EYFS and KS1 Parent Meeting November 2016

Markland Hill School Entry in Reception 2016 217 preferences Criteria Number Statement LAC 2 Vulnerable Sibling link 25 Medical Proximity 18 total 45 pupils

Pupils on Roll November 2016 Year Group Girls Boys Total Reception 23 22 45 Year One 27 18 Year Two 46 Year Three 20 25 Year Four Year Five Year Six Totals 152 165 317

School Context 2015 2016 School National Pupils on roll 311 275 317   2015 2016 School National  Pupils on roll 311 275 317 Larger than National average  % of Girls 47.6% 49.0% Lower % of girls than national average  FSM 10.3% 25.2% 11.3% Well below National – but variations in cohorts across the school  % Ethnic Group 33.1% 31.6% 35.4% Broadly average but an increasing trend of ethnic groups across the school  % first language not English 13.5% 20.1% 12.0% Below National average but 13 different first languages now noted across school Pupils with SEN support 6.4% 12.1% 6.0% Well below national but significant variations across the cohorts With Statement or EHC plan 0.6% 1.3%  % of stability 89.1% 85.7% 90.9% Above national average  School Deprivation Indicator 0.11% 0.21% Very low deprivation indicator

Early Years Improving attainment over time Analysis Markland Hill 2014 National 2014 Markland Hill 2015 2015 Markland Hill 2016 76% GLD 60% 80% 66% 96% 69% Improving attainment over time Significantly above National Average GLD Boys attain lower - 89% than Girls - 100% but still significantly above national average

EYFS Ranked 2 out of 102 settings in Bolton 13% – 27% above other schools in Bolton Strengths Speaking and listening – 21% above Physical development – 16% Personal, social and emotional development – 16% Literacy – reading and writing – 27% Maths - 25% Expressive art – 18%

This is an Outstanding School’ What Ofsted said.. October 2014 The Early Years is led and managed exceptionally well. The excellent work of the teachers and teaching assistants coupled with rich and varied learning experiences helps to ensure that children make outstanding progress. P7 of the report – Early Years Provision

Year One – Phonics Assessment   Markland Hill 2014 National 2014 Markland Hill 2015 2015 Markland Hill 2016 All pupils 84% 75% 89% 77% 85% 81% Girls 86% 91% 100% 83% Boys 65% 79% 73% 87%

What the Inspectors said about the teaching of Phonics The teaching of phonics (linking letters and sounds) is outstanding, and has been so for the last three years.

Year Two SAT results 2016 Expected Standard - EXS   Expected Standard - EXS Greater Depth Standard - GDS Subject Boys Girls National Reading 75% 95% 74% 25% 43% 24% Writing 79% 86% 66% 21% 48% 13% Mathematics 83% 90% 73% 33% 18% Science 92% / Reading, writing and maths 80%

What Evaluation of Teaching and Learning May 2016 said.. Overall standards reached at the end of Key Stage 1 are significantly above those reached nationally, with a continued trend of improvement. The school held achievement information shows that this has trend of improvement has continued, with most pupils on track to achieve and exceed age related expectations.

What Ofsted and T and L Review Said… Teachers have exceptionally high expectations of what pupils are capable of achieving and are highly skilled at setting them challenging activities. - Ofsted The school is working hard to ensure that no children fall behind in their learning, and those with lower starting points are appropriately challenged and supported to achieve their best. For some lower attaining pupils there are challenges in meeting the heightened expectations of the curriculum. However, the achievement information shared indicates improvement for all pupils. The school held achievement information, and the books sampled shows that pupils’ learning is targeted to secure standards at least in line with age related expectations, with many targeted to exceed this standard. Expectations are high.

Class structure 45 children in each year group – 46 in Year 2 and Year 5 Limit of 30 pupils in KS1 classes – statutory However LA directed to take over number now in Year 2 Decision made on groupings and organisation is based on the professional judgement of the Head, supported by discussions with the Teaching team and Senior Leadership Team. Take into account the attainment and progress of every child, their learning rate and favoured learning style. Need for additional support to aid learning Placement of teachers and teaching assistants in school to maximise the learning of every child in the school

Homework and Presentation Expectation Involvement of Parents and Carers The involvement of parents and carers in joint activities will be encouraged, being most valuable in promoting children’s learning. Clear emphasis will be placed on three points: Parents should encourage the children in their activities – not “do it for them”. Quality of experience is more valuable than quantity of time spent on it. Regular reading and the fostering of enjoyment of books is a vital right through primary school. Expectations of Presentation The same expectations of presentation are the same for work completed at school and at home. We want to instil a sense of pride in all the work the children produce. In English, work should be completed in pencil unless a child has been allowed to write in black ink at school. In maths, work should be completed in pencil. Underlining should be completed using a ruler and a pencil. – Age appropriate

Website and Twitter Please check on web-site for information for example Maths calculation policy Snow Pupil Premium Meet the Teacher presentations School calendar Twitter Photos Trips Visitors Capturing learning in the school

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