DfE School Performance Tables
DfE School Performance Tables can be accessed by following link below:
Simply type our school name.
School performance and standards
This year’s cohort have achieved well with GLD steadily rising, they are a young group with 20 out of 30 children were born in spring /summer.
GLD this year is 7% higher than in 2018. (St Helens 70.3%) school sits within the 40th percentile. The gender gap has widened with girls attaining 87.5% GLD and boys 57.1%. The whole schools Average Point Score (APS) was 34.3, girls 37.4 and boys 30.7.
The cohort consists of 14 boys and 16 girls, a gender gap is present in all areas of the curriculum but wider in: Communication at 23.2%, Physical Development 22.4%, Personal, Social & Emotional 23.2%, Literacy and Maths 23.2%, Understanding the World 15.2% & Expressive Art & Design29.5%.
Children achieving at Exceeding in the majority of the 17 areas is higher than in 2018. Areas where it is lower are Listening &Attention, Health & Self-Care, Self-Confidence and Awareness, Managing Feeling & Behaviour, Making Relationships, Reading and Writing, EYPP - 4 children with 25% achieving GLD (APS 25.8) 9.8 lower than other.
In Year 1 (60) ASP 32.9. 75% of children achieving above 37 out of 40. Girls 83.3% and boys 75%. In Y2 1 child out of 3 didn’t reach the standard
In Year 2 we had 31 children 15 girls and 31 boys. In 2019 thee expected standard (EXS) continues to be a steadily growing trend while greater depth (GD) dipped slightly. While in 2018 the gender gap narrowed; this year 2019, the gap at EXS in English is evident again. In reading girls achieved 90% EXS & 20% GD and boys 72.7% EXS & 18.2% GD. In writing the gap was not as wide with girls achieving 85% EXS & 10% GD and boys 81.8% EXS with GD higher than girls at 18.2%. In maths girls achieved 80% EXS & 15% GD while 100% of the boys achieved the standard with 18.2% reaching GD.
We had 7 Disadvantaged children whose attainment was lower than their peers. In reading the gap was 16.1% at EXS and 25% at GD. In writing 16.1% at EXS and 16.7% GD. In maths the disadvantaged children performed better than non-disadvantaged by 16.7% at EXS but lower at GD by 20.8%.
In Year 6 we had 31 children with 10 girls and 21 boys. Overall standards have continued to be high in all areas with attainment and progress above national and local figures. Maths progress is significantly above national standards.
With such a large cohort of boys a gender gap is evident on both sides. In reading girls performed better at the expected standard by 23.8% however boys performed better at greater depth by 1.4%, In writing the girls perform better at the expected standard by 14.3% and at greater depth by 40.5%. In maths girls perform better at the expected standard by 14.3% but boys perform better at greater depth by 2.9%.
The progress of boys is significantly higher than girl in reading and maths (boy’s maths +3.22 v’s girl’s progress -0.07)
We had 4 Disadvantaged children, who made good progress. Progress of disadvantaged children was higher in writing (+3.04) than for the non-disadvantaged, this was also evident in maths (+2.86). The attainment gaps for the disadvantaged cohort are: In reading at EXS 21.3% at GD 15.3%, In writing 8.7% EXS and 13.3% in GD, In maths 8.7% at EXS and 13% GD, In RWM EXS 30% and 8.7% GD.
SEND (7) reading progress +4.81, writing +2.00 which was higher than non-SEND, non-SEND higher in maths at +2.8