thornton

National

Thornton

National

Thornton

National

L2b + Reading

75%

79%

79%

81%

81%

82%

L2b+ Writing

75%

67%

71%

70%

71%

72%

L2b+ Maths

83%

78%

86%

80%

81%

82%

L3+ Reading

33%

29%

21%

31%

29%

32%

L3+ Writing

17%

15%

14%

16%

24%

18%

L3+  Maths

29%

23%

21%

24%

29%

26%

 

Results at the end of Key Stage One at Thornton have been very similar to National percentages for the last two years but we recognise that outcomes should improve so that our pupils exceed national outcomes. In 2015, we were pleased to have a higher than average percentage of pupils achieving Level 3+ in Writing and Maths

 

Children who are now in Year 3 have been extended using the new curriculum to ensure those high achievers continue to work above age related expectations. Support and intervention programs are in place those who need to gain in confidence with the new curriculum expectations.

This year we have targeted guided reading groups following half termly assessments. Those needing further support are receiving a range of interventions to build up key skills. Writing extensions for grammar is in place.

 

Thornton Community Primary School

Achievement Data 2015

KS2 Data

 

 

Thornton

2015

National

2015

Combined Level 4 in Reading, Writing and Maths

79%

80%

Level 4b+ in Reading

84%

91%

Level 4b+ in Writing (T.A)

84%

94%

Level 4b+ in GPS

84%

80%

Level 4b + in Maths

79%

90%

Level 5+ in Reading

42%

48%

Level 5+ in GPS

74%

56%

Level 5+ in Writing (T.A)

32%

42%

Level 5+ in Maths

37%

36%

2 Levels Progress in Reading

79%

91%

2 Levels Progress in Writing

95%

94%

2 Levels Progress in Maths

68%

90%

 

Outcomes at the end of Key Stage Two at Thornton were, generally, lower than National percentages in 2015 and we recognise that outcomes need to improve so that our pupils exceed national outcomes. In 2015, we were pleased a significantly high percentage of pupils achieved Level 5+ in Grammar, Punctuation and Spelling (74%)

In KS2 interventions and booster groups have been timetabled for 3 distinct groups of children; SEN, FSM and ‘target’ children (non FSM/SEN). The teachers plan/evaluate and monitor the interventions for their pupils and the LSA assigned to that class carries out the interventions and feeds back directly to the teacher.

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