1. Schools Performance Review

2. The National Perspective

3. Using the end of KS1 AND KS2 we looked at data across all the CLP schools.

4. Huish CLP EXS in Reading compared to National averages
As you can see we are broadly in line with National average both in the Expected standard and the Higher standard in reading.

5. Huish CLP EXS in Writing compared to National averages
Also you can see we are broadly in line with National average both in the Expected standard and the Higher standard in writing.

6. Huish CLP EXS in Maths compared to National averages
This is a similar picture in maths. In all cases progress has seen a similar picture.

7. Writing scores are lower than in previous years both in EXS and GD which impacts on the R, Wr and maths overall scores. The only exception were those school which were moderated externally.
Local authorities across country writing was inconsistent due to different moderation strategies and advice.
Overview
As a CLP we analysed all data and picked out some key features which acted as drivers for the CLP development plan. Firstly writing stood out as a focus as ………
Suggested Action:
Moderation Day Led by external moderator or by those school that were moderated.
Adoption across all schools a writing assessment generic framework across all year groups.
On-going moderation in groups of schools.

8. High Achieving Pupils
The % of children reaching the higher standard in Writing is significantly lower than previous years.
The % of children making better than expected progress in writing is significantly below that of previous years.
Possible Actions:
Develop teacher confidence in assessing writing.
Moderation Day Led by external moderator or by those school that were moderated.
Adoption across all schools a writing assessment generic framework across all year groups.
On-going moderation in groups of schools.
Also we noticed that high achieving children made less progress and achieved less well in reaching the higher standard.

9. Pupil Premium
FSM PP pupils underperform significantly in relation to Non FSM particularly those achieving the Higher standard.
PP pupils cored 17% lower than non PP pupils in reaching expected standards in R, Wr and maths.
Progress of FSM PP pupils is below that of Non FSM
Possible Actions:
Working party to bring together successful ideas used in all CLP schools to improve outcomes
CLP rep to attend training or fact finding mission on ‘London factor’
Use of educational endowment foundation research to create bank of suggested ideas for effective use of PP monies
Consider using monies for raising the attainment of the middle and higher attainers, particularly service children.
Also We looked at PP children particularly with FSM.

10. Maths
Girls underperform boys in Maths but significantly in the higher standard.
Possible Actions:
Girls in Maths day manipulating and reasoning with numbers
Action plan to support girls in Maths specifically reasoning
Identify maths advisor on supporting the teaching and learning of Mastery in maths.

11. SEN
Those SEN pupils achieving EXS in writing significantly dropped which impacts CLP data.
Possible Actions:
Common SEN policy, which will focus on a consistent identification and assessment of pupils with SEN
Development of learning support to ensure targeted support for SEN pupils

12. Key Stage 1
% Children meeting the higher standard in R, Wr and M is below the National standard.
Girls out perform out perform in every subject except in the higher standard maths. Therefore Boys make better progress for KS1-KS2.
Possible Actions:
Use the ArithmeKit resource to support the teaching of maths.
Develop a common calculation policy for all schools in the CLP
Establish an enrichment day in maths to engage and develop girls confidence.

13. Good Practice across the CLP
In terms of individual schools and developmental points we can look at schools that have performed well. Using this as starting point we could investigate what strategies are being used and share the good practice. Visits to these schools by HEA and partner primaries will help share good practice.
In terms of expected standards and attainment
Reading: Curry mallet + Hambridge
Writing: Curry Mallet + King Ina
Maths: Curry Mallet, Long Sutton
In terms of higher standards and attainment
Reading: Curry Mallet, Hambridge, King Ina, Long Sutton and Middlezoy and Othery
Writing: Curry Mallet, HEPS, Middlezoy
Maths: Hambridge, King Ina, KEPS and Curry Mallet
In terms of progress to expected levels
Reading: Curry Mallet and Hambridge
Writing: Curry Mallet and King Ina
Maths: Curry Mallet, and Long Sutton
In terms of progress to higher levels
Reading: KEPS, Middlezoy and Curry Mallet
Writing: King Ina, HEPS
Maths: Long Sutton