Governor’s meeting 11th July 2017 KS1 Data Report Governor’s meeting 11th July 2017

KS1 Phonics results This year, Year 1 did a fantastic job and every child passed the Year 1 Phonics screening check. This means that they scored 32 or higher out of 40 – and that for the first time 100% of children passed. Last year, 87% of Year 1 passed this check, and 100% of the 7 Year 2 children who had to re-sit passed. The combined pass rate for both classes was 93%. In Year 2, children who did not pass this check in Year 1 are required to re-sit it. This year, there were 5 children who needed to do this. 4 out of the 5 children passed, due to SEN issues. Overall, the combined pass rate for both classes this year is 97%.

Year 1 End of year results Subject Working Towards Sep 16 July 17 Emerging Expected Greater depth (Y2 Emerging) Writing 42% 58% Reading 55% 22% 32% 41% 13% 35% SPaG 6% 45% Maths 19.4% 80.6% 75% 19% These results demonstrate a very strong cohort and an excellent job done by all staff in Year 1. This clearly shows our slightly more formal approach from the Spring term onwards benefits the children as well as ensuring they are fully prepared for the challenges of Year 2.

How will this data be used? These results will help guide the interventions that will be put into place as soon as the children come back to school in September. The groups will initially focus on: Continuing to develop children’s reading skills through independent and guided reading sessions. Using their strong phonic knowledge as a foundation to build up their knowledge of high frequency words and spelling of unknown words. More able writers will be shown how to include Year 2 ‘Expected’ criteria from the beginning of the year – beginning by developing their range of punctuation and description.

End of KS1 results 2016-17 This year, we had 2 children (6%) who were dis-applied from the end of KS1 SATs tests. This was due to the anxiety and unnecessary pressure I felt it would cause them, and the fact I had lots of other evidence to prove how well they have progressed this year. 90% of children were judged to be working within the expected standards for Reading and Maths this year and this cohort had a strong group of children who were working at greater depth within the Maths standards. The writing standards are exceptionally tricky to meet, but we had 3 excellent writers and our expected percentages have improved by 6% from last year’s lowest pass rate which was 71%. Those children who are judged to be working towards demonstrate lots of evidence from the expected standards, but will need further consolidation of spellings and development of their creative ideas as they progress into Year 3.

Comparative data from 2015-16 Last year, the averages for expected or higher were: Reading 74.6% Writing 62.6% Maths 70.9% In 2016, we surpassed all the LEA levels. Subject LEA 2016 HT HT 2017 Maths 70.9% 87.1% 90.3% Writing 62.6% 71% 77.4% Reading 74.6% 93.5%

Intervention Groups and approaches Throughout KS1, we utilise our TAs in the most effective way possible. We have weekly or daily groups which revise the basics in writing, consolidate phonics as well as challenging and extending more able children in maths and areas of Literacy. We have a consistent approach to the teaching and delivery of our Phonics daily sessions which link in to our weekly Guided reading sessions. Children read in groups on a weekly basis and discuss the text as well as completing activities about the text. This proven approach has been so successful in past years that from September the way in which KS2 approaches and delivers Guided reading session will be adapted to follow the principles of KS1 good practice.

Independent writing at KS1 From Y1 – the majority of children work up towards an independent piece of writing every week. For children who struggle in Y1 with this process during the Autumn term, they have a writing intervention session called ‘Shared writing’ where a TA discusses ideas and models best practice. From Spring onwards all Year 1 children complete a weekly piece of writing. Y2 – complete a piece on a weekly basis and this is then assessed using the school assessment systems as well the Interim framework provided by the government which covers all the curriculum expectations. All Year 2 children must prove they have met the ‘Working Towards’ standards in writing before moving on to working from the ‘Expected’ criteria. Interventions groups in Year 2 initially support the less able writers, before becoming an opportunity to practice and attain more evidence of the writing standards to ensure we have sufficient evidence to support teacher judgements. KS1 writing internal moderations have been introduced this year – and this approach will be further developed across both key stages next year as detailed in the Literacy development plan.

Examples of children’s writing

Examples of teaching approaches KS1 This year, as part of the whole school changes I have implemented as Literacy co-ordinator I introduced ‘Working walls.’ These displays are added to after every lesson with key vocabulary and activities based around the books – and the children are encouraged to come and use them during independent writing

Working walls in other classes: (Power of reading Y5)

How has Literacy been improved this year? In my new role as Literacy co-ordinator, I have implemented the following changes throughout school: Whole school writing assessment system and moderation meetings. Take One book school events – to promote love for reading. Introduce a more consistent approach to the teaching of weekly writing – this will be further developed next academic year. Started to disseminate good practice seen on Power of Reading training. Used my training as a KS1 moderator for the LEA to internally moderate samples of Y5 and Y6 writing to confirm teacher judgements. Introduced literacy based after school clubs. Supported members of staff with the planning and delivery of Literacy sessions. Updated and ordered resources to improve provision of reception reading books.

Moving forward: Next year, I intend to make the following changes: All staff to continue to work hard to develop their teaching approaches to writing, continuing to use the assessment sheets as a tool for planning their future sessions. Trial at least 1 ‘Power of Reading’ teaching sequence a term – books are already purchased, and staff have started choosing the books they would like to use. Introduce new moderation systems for each class to ensure consistency across the teaching of reading and writing. Continue to develop Literacy based after-school clubs and whole school ‘Take One book’ weeks – the Autumn week is already planned. Make changes to the Guided reading provision and approach in Key stage 2, building on current good practice in KS1.

Guided Reading Changes These sessions will teach comprehension skills in a range of different, engaging ways. Staff will always listen to groups read before moving on to consolidating how to complete activities – children will also gain experience tackling comprehension questions o alternate weeks.