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Prospectus

Standards of Attainments 2018

Assessment Information, 2017-2018

There are no national standards for assessment comparison at the end of Years 1, 3, 4 or 5 for reading, writing, maths or spelling punctuation and grammar (SPAG).

In order to compare standards in these year groups, we use the national data at the end of Year 2 for Year 1, and the national data at the end of Year 6 for Years 3, 4 and 5. This gives us some idea about standards for these year groups.

We have national assessment averages for reception’s Good Level of Development, Year 1’s Phonics Screening Check and the end of Year 2 and 6 statutory assessments.

At the time of writing, the national averages for KS1 in 2018 are not yet available, so this comparison is with the published national average for 2017.

In KS2, we know the national averages for 2018 at ARE+(Age Related Expectation and above), but the GD (Greater Depth) averages are not yet available, so this comparison is, once more, made with the published GD national average for 2017.

Attendance

 

2014

2015

2016

2017

2018

School

96.8

96.4

96.4

96.4

96.3

National

95.2

96.1

96

96.1

TBC

Attendance has been consistently above the national average for the last five years.

Good Level of Development

Year

School

National

2014

58

61

2015

64

66

2016

85

69

2017

80

71

2018

82

TBC

The proportion of children in our school who reach a Good Level of Development (GLD) has been above the national average for the last three years.

Phonics

Year

School

National

2013

85

69

2014

85

74

2015

78

77

2016

77

81

2017

91

81

2018

100

TBC

The proportion of children in our school who reach the expected level in the Year 1 Phonics Screening Check has been above the national average for five years out of the last six.

Key for the tables below

Green: Above National Average

Yellow: Broadly in line with national average

Re: Below national average

If the digits are BOLD, that figure is better than the starting point.

Year 2 Tests

 

 

Assessments at end of Year 1 in

June 2017

 

SATs at end of Year 2

June 2018

 

 

R

W

M

 

R

W

M

SPAG

National

 

76

25

68

16

75

21

 

76

25

68

16

75

21

TBC

TBC

 

 

ARE+

GD

ARE+

GD

ARE+

GD

 

ARE+

GD

ARE+

GD

ARE+

GD

ARE+

GD

Year 2

 

82

29

79

22

85

27

 

85

29

88

29

85

36

78

32

                                   

The proportion of children reaching the national averages at Age Related Expectation (ARE+) and at Greater Depth (GD) is above the national averages in all areas, and shows added value from their starting points.

Year 6 Tests

Current Year Group

June 2016

 

June 2018

 

 

R

W

M

 

R

W

M

SPAG

National

66

19

74

15

70

17

 

75

25

78

18

76

23

78

31

 

ARE+

GD

ARE+

GD

ARE+

GD

 

ARE+

GD

ARE+

GD

ARE+

GD

ARE+

GD

Year 6 Test

71

3

68

6

92

18

 

79

29

71

23

75

29

80

31

The proportion of children reaching ARE+ is above the national average in reading and SPAG, in line with the national average in maths and below in writing.

The proportion of children reaching GD is above the national average in reading, writing and maths and in line in SPAG.

Progress from their Year 4 starting points, in all areas apart from ARE+ in maths, is outstanding.

Years 1, 3, 4 and 5

Current Year Group

June 2016

 

June 2018

 

 

R

W

M

 

R

W

M

SPAG

National

74

24

65

13

73

18

 

76

25

68

16

75

21

 

 

ARE+

GD

ARE+

GD

ARE+

GD

 

ARE+

GD

ARE+

GD

ARE+

GD

ARE+

GD

Year 1

 

 

 

 

 

 

 

85

35

88

26

89

36

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

National

66

19

74

15

70

17

 

75

25

78

18

76

23

78

31

 

ARE+

GD

ARE+

GD

ARE+

GD

 

ARE+

GD

ARE+

GD

ARE+

GD

ARE+

GD

Year 3

64

10

61

0

64

3

 

91

43

81

32

91

47

74

39

Year 4

72

39

63

25

76

32

 

89

35

76

29

85

45

71

21

Year 5

80

25

73

10

70

25

 

82

36

80

25

82

33

72

21

The proportion of children in all other year groups across the school who are working at ARE+ (Age Related Expectation and above) and GD (Greater Depth) are all higher than the national averages for the end of KS2.

 

Standards of Attainments 2017

Reception – Good Level of Development

Nationally, outcomes for reception children at GLD (Good Level of Development) were first reported in 2014. Since that time, the proportion of children in our school that achieve a GLD has risen from below average to significantly above average. The experiences that our reception children have are fantastic and ensure that they are prepared well for the next stage in their education.

Year

School

National

2014

58

61

2015

64

66

2016

85

69

2017

80

Not yet published

 

Year 1 – Phonics

Outcomes for the phonics screening check were first reported at the end of 2013. Children in Year 1 have to read words that make sense phonetically, but some of them are not real words. This tests their knowledge of phonics.

Though the proportion of children in our school who achieved the phonics screening check dipped slightly below the national figure in 2016, the proportion is once more above the national average.

2013

2014

2015

2016

2017

School

National

School

National

School

National

School

National

School

National

85

69

85

74

78

77

77

81

91

841

 

Year 2 SATs

Year 2 have to sit statutory assessments, SATs, at the end of Year 2.  The outcomes of these are in this table.

NA   = National average

ARE+ = Age related expectation and above

GD      = Working above the national average

Reading

 

Writing

 

Maths

ARE+ 2016

ARE+

2017

GD 2016

GD

2017

 

ARE+ 2016

ARE+

2017

GD 2016

GD

2017

 

ARE+ 2016

ARE+

2017

GD 2016

GD

2017

NA ARE+ 74%

GD 24%

 

NA ARE+ 65%

GD 13%

 

NA ARE+73%

GD 18%

65

84

14

36

 

57

82

1

30

 

62

84

5

30

There has been a significant improvement in the proportion of children reaching ARE+ and GD since they left Year 1 last year; all outcomes are higher than last year’s published national average for the end of Year 2.

Year 6 SATs

Year 6 have to sit statutory assessments, SATs, at the end of Year 6. 

The outcomes of these are in this table.

NA   = National average

ARE+ = Age related expectation and above

GD      = Working above the national average

Year 6

Reading

 

Writing

 

Maths

 

ARE+ 2016

ARE+

2017

GD 2016

GD

2017

 

ARE+ 2016

ARE+

2017

GD 2016

GD

2017

 

ARE+ 2016

ARE+

2017

GD 2016

GD

2017

Brackets – 2016

KS2 NA ARE+ 71% (66%) GD (19%)

 

KS2 NA ARE+ 76% (74%) GD (15%)

 

KS2 NA ARE+ 75% (70%) GD (17%)

SATs Score

72

75

18

22

 

51

80

11

22.5

 

66

66

27

21

There has been an improvement in the proportion of children reaching ARE+ and GD since they left Year 5 last year in reading, and a significant improvement in the proportion of children reaching ARE+ and GD in writing.

Maths has remained in line with last year’s outcomes at ARE+ and is lower than last year at GD.

All scores are higher than the national average, apart from ARE+ in maths.

 

11 children joined this year group since the start of Year 3. Of those 11, 50% joined at the start of Year 5 and 10% at the start of Year 64% of these 11 children did not reach ARE+.

 

EYFS

An assessment for a good level of development is based on children’s performance across a number of academic and non-academic areas.

 

 

2016

 

School

Solihull

Good Level of Development (GLD)

86

72

 

 

KS1 and KS2 Assessments in 2016

Levels were removed as a form of assessment at the end of 2015 and replaced with an assessment based on whether or not children had reached a scaled score of 100, that being the age related expectation for their year group. Children who achieved a scaled score of more than 110 points are regarded as working at greater depth within the criteria set for their age. Therefore, in the tables below ARE represents age related expectation and GD represents greater depth.

 

 

Balsall Common Primary School Curriculum

 

Download the Full Prospectus Here

We provide an exciting, stimulating and cohesive curriculum that motivates everyone and enables every learner to enjoy and achieve.

Our curriculum is thematic and each theme begins with an “Inspiration Day” – time taken off timetable to be involved in something special and different that will enthuse learners at the beginning of the unit. “Inspiration Days” can include dressing up as famous people, “living in Tudor England”, visits to the Space Centre, tasting foods from around the world, or creating the Amazon rainforest in the classroom! 

We also use Mantle of the Expert strategies, which mean that the children learn as part of an imaginary enterprise. For example they may be running a restaurant, a travel agency, or looking after pets whilst their owners are on holiday! The children love this way of learning and gain a great deal in terms of problem solving and collaborative working.

Our curriculum enables children to develop sophisticated ICT skills which they readily use in their learning – creating animations, podcasts, films, and presenting their own radio programmes. 

We are keen that children have a very rounded education and have recently gained the “Artsmark Gold Award” for the second time.

We offer an extensive range of extra curricular opportunities including a comprehensive range of sporting activities – football, cricket, tennis, swimming, rugby, netball, rounders, athletics, dance. We also offer Drama, ICT, Cookery, Science, Young Engineers, Nature Study, Crafts, Art, Chess, and many more.

Ofsted  graded our curriculum as “outstanding” again in February 2014. We believe that the curriculum we offer our children is at the forefront of educational best practice and we will continue to strive to provide the children with an environment that truly fosters the love of learning.

We are passionate in our desire to help our children to become real learners,  who not only have the key skills of literacy, numeracy, ICT and science, but have a true thirst for learning.  We recognise that in a fast changing world, our learners will need the skill of discernment – there is so much information available to us at the touch of a button; they will also need to be able to work independently and with others; and to have developed a resourcefulness that will see them through periods of challenge or change.

With this in mind, we have produced a curriculum that will promote the development of these capacities. We believe in the approach to learning to learn espoused by Guy Claxton – Building Learning Power. Through the ethos of the school and the curriculum pupils are encouraged to develop learning capacities which will help them to become confident, capable, creative life-long learners.

  • Resilience – absorption, managing distractions, noticing, perseverance.
  • Resourcefulness – questioning, making links, imagining, reasoning, capitalising. 
  • Reflectiveness – planning, revising, distilling, meta-learning. 
  • Reciprocity – interdependence, collaboration, empathy and listening, imitation

Throughout all aspects of school life we believe that we should encourage the children to become increasingly responsible for their own learning. We encourage them, and orchestrate opportunities for them to develop the learning capacities that we all need to thrive as learners.