Pocklington Church of England
Voluntary Controlled Infant School
Maxwell Road
Pocklington
York
YO42 2HE

01759 302 699

office@pocklington-infants.org.uk

Pocklington C.E. (VC) Infant School

Message from Head Teacher – end of school year performance

 

As we approach the end of another busy school year, I am delighted to share the headline results of our pupils’ performance. We are seeing improvements across the school and this is testament to the excellent work from our team here in school, and the support we receive from parents and carers in continuing learning out of school hours.

 I have shared details of results with a short commentary on each school year in the sections below. I hope you will agree these are positive results but I also believe we are continuing to make improvements in school that will help us focus on some of our weaker in September.

 I hope you take the time to read the headline results below. I would like to thank all of our team here at the school and all our parents and carers, for your efforts this year. But most importantly I would like to thank all of our children for their enthusiasm, focus and energy they bring into school each day.

 

Dr Lynn Bartram

Head Teacher

 

End of KS1 (Year 2) results

 

This information allows you to compare your child’s performance at the end of key stage 1 to the attainment of other year 2 pupils in our school and across England.

 

Subject

% of pupils achieving the expected standard (2019)

% of pupils achieving the expected standard or higher (2018)

% of pupils achieving the expected standard or higher nationally (2018)

% of pupils achieving the expected standard or higher ERYC (2018)

Reading

74%

61%

75%

76%

Writing

64%

52%

70%

71%

Mathematics

83%

52%

76%

77%

Science

85%

91%

83%

N/A

 

Reading, Writing and Mathematics scores for 2019 improved on those reported for 2018.  The Year 2 teacher assessments were moderated by ERYC in 2019, with moderator judgements being in line with teacher assessments. During the 2018-19 school year, our school has invested heavily in training relating to phonics (a precursor to proficient reading) and maths through the Read Write Inc and Big Maths programmes and we will continue to do so in 2019-20.

 Whilst writing scores improved by 10% over 2018, the school recognises that further work is needed to ensure pupils writing is comparable to their peers nationally. In order for pupils to be successful writers they need to develop their communication and language skills and have the opportunity to read and hear read a wide range of literature.  The Education Endowment Foundation has seven recommendations to support the development of early language and literacy and we will be reinforcing these within our curriculum.  We will also be providing further professional development on the teaching and assessing of writing.

 In 2018 the science scores were significantly higher than in any other subject, this is an unusual pattern and was investigated by the senior leadership team and science subject leader.  During the summer term of 2018-19 school year, working alongside the ERYC science school advisor, we have reviewed planning; pupils work and assessment of learning.  We have decided to provide further professional development on science in 2019-20.

 

Phonics Check

 Pupils ability in phonics is checked at the end of Year 1. Those pupils who don’t achieve the cut score at the end of Year 1 are reassessed at the end of Year 2.  The 2017 Ofsted inspection recommended a greater consistency in the teaching of phonics.  In 2018 we introduced a synthetic phonics programme (Read Write Inc) and improving phonics has been a major focus across the school.  As a result of the hard work of pupils and staff, and through the financial support of the Friends who helped with the cost of resources to ensure a successful implementation, the % of pupils in Year 1 achieving the cut score increased by 27% and exceeded the 2018 national attainment by 11%. 

 

Subject

% of Year 1 pupils achieving the Phonics cut score (2019)

% of Year 2 pupils achieving the Phonics cut score (2019)

% of Year 1 pupils achieving the Phonics cut score (2018)

% of Year 2 pupils achieving the Phonics cut score (2018)

% of Year 1 pupils achieving the Phonics cut score nationally (2018)

Phonics

92%

98%

65%

93%

81%

 

EYFS Good Level of Development

 At the end of Reception, pupils are assessed to see if they have achieved a good level of development (GLD).  Children achieving a good level of development are those achieving at least the expected level within the following areas of learning: communication and language; physical development; personal, social and emotional development; literacy; and mathematics.  A baseline for pupils is established when they enter Reception and their progress is compared to their level of achievement at the end of the year.

 The Reception teacher assessments were moderated by ERYC in 2019, with moderator judgements being in line with teacher assessments. The 2018 baseline assessment predicted that 33% of pupils were on track to make GLD by the end of Reception.  End of year assessments show that 63% of pupils have achieved GLD.  An added value of 30%.  When analysing the areas of learning we have identified that our data compares favourably to national in most areas.  However, our pupils under achieve in reading and writing compared to national data.  We believe this is due to pupils having below age-related skills in communication and language and gross/*fine motor skills when they start in Reception. 

 *Fine motor control is a precursor skill for mark making which develops into writing.