Headteacher’s Summary of Progress to date
I am writing with excellent news about our pupils’ academic achievements at Alban Wood. I will use this letter to summarise some of these results for you, though I will write again later this term when more National data will have been released for us to evaluate our achievements against 2016 results across the country.
Year 6 SATs results
- Our Year 6 cohort have achieved exceptionally well in their attainment in all subject areas – reading; writing; English grammar, punctuation and spelling; and mathematics. As you may be aware the assessment system used during 2015-2016 was a new system; it is therefore not possible to compare with previous years.
Working at the expected standard Reading AW 2016 83% National average 2016 66% Hertfordshire average 2016 72% Writing AW 2016 90% (based on teacher assessment)
National average 2016 74% Hertfordshire average 2016 79% EGPS AW 2016 90% National average 2016 72% Hertfordshire average 2016 76% Mathematics AW 2016 96% National average 2016 70% Hertfordshire average 2016 73% Reading, Writing and Maths combined AW 2016 80% National average 2016 53% Hertfordshire average 2016 59% High level of attainment Reading, Writing and Maths combined AW 2016 16.7% National average 2016 5.4% Hertfordshire average 2016 7.7% Reading AW 2016 30% National average 2016 18.7% Hertfordshire average 2016 23.1% Writing AW 2016 50% National average 2016 14.7% Hertfordshire average 2016 21.2% Maths AW 2016 36.7% National average 2016 16.6% Hertfordshire average 2016 19% EGPS AW 2016 36.7% National average 2016 22.5% Hertfordshire average 2016 26.6% - In relation to all groups of learners (for example, SEN, children in receipt of Free School Meals or Pupil Premium, children speaking English as an Additional Language etc) in school analysis has been completed to track both progress and attainment of these learners. This is particularly positive for EAL learners and both boys and girls did equally well across all subject areas. Where gaps are present detailed analysis has already been completed and when further national results are published in November this analysis will be returned to.
Reading scaled score average AW 2016 106 National 2016 103 Hertfordshire 2016 104 Maths scaled score average AW 2016 108 National 2016 103 Hertfordshire 2016 104 EGPS scaled score average AW 2016 108 National 2016 104 Hertfordshire 2016 105
- In relation to children’s progress from KS1 (Year 2) to KS2 (Year 6), very strong progress has been achieved for the overall cohort and for all groups of pupils (boys/girls, those children receiving Free School Meals and/or Pupil Premium, speaking English as an Additional Language, on the SEN register etc).
Average progress 2016 Reading 2.1 Writing 4.8 Maths 4.5
Year 2 SATs results
- As with KS2, these percentages support our school self-evaluation of outstanding. Pupil attainment meets or exceeds all targets that have been set.
Working at the expected standard Working at greater depth Reading AW 2016 87% 43% Hertfordshire average 2016 79% 31% National average 2016 74% 24% Writing AW 2016 87% 37% Hertfordshire average 2016 71% 20% National average 2016 66% 13% Mathematics AW 2016 83% 47% Hertfordshire average 2016 77% 24% National average 2016 73% 18% Grammar, punctuation and spelling AW 2016 80% 37% Hertfordshire average 2016 – – National average 2016 – – Reading, Writing and Maths combined AW 2016 77% 30% Hertfordshire average 2016 66% 14.7% National average 2016 60% 8.9% - Our Year 2 cohort 2016 have sustained the very high in-school attainment in all subject areas – reading, writing and mathematics. As with KS2 this year saw the introduction of a new assessment system which also included grammar and spelling.
- In relation to all groups of learners (for example, SEN, children in receipt of Free School Meals or Pupil Premium, children speaking English as an Additional Language etc) in school analysis has been completed to track both progress and attainment of these learners. Where gaps are present, for example pupil premium learners within greater depth, careful tracking and support is in place.
- In relation to pupil progress, overall progress from the Early Years Foundation Stage (EYFS) is also excellent. Although progress calculations are a little complicated in relation to prior attainment, the following is the clearest summary:
- Reading: 96% achieving expected progress, 43% achieving better than expected progress
- Writing: 100% achieving expected progress, 47% achieving better than expected progress
- Maths: 100% achieving expected progress, 33% achieving better than expected progress.
Year 1/Year 2 phonics screening
- Within this year’s Year 1 cohort, 83% of pupils met or exceeded the expected standard of the phonics screening. This is line with Hertfordshire’s average and we expect this to be above the National average when it is released later this term.
- Within this year’s Year 2 cohort, 67% of pupils who found phonics learning in Year 1 challenging have now met the expected age-related standards, showing the impact of personalised support for these children in Y2.
Early Years Foundation Stage Profile (Reception)
- We are very pleased that 76% of pupils have achieved ‘a good level of development’ (pupil attainment in Communication and Language, Physical Development, Personal social and emotional development, Literacy and Mathematics). This sustains high results for Alban wood over four years (since the curriculum and methods for assessment changed), and compares to 77% in 2015, when the National average was 66%.
- Our pupils are making outstanding progress across EYFS (Nursery and Reception) because almost all pupils achieve expected progress and a substantial proportion achieve better than expected progress.
- Personal/Social/Emotional Development (PSED): 96% achieving expected progress, 79% achieving better than expected progress
- Communication and Language (CL): 100% achieving expected progress, 79% achieving better than expected progress
- Physical Development (PD): 100% achieving expected progress, 72% achieving better than expected progress
- Literacy (L): 96% achieving expected progress, 76% achieving better than expected progress
- Maths (M): 100% achieving expected progress, 67% achieving better than expected progress.
Pupil achievement in Year 1 and Years 3 – 5:
- As well as the end of key stage results (Reception, Year 2 and Year 6) that we analyse in special detail, all teachers meet with the Senior Leadership Team to discuss each year’s results. In Years 1, and Years 3 – 5 too there is lots to celebrate, with all data now recorded and analysed according to the Herts new assessment approach, as reported to parents in children’s end of year reports. As a school, we continue to provide for the higher pitch of the new curriculum well, with almost all children making good progress and groups of children from all prior attainment groups making very strong progress (better than expected progress). Most importantly, all analysis from assessments is being carefully passed to the children’s new teachers to inform planning and provision from September.
Headteacher’s Summary of Progress – 2014 – 2015
A Summary Report for Parents: School achievement data 2014 – 2015 at Alban Wood
We would like to share our excellent news about our pupils’ academic achievements at Alban Wood this year. The information below will summarise some of these results for you, though we will update this page again in Autumn term 2015 when the National averages will have been released for us to evaluate our achievements against 2015 results across the country.
A summary of school achievement data is perhaps best summarised through SATs results, both at KS1 and KS2, as well as important measures of progress between KS1 and KS2. Alban Wood is committed to presenting parents with excellent information about individual children’s attainment and progress, through termly parents’ evenings, including target setting in Autumn term each year, and an annual written report (Summer term). Parents should always feel free to speak to their child’s class teacher or to a member of the Senior Leadership Team in relation to any queries about their child’s achievement.
Year 6 SATs results
Our Year 6 cohort have, as last year, achieved exceptionally well in their attainment in all subject areas – reading; writing; English grammar, punctuation and spelling; and mathematics. Please see the percentages achieving Level 4 (age-expected levels), Level 5 and Level 6 below, in comparison to 2014 National averages. The percentage of pupils achieving at all levels is expected to continue to be above the National average, supporting our overall school self-evaluation judgement of outstanding. 93% of children achieved a combined ‘good level 4’ in Reading, Writing and Maths.
| L3+ | L4+ | L4b+ (a ‘good’ level 4) | L5+ | L6 | |
| Reading AW 2015 | 100% | 97% | 97% | 60% | 0% |
| National average 2014 | 100% | 89% | 78% | 49% | 0% |
| Writing AW 2015 | 100% | 93% | 90% | 50% | 3% |
| National average 2014 | 96% | 85% | / | 33% | 2% |
| EGPS AW 2015 | 100% | 94% | 87% | 60% | 0% |
| National average 2014 | 94% | 76% | 68% | 52% | 4% |
| Mathematics AW 2015 | 100% | 100% | 97% | 43% | 27% |
| National average 2014 | 96% | 86% | 76% | 42% | 9% |
- In relation to children’s progress from KS1 (Year 2) to KS2 (Year 6), outstanding progress has been achieved for the overall cohort and for all groups of pupils (boys/girls, those children receiving Free School Meals and/or Pupil Premium, speaking English as an Additional Language, on the SEN register etc).
- Reading: 93% achieving expected progress, 55% achieving better than expected progress
- Writing: 100% achieving expected progress, 53% achieving better than expected progress
- Maths: 100% achieving expected progress, 55% achieving better than expected progress
Year 2 SATs results
Our Year 2 cohort 2015 have sustained the very high in-school attainment from 2014 in all subject areas – reading, writing and mathematics. Please see the percentages achieving Level 2a+ and L3+ (above age-related expectations) especially, as these figures are in all cases significantly higher than the 2014 National averages. As with KS2, these percentages support our school self-evaluation of outstanding. Pupil attainment meets or exceeds all targets that have been set.
| Below L1 | L1+ | L2c+ | L2b+ | L2a+ | L3 | |
| Reading AW 2015 | 3% | 97% | 93% | 90% | 80% | 50% |
| National average 2014 | 2% | 98% | 90% | 81% | 57% | 31% |
| Writing AW 2015 | 3% | 97% | 90% | 83% | 63% | 37% |
| National average 2014 | 2% | 97% | 86% | 70% | 39% | 16% |
| Mathematics AW 2015 | 3% | 97% | 93% | 83% | 73% | 50% |
| National average 2014 | 1% | 98% | 92% | 80% | 53% | 24% |
- In relation to all groups of learners (for example, SEN, children in receipt of Free School Meals or Pupil Premium, children speaking English as an Additional Language etc), significant in-school progress can be shown in comparison to 2014, as any previous gaps between the achievement of different groups are now significantly narrowing – for example, 40% of boys achieved a L3 in writing in comparison to 33% of girls.
- In relation to pupil progress, overall progress from the Early Years Foundation Stage (EYFS) is also excellent. Although progress calculations are a little complicated in relation to prior attainment, the following is the clearest summary:
- Reading: 100% achieving expected progress, 63% achieving better than expected progress
- Writing: 100% achieving expected progress, 63% achieving better than expected progress
- Maths: 100% achieving expected progress, 72% achieving better than expected progress.
Year 1/Year 2 phonics screening
- Within this year’s Year 1 cohort, 90% of pupils met or exceeded the expected standard of the phonics screening. This is significantly higher than the National average in 2014, which was 74%, and is a three-year high for Alban Wood.
- Within this year’s Year 2 cohort, 60% of pupils who found phonics learning in Year 1 very challenging have now met the expected age-related standards, showing the impact of personalised support for these children in Y2.
Early Years Foundation Stage Profile (Reception)
- We are very pleased that 77% of pupils have achieved ‘a good level of development’ (pupil attainment in Communication and Language, Physical Development, Personal social and emotional development, Literacy and Mathematics). This is a three-year high for Alban Wood (since the curriculum and methods for assessment changed), and compares to 67% in 2014, when the National average was 61%.
- We are particularly pleased this year to have increased the percentages of children exceeding expectations in each area of learning, which supports an outstanding judgement within Early Years (as seen through provision on an ongoing basis). For example, 27% of our children have exceeded expectations within reading, 20% within writing and 33% within maths.
- Our pupils are making outstanding progress across EYFS (Nursery and Reception) because almost all pupils achieve expected progress and a substantial proportion achieve better than expected progress.
- Personal/Social/Emotional Development (PSED): 100% achieving expected progress, 53% achieving better than expected progress
- Communication and Language (CL): 93% achieving expected progress, 63% achieving better than expected progress
- Physical Development (PD): 97% achieving expected progress, 43% achieving better than expected progress
- Literacy (L): 90% achieving expected progress, 37% achieving better than expected progress
- Maths (M): 97% achieving expected progress, 60% achieving better than expected progress.
Pupil achievement in Year 1 and Years 3 – 5:
- As well as the end of key stage results (Reception, Year 2 and Year 6) that we analyse in special detail, all teachers meet with the Senior Leadership Team to discuss each year’s results. In Years 1, and Years 3 – 5 too there is lots to celebrate, with all data now recorded and analysed according to the Herts new assessment approach, as reported to parents in children’s end of year reports. As a school, we have made a very successful transition to the higher pitch of the new curriculum, with almost all children making expected progress and groups of children from all prior attainment groups making better than expected progress. Most importantly, all analysis from assessments is being carefully passed to the children’s new teachers to inform planning and provision from September.