Navigation
Home Page
Operation Encompass CEOP

English Martyrs' Reportable Data

 

 

As a result of the Covid-19 Pandemic, there is no reportable data for the academic year 2019 ~ 2020. Below is the reportable data from the academic year 2018 ~ 2019

 

 

EYFS

 

 

School results

 

Lancashire average (2019)

 

GLD

 

63%

 

 

69%

 

Average Total Score

 

 

34.9

 

 

34.6

 

 

 

 

Phonics

 

 

School

 

National Average (2018)

 

Y1 Phonics (32 words +)

Comparison - National 2017

 

42%

 

81% 

 

 

Y2 Phonics (32 words +)

Comparison - National 2017

 

57%

 

63.6% (Lancashire Average)

 

 

 

KS1

 

 

School

Exp+

 

School

GDS

 

National

Exp+ (2018)

 

National

GDS (2018)

 

Reading

 

68%

11%

 

75%

 

25.2%

 

Writing

 

68%

11%

 

69%

 

14%

 

Maths

 

75%

14%

 

75%

 

20.5%

 

Reading , Writing, Maths combined

 

61%

 

 

4%

 

 

65%

 

 

 

 

 

KS2

 

% Pupils achieving expected standard

 

 

Average Progress

 

 

School TA

2019

 

 

National 2019

 

 

 

School

 

 

 

Reading, Writing, Maths

 

60%

65%

 

 

 

Reading

 

73%

73%

0.6

 

Writing

 

73%

78%

0.9

 

Mathematics

 

87%

79%

1.7

 

GPS

67%  =

78%

 

 

 

% Pupils achieving higher standard

 

 

School

 

National

2018

 

 

Reading, Writing, Maths

 

 

7% 

 

10%

 

Reading

 

 

20%

 

28%

 

Writing

 

 

17%

 

20%

 

Mathematics

 

 

23%

 

24%

 

GPS

 

17%

 

 

34%

 

Average Scaled Score in Reading

 

103.6

104

 

Average Scaled Score in Mathematics

 

104.9

105

 

Average Scaled Score in GPS

 

 

106

 

 

 

 

 

 

 

 

 

 

School Priorities for 2020 / 2021

Improve attainment and progress for all learners.

In particular:

  • Priority 1 ~ To ensure that a curriculum of recovery and reconnection is embedded to respond appropriately to COVID-19  ~ Quality of Education/Leadership & Management/ Behaviour and Attitudes/ Personal Development
  • Priority 2~ To ensure that a rigorous and sequential approach to the teaching of reading, continues to develop pupils’ confidence and enjoyment and enables them to read fluently and with comprehension  ~ Quality of Education/ Leadership and Management
  • Priority 3 ~ To further develop Subject Leadership through Curriculum Teams which ensure that the curriculum intent and implementation are embedded securely and consistently across the school ~ Leadership & Management

 

This will be achieved through:

  • A strategic focused approach to early intervention for Reading, Writing and Phonics; supporting learning through additional support where needed.
  • Continued development of a structured and cohesive approach to the teaching of Reading, using bespoke interventions such as Inference
  • Continued development of the teaching of Reading through structured Guided Reading
  • Further development of a structured and cohesive approach to the teaching of Writing, using bespoke interventions such as Magical Spellings, focus on cross curricular writing, focussed ‘Writers’ Days’, ‘I am an author’ books for regular assessed writing as AfL
  • Continuation of bespoke Phonics groups and teaching, whole school focus on spelling
  • Continued development of a structured, cohesive approach to the teaching of Maths, additional bespoke interventions, continued additional daily Arithmetic lessons, development of Reasoning skills and whole school focus including teaching of Mastery Techniques
  • Continuous tracking and monitoring of progress of all pupils, particularly disadvantaged and More Able pupils to ensure that substantial progress is taking place and identify individual children needing additional support from the outset
  • Continued redesign of Subject Leadership ~ Embedding Curriculum Teams, each ‘headed’ by an SLT member and consisting of at least 1 Core Subject with staff taking collective ownership
  • Ensuring ALL children are challenged regardless of standard of attainment enabling all to reach full potential
  • Ensuring More Able children are stretched to reach their full potential, broadening and deepening their knowledge, skill set and understanding using Mastery techniques
  • Use of Digital Technologies to enhance the learning of all children
  • Participation in Maths Mastery network to ensure Maths continues to improve and build on recent successes
  • Employment of part time (mornings) Booster Teacher from Autumn Term 2020 work with small groups following bespoke plans for Reading, Writing and Maths bridging gaps in learning
  • Employment of KS2 (Y3 - 5) Covid Catch Up Teacher for academic year to enhance and boost learning for those children who are vulnerable of not meeting expected standard at the end of KS2
  • Focus on Progress for All across all year groups and phases, ensuring rapid, sustained and developed progress is made to continue an upward trajectory

Top