Impact on Attainment 2016-17

 

Evaluating the impact of social interventions addressed by the enrichment activities is always difficult, but is best measured by the improvement of happiness and wellbeing levels which then has an impact on:-

  • Engagement in learning and ultimately improvements in attainment and progress
  • Increase in self esteem
  • Improved attendance
  • Reduced time spent in the behavioural/time out provision

 

We are trying very hard to narrow the gap at Saint Mary’s Catholic Primary Voluntary Academy and believe the funding has had a positive effect on improving attainment and progress.

 

EYFS

  • In 2015-16 only 33% of PP children had a Good Level of Development.  This rose to 70% in 2016-17. Children improved by 20% in Reading and Shape, Space and Measure and by 37% in Writing and Number.
  • The gap between PP children and non PP children nationally for GLD has narrowed from last year from a gap of 39% to just 2% (reduced by 37%)
  • This pattern has repeated with Reading where the gap was 30% but reduced to 10% last year (reduced by 20%)
  • The biggest gap reduction was in writing where the gap was 42% and this has reduced to just 5% (reduced by 37%)
  • The gap in Number also reduced by 37% from 48% to 11% and by 20% in SSM, from 34% to 14%
  • The biggest improvement therefore was in writing and number and the focus for 2017-18 will need to be on reading and SSM.
  • Pupil premium children outperformed other children and were a strength.

 

 

Phonics Year 1

  • In 2015-16 only 50% of PP children achieved the expected standard in Phonics.  This rose to 75% in 2016-17 an increase of 25% and the average mark increased from 25 to 31, a rise of 4 marks.
  • The gap between PP children and non PP children nationally reaching the expected standards in phonics in y1 has narrowed from last year from a gap of 33% to just 8% (reduced by 25%)
  • The gap in average mark between PP children and non PP children nationally has reduced from 10 marks to 4 marks (reduced by an average of 6 marks).
  • In year 2, 100% of PP children have achieved the expected standard both in 2016-17 and the previous year in 2015-16.  Both of these are above the number of children in Y2 who met the standard nationally (93%).
  • The gap between PP children in school and non PP children nationally is the same as the gap other non PP children and other children nationally.  I.e. PP children are performing as well as other children in school.

 

KS1

  • The gap between PP children and non PP children nationally reaching the expected standards in KS1 has not narrowed from last year.  This is down to the multiple vulnerabilities of this particular cohort.  54% of the PP children in this cohort have 3 vulnerabilities or more compared to 21% of non PP children.
  • Last year’s cohort were much weaker than the cohort from 2015-16 – they achieved a GLD of 43% compared to a GLD of 60 %.  This was a gap of 17%.
  • This gap of 17% remained in reading and maths but closed in writing.
  • This was not the same for non PP children who saw significant improvements in all subjects both at the expected standard and at greater depth. 

 

 

KS2

  • In 2015-16 only 21% of PP children achieved the expected standard in Reading at KS2.  This rose to 50% in 2016-17. Children improved by 29%.  In writing, PP children improved from 43% to 53%, a rise of 7% and in Maths, PP children improved from 21% to 50%, an improvement of 29%.
  • Progress from 2015-16 to 2016-17 improved in reading  by 2.07, by 0.29 in writing and by 0.83 in Maths.  Scaled scores increased by 6.5 in Reading and by 5.9 in maths.
  • The gap between PP children and non PP children nationally reaching the expected standards in reading at KS2 has narrowed from last year from a gap of 57% to 27% (reduced by 30%).  The gap at greater depth has reduced from 23% to 20% (reduced by 3%).
  • The gap between PP children and non PP children nationally reaching the expected standards in writing at KS2 has narrowed from last year from a gap of 36% to 31% (reduced by 5%).  The gap at greater depth has reduced from 18% to 4% (reduced by 14%).
  • The gap between PP children and non PP children nationally reaching the expected standards in maths at KS2 has narrowed from last year from a gap of 55% to 30% (reduced by 25%).  The gap at greater depth has reduced from 20% to 19% (reduced by 1%).
  • The gap between PP children and non PP children nationally reaching the expected standards in R/W/M combined at KS2 has narrowed from last year from a gap of 46% to 25% (reduced by 21%).  The gap at greater depth has widened from 7% to 11% (increased by 4%).
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