Performance


When Ofsted inspectors visited our school in March 2008, they concluded: “Your teachers inspire you to do your best and provide excellent support to help you make rapid progress in lessons and over time. The school helps you grow into mature, caring and confident people, ready for the next stage in education and life beyond school.”

 

Click on the headings below to read about our academic performance and recognitions.

Learning

Learning

 

The new National Curriculum

As you may be aware we introduced the new National Curriculum in our school from September 2014.  The new National Curriculum is part of the government’s initiative to improve the level of academic attainment of young people and in many areas of the curriculum the standard of knowledge, skills and understanding. Additionally the new curriculum has a greater focus on broadening children’s learning and ensuring they are ‘secure’ in their skills rather than constantly extending them, it is focussed on the breadth of study and using and applying skills.

 

Assessment of your child’s progress in their learning

We assess children with summative (end of topic/term) and formative (on going and informal) assessment methods throughout the year taking in to account not only their book work but their involvement in discussions, activities, problem solving and the school as a whole.  Teachers meet with their year group peers and members of the Senior Leadership Team to discuss next steps for individual children to ensure we meet with each child’s needs. From this we plan next steps and any additional support we need to put in place if we feel that a child is not making as much progress as we think they need to realise their full potential. The governors of our school also review the overall data which shows progress of all the children across the school (anonymously) and this is discussed frequently at our governor meetings. We are confident that we know how your child is progressing with their learning and that we can put extra help in place for them if they need it. 

The New Curriculum allows schools to have the flexibility to introduce content earlier or later than set out in the programme of study. It is important for children to have opportunities to apply their understanding in a range of challenging real life contexts, and to demonstrate their deep and thorough understanding of a particular skill before moving on.

 

Life without levels!

 

With the introduction of the new curriculum has come a new method of assessing progress which has replaced the ‘levels’ (i.e. 2b, 4c) which you may (or may not!) have been familiar with.  Following on from the Reception end of year reported expectations of ‘emerging, expected and exceeding’ the government will be using similar classifications for the end of key stage 1 and 2.

 

Working towards the expected standard,

Working at the expected standard or,

Working at greater depth within the expected standard

 

Following government guidance of end of year expectations to be within the appropriate year group, SMSP has adopted this system and it will now be used throughout the school to describe your child’s current achievement.  Teachers will refer to children’s achievement as being on track or appropriate for their age.  Children who are achieving well within their year expectations will be stretched through breadth and depth of understanding to ensure they reach their full potential. Children who need some extra support to achieve the age expected skills and knowledge will have extra support within school.   

 

Results for Key Stage 2 2016-17

The results of the SATs (tests) in reading, maths and grammar, punctuation and spelling are reported using a scaled score, where a score of 100 represents the expected standard. The highest possible score is 120 and the lowest is 80. Children with a scaled score of 110 and above are achieving a High Standard.

 

Children are awarded one of the following Teacher Assessment judgements in writing:

Expected Standard – Working at the expected standard for their age

Greater Depth – Working at greater depth within the expected standard and has a strong understanding of the curriculum.

 

We are so proud of our children for their results. SMSP pupils performed well above the national average in all subject areas. Attainment was also above local authority averages in each area (with the exception of Greater Depth in writing).

  

 

End of SATs Key Stage Results

SMSP

Richmond

National

Reading

Expected Standard

92%

86%

71%

Higher Standard

49%

44%

25%

Average progress scores

+2.7

   

Average Scaled Score

110

106.6

104

Writing

Expected Standard

92%*

84%

76%

Greater Depth

15% *

25%

18%

Average progress scores

-1.4

   

Maths

Expected Standard

93%

86%

75%

Higher Standard

56%

41%

23%

Average progress scores

+2.8

   

Average Scaled Score

110

105.9

104

Grammar, Punctuation and Spellings

Expected Standard

93%

89%

77%

Higher Standard

56%

50%

31%

Average Scaled Score

111

107.3

106

Teacher Assessment*

Reading, writing, maths combined – Expected standard = 90%

Reading, writing, maths combined – Greater/depth/higher standard = 10%

 

Pupil Premium

The Pupil Premium

 

Learning Barriers

Interventions, Support and Provision

Desired Outcomes and Impact

·       Poor access to homework support due to parents academic skills or EAL

TA time for year 6 to complete homework

Yr6 6 TA to have time set aside to work with children who do not complete homework on a weekly basis

Low entry levels of literacy, language and maths

 

 

Specialist external teacher employed for 1 to 1 support (CB)

Large range of intervention groups for identified needs- social and educational

Small- teacher led English and maths groups in year 6

Yr6 SATs revision group with teacher

Children will be able to fill the gaps in their learning in a supportive and structure manner improving progress in core and non- core subjects- see Gap Analysis

Regular assessment and monitoring of progress and groups

End of KS/ SATs- measure of progress made

·       Low self-esteem and confidence

·        

Nurture and Social groups led by two teaching assistants

 

SENCo training in areas of need (eg training to provide play therapy)

Feedback from group leaders, parents, teachers and other staff. Group assessed and continued if necessary

Trained to provide specialist care for children with emotional needs- children assessed on an individual basis and continued as necessary

Weekly one-to-one time spent with children

·       Poor emotional well-being

Play/ art therapists

Specialist external provision- reports to be sent to SENCo for judgement as to whether to continue dependent on child/ family and therapist feedback

·       Some children can arrive hungry or not have snacks at break

Provide breakfast and availability of fruit from Club provisions

Children are school ready- improve concentration and behaviour

·       Parents not mixing with peers ie not arranging playdates, reducing a sense of belonging

After School Club/ Breakfast Club slots to support families returning to work

Improve family support network and support aspirations

·       Poor levels of attendance and punctuality

Access to Breakfast Club/ After School Club

Improve attendance and punctuality as well as child’s school- readiness

·       Inability to purchase educational resources, including study support materials, subject resources, uniform and IT facilities

Provided by the school

Children will feel equal with peers and valued in school uniform

Children will be able to complete homework to a higher standard

·       Fewer opportunities to benefit from cultural and social events and experiences (eg holidays, day trips etc..)

·        

Office support to source, book and organise funded groups, clubs and holiday clubs

Transport and adult supervision to day events

 

Financial support for trips and visits

LD- office contact for borough/ school/ initiatives- to focus on children on PPG register for specialist provision and opportunities in consultation with SLT

Familiar adult to attend events for child’s safety and self esteem

All children will have equal access to trips/ experiences

Support for grant application provided by SLT

·       Challenging behaviour and an inability to interact successfully in a school environment (with adults, peers or both)

·        

Nurture and Social groups led by two teaching assistants

Rest-bite provision for parents (ASC) to allow one-on-one time with their other children

Children will be able to improve their communication and emotional intelligence to deal more effectively with the learning environment, peers, siblings and staff building resistance

Parents have time to bond with siblings where behaviour is causing division or stress

·       Few positive role models outside of school (especially appropriate male role models)

·        

Free attendance (where possible)to clubs and sports with male role models

Sourced by LD

·       Issues at home concerning the child during the day

·        

One to one mentor time

Teacher or member of SLT to keep regular contact with named children and report back to JB any issues raised

·       Poor attendance at Parents’ Evenings, Informative Presentations, responses to Parentmail

Staff to follow up with parents who have poor contact to ensure that they have the necessary information and plans in place

Children will be able to attend trips with the necessary information

Support for grant application provided by SLT

·       Emotional and mental health issues

Supervision for borough mental health and day groups

 

Attended with member of school staff they are familiar with

The pupil premium is additional funding received by schools for each pupil from disadvantaged families or background. It is allocated to schools based on the number of children who come from low-income families – this is defined as those who are currently known to be eligible for free school meals. It’s important to know that a pupil does not need to have a school dinner, but the parents / carers must have applied and be entitled if they wanted one.

It also includes:

  • Pupils who have been eligible for free school meals at any point in the last six years
  • Children who have been looked after continuously for more than six months

This money is for schools to decide how to use but should be spent in order to improve educational attainment of children from less privileged backgrounds.

It is based on findings that show that, as a group, children who have been eligible for free school meals at any point in time have consistently lower educational attainment than those who have never been eligible for FSM.

 

How we spend the pupil premium

Clearly, the pupil premium has the potential to have a great impact on the attainment, and future life chances, of pupils. In 2015/16 £50,160 was allocated to St. Mary’s and St. Peter’s Primary as pupil premium and £7,600 for Looked After Children. Some of the money helps to fund the support staff we employ – including their training in areas of specific children’s needs. Their role in class has become more targeted, to include children from low-income families, pre-dating the pupil premium initiative. It has also become more specific (for example, teaching assistants are required to work on specific learning objectives and assess children’s outcomes and next steps) and ultimately more effective.

 

Money is also used to provide or support:

We provide even greater, targeted support for those pupils who are eligible to benefit from their funding. Staff are aware of which children are eligible for the PPG or LAC funding and provide additional targeted support for those pupils. Teachers/SENCo are required to produce timetables detailing the different support activities: when the support will happen; who will lead the support (either the teacher or the teaching assistant); how the outcomes will be assessed; what the child’s next steps will be and who will benefit from the support. This information is reviewed in pupil progress meetings with senior member of staff and class teachers. All of this information is maintained on our bespoke Intervention Tracker and can be accessed year on year to build a complete picture of a child’s time at SMSP.

 Additionally, these pupils are encouraged to take up after-school clubs and music tuition, supported financially for excursions, residentials (years 4 and 6) and visits, alongside other activities which enrich a pupil’s experience of school and can often turn them on to more learning and improve their self- confidence and approach to school life.

This chart shows the results of our year PPG/ LAC children throughout the school for the academic year 2015/16. These results are incomparable to previous years due to the changes in assessment and raised expectations.

EYFS

GLD

School

75%

National

55%

Represents 4 children

 

YEAR 1

Phonics Test

School

50%

National

70%

Represents 2 children

 

Year 2

Maths EXS+

Reading EXS+

Writing EXS+

School

25%

50%

0%

Represents 4 children

 

Year 6

Maths

Reading

Writing

GPS

School

79%

43%

43%

46%

Represents 13 children

GLD- Good Level of Development

EXS- Expected level

                                                                                                           

 

 

Sports Premium

Sports Premium

At SMSP we aim to:

• Encourage children to lead healthy and physically active lives

• Develop an awareness of how eating healthily and being physically active are important

• Encourage children to participate in a number of sporting activities, developing a sense of self awareness of their own skills as an individual and as part of a team

• Give children the opportunity to try and participate in a number of different sporting activities

• Encourage children to be active participants in their own sporting development

• Enable children to compete in a variety of activities at intra and inter school level

 

The school has used its Sport Premium funding to become part of the Richmond Sports Premium SLA, enabling us to become members of both the Youth Sports Trust and the Association for Physical Education. This will support us in our goal to improve the quality of P.E. provision throughout the school through further staff training opportunities, and to increase the quantity and range of sport on offer at our school. We have also used the Sport Premium to increase links with local sporting clubs in the community, inviting skilled professionals to work alongside our staff in each year group to offer high quality, technically astute sports and skills coaching to all children as well as simultaneously developing the skills of our current teaching staff.

 

Further funding has been spent on specific training and resources that focus on the teaching of core movement skills that underpin all future learning in PE lessons and extra-curricular activities. Clubs have been started that target particular groups of children to improve all round motor function, increase self-esteem and levels of participation in activity. The school has also been able to further supplement the sports equipment and resources, including balance bikes for EYFS and Year 1 to improve basic balance, coordination and movement skills. To see the breakdown of the school’s Sport Premium expenditure please this document.