1. Data Analysis 2015 1

2. Basic Characteristics of Hockley Primary School 2

3. Census Ward Information 3

4. Summary of basic characteristics We are moderately larger than the average primary school – 315 pupils, with a yearly increasing role. FSM - lower than the national average – 11.3%, slight increase year on year Social deprivation indicator – significantly lower than national. 0.07 The percentage of adults having pursued higher education is lower than the national average – e.g Hockley central 12.7% National 19.2% Children from minority ethnic groups, as well as children for whom English is not their first language - significantly lower than the national average. Inwardly mobile pupils - higher than average for some year groups; e.g. Year 6 - 45% (26% of cohort during Y5,6) Pupils with SEN support are lower than national percentages, 6.5%. Children with statement/EHC plan are higher 1.9%. Absence rate - lower than national average in spite of the local secondary school having a five term year. 3% absence rate, 0% persistently absentee. 4

5. EYFS assessment process EYFS on entry baseline assessment within the first 3 weeks of entry. We are using the Early Excellence Baseline EExBA. Formative assessments recorded in learning journeys through daily observations - written and photographic, adult-led activities and children’s work samples. Shared half termly with parents and their input gathered. Termly summative assessments across prime areas of learning completed through analysis of formative assessment. Pupil progress review for every child follows. End of year Early Years Foundation Stage Profile (EYFSP) completed, analysed and shared with parents. End of year outcomes sent to Local Authority. Outcomes for EYFS curriculum are judged as emerging, expected and exceeding. Baseline assessment 2015 shows this cohort’s entry level is higher than the previous year and just above Essex and national averages. 5

6. EYFS – Comparisons with Current Data 2015 % of pupils attaining 6 or more points 2013 cohort results 2014 cohort results 2014 outcomes Difference from National 2015 cohort results 2015 outcomes Difference from National Good Level of Development GLD 61%64%Essex 61% +3% National 60% +4% 73% Essex 68% +5% National 66% +7% All Early Learning Goals 60.6%64%Essex 59% +5% 73% Essex 66% +7% Overall average score 34.233.6Essex 34.4% & National 33.8% 34.9 Essex 34.9% = National 33.8% +1.1% Communication & Language 70%72%Essex 78% & National 72% = 77% Exc.23% Essex 81% -3% Exc 16% Physical Development 82%84%Essex 86% & National 83% +1% 83% Exc.21% Essex 88% -5% Exc 15% +7% Personal, Social & Emotional 79%78%Essex 82% & National 76% +2% 81% Exc.21% Essex 85% -4% Exc 11% +10% Literacy73%78%Essex 67% & National 61% -+13% 73% Exc.19% Essex 72% +1% Exc 11% +8% Maths76%80%Essex 73% & National 66% +14% 79% Exc.25% Essex 77% +2% Exc 13% +12% Understanding of the world 73%82%Essex 81% & National 75% +7% 79% Exc.21% Essex 84% +5% Exc 8% +13% Expressive arts and design 82%86%Essex 85% & National 78% +8% 79% Exc.25% Essex 87% -8% Exc 12%  GLD National comparison shows high attainment for EYFS and when compared to Essex and National.  Percentage of disadvantaged in this cohort 13% (6 ch)  Boys GLD is 59%, with girls GLD at 85%  FSM (5 ch) GLD 80%  Disadvantaged GLD 66% 4ch  All areas combined overall average score is lower for boys at 29.9 than for girls at 39.2. For FSM 30.6 and for disadvantaged pupils 28.3 6

7. EYFS – Progress Overall Progress (steps using Target Tracker) 2014-2015 6 steps + expected 7 steps+ accelerated 6 steps + BoysGirlsFSM C and L94%52%96%92%100% Phys. D94%46%96%92%100% PSED92%46%82%100% Literacy96%40%91%100% Maths92%40%95%88%100% U of the W94%42%91%96%100% A and D96%50%91%100% EYFS Pupil Progress – 2015 outcomes Progress across the 2015 cohort is strong: 14/19 - 74% of children who were below age related expectation on entry achieved GLD 6 children – 13% who were at age related expectation on entry, achieved exceeding in all areas. Progress for 2015 is strong, when comparing against an expectation of 6 steps across the year. Attainment compares strongly against national and Essex with regard to GLD and the overall average score. Therefore attainment and progress this year in the EYFS are above age related expectations and can therefore be judged to be outstanding. Inclusion Boys and girls differential in progress is not significant, although it is important to note that girls’ literacy progress is higher than boys’ and boys’ maths progress is higher than girls’. FSM progress is very strong. 7

8. EYFS – Progress Measures 2015 Quality of teaching during academic year 2014-2015 was judged good to outstanding in all aspects (lesson observations, drop ins, marking, planning & assessments; external observations: County Standards and excellence commissioner lesson sweep – learning journey’s exemplary, School advisor lesson sweep) Provision and resources have improved further with significant investment over the last 4 years, particularly with regard to outdoor learning and indoor furniture and resources enabling strengthened continuous provision. Local delivery group cluster Early Excellence training has enabled shared practice across a range of schools. Following this other local schools EYFS leaders have visited to observe and learn from our practice. Early Excellence have asked our EYFS leader to provide input to their annual conference regarding “inspired” outdoor learning. Please see EYFS progress file to illustrate good and outstanding progress. 8

9. What do we know about the current cohort? On entry expectation - most children will display all of the 30-50 month band (all statements set to achieved), and some of the 40-60 month statements. On entry assessments - completed within the first three weeks of start of term. Using early excellence baseline and current target Tracker system to aid in school analysis. On entry baseline September 2015 Cohort of 45 children: each child is worth 2.2% Baseline assessments Autumn 2015: All Areas of the EYFS curriculum- 62% of pupils have been assessed at an ‘expected’ entry level of development in all of the Prime and Specific Areas. Above Essex County which equals Gender difference: Girls’ achievement of an ‘expected’ entry level of development in all areas of the EYFS curriculum is lower than boys’ at 50% in comparison to 72%. Inclusion There are 3 Disadvantaged pupils in this cohort, only 1 of whom achieved an ‘expected’ entry level of development in all areas of the curriculum (33%). There are currently 0 EYFS pupils in care, 1 pupil with EAL (is not at expected entry level), and following baseline, pupils with SEN and those who are Academically More Able, will be identified. Prime Areas+ Literacy and Mathematics- 62% of pupils have been assessed at an ‘expected’ entry level of development in these areas. Gender Difference: Girls: 50% Boys: 72%. Focus: To monitor attainment of EYFS Autumn born girls, particularly in the areas of PSED, Literacy and Maths. To put class interventions in place for target girls so that accelerated progress can occur. To close the gap between girls and boys. To put support and interventions in place for disadvantaged pupils; to monitor attendance and improve home support alongside quality teaching and provision. To tailor teaching and provision for EAL child to improve language acquisition, and ensure that activities are accessible. EYFS leader to track all pupils regularly to ensure we meet our high expectation of achievement and put in place any targets/ support that are required. To ensure that challenging learning opportunities are available to children at all times; particularly writing opportunities and Mathematics opportunities. To monitor and track Summer born pupils, to ensure that good progress and attainment is made, in addition to Autumn and Spring born pupils. 9

10. What does EExBA tell us about the current cohort? EExBA shows comprehensive reports regarding the overall attainment of children within: Well being and Involvement Characteristics of Effective Learning Prime Areas Specific Areas of Literacy and Mathematics Groups, e.g. PP, Gender, SEN, birth term. The maximum score for children is 56. See below for a table comparing national EExBA assessments with Hockley Primary School 72% of children nationally took the EExBA baseline This table demonstrates that Hockley’s EYFS cohort have arrived at a level that is 62% typical or above in terms of development, which is 12% above what national data suggests (50%). Wellbeing and involvement: Wellbeing at HPS has been assessed at 55.6% ‘high’, 44.4% ‘medium’ and 0% ‘low’. Wellbeing nationally was assessed at 66.8% ‘high’, 28.9% ‘medium’ and 4.3% ‘low. Areas of Learning and Development: Prime: Overall, children at HPS arrived at 17.8% well below typical (comparable to national- 20.1%); 64.4% below typical (higher % than national- 44.2%), 17.8% typical (lower % than national- 28.6%) and 0% above typical (lower % than national- 7.1%). 10 Well below typical 0-15 Below typical 16-27 Typical 28-41 Above typical 42-56 National16.1%33.5%37%13.4% Hockley PS6.7%33.3%53%8.9%

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12. KS1 assessment process Year 1 baseline assessment within first three weeks of term collaboratively agreed between EYFS teacher and year 1 teacher using EYFS outcomes and teacher knowledge of the child. End of key stage 1 targets set from baseline data using target tracker. Formative assessments using APP, guided reading records and teacher knowledge of the child, held in reading, writing, maths and foundation subject assessment files. Termly summative assessments in all subjects through analysis of formative assessment. Moderations across phase groups and key stages. Termly Pupil progress review for every child follows. Information shared with parents during parents evenings and on annual reports. Attainment tracked to monitor progress towards end of key stage targets. Annual Year 1 Phonics screening and year 2 SATs assessments. End of key stage outcomes sent to Local Authority. External moderation June 2015. 12

13. 2015 KS1 school and national level data 13

14. KS1 results over a 3 year period Percentage of children achieving level 2c+ across 3 years 14 % of children achieving level 2c+ReadingWritingMaths 201392 95 201494 96 2015928795

15. Percentage of children achieving level 2b+ across 3 years 15 % of children achieving level 2b+ReadingWritingMaths 2013827482 2014827183 2015847687

16. Percentage of children achieving level 2a+ across 3 years 16 % of children achieving level 2a+ReadingWritingMaths 2013413938 2014564454 2015544657

17. Percentage of children achieving level 3+ across 3 years 17 % of children achieving level 3+ReadingWritingMaths 2013322124 2014382327 2015382430

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19. Phonics - 3 year trend 19

20. Phonics 2015 – by group School % 2014School % 2015 National % 2015 All Pupils85 92 77 Male84 88 73 Female86 96 81 FSM (2014:9; 2015:6 )78 83 66 Disadvantaged Pupils ( 2014:9; 2015:7 )78 86 66 EAL (2014: 1)100 0 76 SEN support( 2014:7; 2015: 3)57 67 42 SEN with statement ( 2014:2; 2015:0)0 n/a 17 Ethnicity Groups (White British: 47 )87 94 74 Ethnicity Groups ( 2015 any other mixed background:3)0 67 80 Ethnicity Groups (Indian – 1 pupil)100 n/a 84 Ethnicity Groups (Any Other Mixed Background – 1 pupil)100 n/a 77 20

21. Phonics Year 2 - 2015 School 2015 All Pupils100 Male100 Female100 FSM (1 pupil - 2015)100 SEN without statement (2015: 2)100 SEN with statement (2015: 1)100 21

22. Summary of KS1 All Subjects Attainment has remained above national for the past 3 years, significantly above for 2014 with a 5 year upward trend. Gender - above national for boys, APS 15.8 (0.1+) and above national for girls 17.5 (0.9+) FSM - group of 8 performed significantly above national APS 16.1 (+1.3) with a 0.6 cohort gap. Disadvantaged pupils - group of 8 performed significantly above national APS 16.1 (+1.3) with a 0.6 cohort gap. Nationally the gap is 1.8 EAL – 1 child APS 19.7 (+4.0) Other Ethnic groups: 2 other mixed back ground APS 12.3 (4.1-) performed less well Nationally and 1 Indian APS 19.7 (+2.6) performed better Nationally. SEN support–3 children – APS 10.8 (1.7-) SEN with statement/EHC plan those without a statement (1 child) APS 10.3 (+2.7) above National Term of birth: Autumn (10 ch) APS 17.7 (+0.8); Spring (13ch) APS 17.2 +(1.1); Summer (14ch) 15.2 (0.2-) 22

23. Summary of KS1 Reading results Attainment has remained above national for the past 3 years, with a sustained upward trend. Gender - above national for boys, APS 16.3 (0.2+) and above national for girls 17.8 (0.6+) FSM - group of 8 performed significantly above national APS 16.3 (+1.1) Disadvantaged pupils - group of 8 performed significantly above national APS 16.3 (+1.1) with a 0.8 cohort gap. Nationally the gap is 2.1 EAL – 1 child APS 21.0 (+5.0) Other Ethnic groups: 2 other mixed back ground APS 12.0 (4.9-) performed less well Nationally and 1 Indian APS 21.0 (+3.5) performed better Nationally. SEN support–3 children – APS 11.0 (1.8-) SEN with statement/EHC plan those without a statement (1 child) APS 9.0 (+1.2) above National Term of birth: Autumn (10 ch) APS 18.2 (+0.8); Spring (13ch) APS 17.3+(0.7); Summer (14ch) 15.7 (0.2-) average points progress from Year 1 Baseline is 12.0 23

24. Summary of KS1 Writing results attainment has remained above national for past 3 years. Gender: is in line with national for boys, APS 14.7 (0.1+) and significantly above national for girls APS 17.4 (1.3+) FSM - group of 8 performed above national APS 14.8 (+0.8) Disadvantaged pupils - group of 8 performed above national APS 14.8 (+0.8) with a cohort gap of 1.4. Nationally the gap is 1.8 EAL – 1 child APS 17.0 (+2.0) Other Ethnic groups: 2 other mixed back ground APS 12.0 (3.6-) performed less well Nationally and 1 Indian APS 17.0 (+0.6) performed better Nationally. SEN support–3 children – APS 10.3 (1.3-) SEN with statement/EHC plan those without a statement (1 child) APS 9.0 (+2.1) above National Term of birth: Autumn (10 ch) APS 16.8 (+0.7); Spring (13ch) APS 16.5+(1.2); Summer (14ch) 14.6 (=) average points progress from Year 1 Baseline is 11.6 24

25. Summary of KS1 Maths results attainment has remained above national for past 3 years and has shown increase in 2014, sustained in 2015 with a 5 year upward trend. Gender - above national for boys, APS 16.4 (=) and above national for girls 17.5 (+1.0) FSM - group of 8 performed significantly above national APS 17.3 (+2.1) Disadvantaged pupils - 8 performed significantly above national APS 17.3 (+2.2) with a cohort gap of 0.5. Nationally the gap is 1.8. EAL – 1 child APS 21.0 (+4.9) Other Ethnic groups: 2 other mixed back ground APS 13.0 (3.6-) performed less well Nationally and 1 Indian APS 21.0 (+3.7) performed better Nationally. SEN support–3 children – APS 11.0 (2.2-) SEN with statement/EHC plan those without a statement (1 child) APS 13.0 (+5.0) above National Term of birth: Autumn (10 ch) APS 18.2 (+1.0); Spring (13ch) APS 17.6(+1.2); Summer (14ch) 15.6 (0.3-) average points progress from Year 1 Baseline is 11.8 25

26. What did we do to get here? Strong moderation processes – including across phase Y2/3 Pupil progress meetings – clear tracking of progress and high expectations. Target setting and expected year on year progress clear to all staff. Ambitious targets set. Letters and sounds – children grouped by phase for daily phonic teaching. Phonic leaders in place and parent workshops. Guided reading planning and assessment processes for daily sessions Phonics, independent and guided reading resources purchased. Development of school library and of reading corners in every classroom. Improved maths resources. Eg. Numicon. Whole school focus on teaching and learning with regard to maths from maths consultant. Focussed interventions across core subjects. Improved KS1 outcomes. 26

27. What do we know about our current cohort? National Expectation current National Expectation target Children working at deeper level Reading 78%88%30% Writing 70%82%30% Maths 74%86%30% SPAG %85%n/a The current Yr 2 cohort has 50 pupils with 24 girls and 26 boys. This Year group has a group of 6 disadvantaged pupils – 12%. This Year group has 0 children with statements or EHC plan We are focusing on boys writing and due to assessment changes – strengthening SPAG and arithmetic skills Intervention and support has been put in place for these children. KS1 Targets 2016 27

28. Key Stage 2: How well are pupils doing, taking account of any variation? 28

29. KS2 assessment process End of key stage 2 targets set from end of key stage 1 results using target tracker. Formative assessments using Key Performance Indicator Grids, guided reading records, regular use of Test Base and teacher knowledge of the child, held in reading, writing, maths and foundation subject assessment files. Termly summative assessments in all subjects through analysis of formative assessment. Moderations across phase groups and key stages. Termly Pupil progress review for every child follows. Information shared with parents during parents evenings and on annual reports. Year 6 pupils undertake half termly tests using sample papers, past papers for reading and SPAG and Headstart Maths. Attainment tracked to monitor progress towards end of key stage targets. Termly assessments papers used in years 3, 4 and 5. This secures judgements made along side teacher assessments. End of Key Stage 2 SATS assessments. End of key stage teacher assessments sent to Local Authority. 29

30. 2015 KS2 school and national level data 30

31. % of children achieving Level 4 or above School ResultLEA Result National Result Reading96%90%89% Writing92%87% Maths96%88%87% SPAG82%80% Reading, Writing and Maths 92%81%80% Science95%87% 31

32. KS2 results over a 3 year period 32 Key Stage 2201320142015 SCHLANATSCHLANATSCHLANAT Reading% Level 4+9586 9889 969089 % Level 4B+8575749278 888180 % Level 5+5845 754950624948 % Level 6000000000 APS30.228.5 31.428.62930.229.129.0 Writing% Level 4+9383 9885 9287 % Level 5+4031305033 463736 % Level 61322 321232 APS29.727.627.530.6 27.930.028.328.2 Maths% Level 4+10084859886 968887 % Level 4B+8872739676 947877 % Level 5+4540416342 524241 % Level 6137681091299 APS30.528.7 31.128.72930.429.129.0 SPAG % at Level 485 748577768280 % Level 4B+ 81696874 73 % at Level 5606752 585655 % at Level 6 6441244 APS29.72830.5 28.629.929.1 Reading, Writing and Maths% Level 4 +9375 9679 928180 Science% Level 4+100 85100 889587 % Level 5+43 3556 385238 2 levels progress Reading9586889891 9691 Writing97909210092931009594 Maths9786889389 9890 3 levels progress Reading31263049 32304033 Writing33273051 3133 4537 Maths31283242 4733 3534

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35. Summary of KS2 Reading Results Shows 3 year continued trend of significant + against National average points progress KS2 is 14.4 35

36. Summary of KS2 Writing Results Shows 3 year continued trend of significant + against National average points progress KS2 is 15.1 36

37. Summary of KS2 Maths Results Shows 3 year continued trend of significant + against National average points progress KS2 is 14.9 37

38. Summary of KS2 SPAG Results Shows 2 year trend of significant + against National 2015 dip from previous year, although 0.8 above national. SPAG is a whole school focus for KS1 and KS2 38

39. Summary of KS2 all subjects results Shows 4 year continued trend of significant + against National 39

40. Whole school pupils’ achievement EYFS Attainment of pupils:Above national average Outcomes for children:Outstanding (1) KS1 Attainment of pupils:Above national average Quality of pupils learning and progress:Good (2) KS2 Attainment of pupils: Significantly above national average Quality of pupils learning and progress: Outstanding (1) School’s SEF judgement of outcomes for pupils is therefore: Outstanding (1) 40

41. Progress over 3 years Key Stage 2201320142015 SCHLANATSCHLANATSCHLANAT 2 + levels progressReading9586889891 9691 Writing97909110092931009594 Maths9786889389 9890 3 + levels progressReading3126304932354033 Writing332730513133453736 Maths312832423335473534 41

42. 2015 Maths progress - expected and more than expected. 42

43. 2015 Reading progress - expected and more than expected. 43

44. 2015 Writing progress - expected and more than expected. 44

45. 2015 value added progress 45 above national picture, significantly in writing and all subjects.

46. Progress value added 3 year picture 46 3 year improving pattern. Above National with 2015 significance in all subjects and writing. n.b reading needs remark adjustment

47. Achievement is outstanding because... Our attainment for the final key stage over the past 3 years is outstanding as attainment in all subjects are significantly above National average. Our assessment and tracking processes have improved significantly with a very clear focus on pupil progress, culminating in outstanding attainment and progress in all areas at the end of key stage 2. In 2012 attainment and progress at the end of KS2 increased significantly and was above National averages, in some cases significantly, and in 2013, 2014 and 2015 these improved further to significantly above average in all areas. Attainment and progress in EYFS has consistently improved in the last 3 years and can be judged as outstanding. Attainment and progress in KS1 is good with a broadly 4 year upward trend due to improved moderation and assessment processes improving the accuracy and consistency of the outcomes. 2015 annual parents survey shows that 97% of parents feel that their child makes good progress at our school (71% in 2010). “My son is lucky to have several intervention groups a week to further support his progress and I do not believe that he would have made such progress outside of this school.” The achievement for groups is strong and remains largely above national outcomes. We particularly value the high attainment and the closing gap for disadvantaged pupils. We do however recognise that in 2015, the achievement for children with SEN support was below national in KS1 and KS2 – albeit very small groups (2ch), this is a focus this year. We also recognise a slight dip in EGPS in 2015 and have put measures in place to regain the previously high attainment in this area. 47

48. What do we know about our current cohort? National Expectati on current National Expectati on target Children working at deeper level Reading81%90%34% Writing74%90%30% Maths71%90%30% SPAG85% The current Yr 6 cohort of 42 pupils consists of 26 boys and 16 girls. This cohort has a significantly high percentage of inwardly mobile pupils (19 pupils - 45%). 8 pupils, 19% joining us during Year 5/6. Furthermore 18 43% of pupils joined us during KS2. The cohort has one child with an EHC plan and 2 children on SEN support. There are 4 pupil premium children 7%, 2 of whom are FSM. There is 1 child adopted from care. i.e 5 children in the disadvantaged group KS2 Targets 2016 48

49. Key Stage 2: How well are pupils doing, taking account of any variation? 49

50. Attainment and Progress of Groups (including SEN) Trends over time: Groups sizes for FSM, EAL, other ethnic groups and CLA are small. We currently have 29 pupils with pupil premium funding and 8 with pupil premium plus. Progress and attainment for vulnerable groups show no year on year pattern of underachievement or slow progress. However, children with SEN support at end of KS1 (2ch) and KS2 (2 ch) in 2015, achieved lower than Nationally, so currently this is a focus group. 50

51. There is no significant gender difference for all subjects. The gap is wider for writing and EGPS. Children receiving FSM and those that are disadvantaged show a 3 year upward trend in Reading, Writing and Maths. In 2013 and 2014 they performed higher than Nationally in Reading, Writing and Maths. When compared to the whole cohort the gap is closing. Maths: In 2015 disadvantaged pupils performed +2.7 APS higher than nationally. The gap is -0.5 with the rest of the cohort. The gap nationally is 2.5 Reading: In 2015 disadvantaged pupils performed +2.4 APS higher than nationally. The gap is - 0.3 with the rest of the cohort. The gap nationally is 2.0 In 2015 disadvantaged pupils performed +1.9 APS higher than nationally. The gap is -1.6 with the rest of the cohort. The gap nationally is 2.3 KS2 APS by group – Gender, disadvantaged pupils 51

52. KS2 Average point scores by group - SEN Children with SEN show a fluctuating trend in Reading, Writing and Maths. For SEN pupils without a statement, Reading Writing and Maths APS is above National in 2013 and below or in line in 2014. In 2015 they are significantly lower than National. For SEN pupils with a statement, Reading, Maths and Writing APS is significantly higher than Nationally in 2014 and in 2015. Children that are White British and White and Black African performed significantly higher than nationally in all subjects. 52 KS2 APS by group – ethnicity and SEN

53. KS2 APS by group – Prior Attainment and Mobility In 2014, children with low, middle and high prior attainment all scored significantly high or higher when compared with National APS. Non mobile pupils throughout years 5 and 6 scored significantly higher when compared with National APS. In 2015, children with low, middle and high prior attainment all scored significantly higher when compared with National APS, except for middle atttainers who were in line for Maths and writing and lower for EGPS. Non mobile pupils throughout years 5 and 6 scored significantly higher when compared with National APS. 53

54. KS2 Progress by group 54

55. KS2 Progress by group summary Gender: The progress of boys is higher than the national average for maths, reading and writing and it is significantly higher for boys reading. The progress of girls is higher than the national average for maths, and writing and in line for reading Free School Meals (3 ch): The progress for children with FSM is much higher than the national average for reading, writing and maths. Disadvantaged pupils: The progress of disadvantaged pupils is much higher than the national average for reading, writing and maths. SEN: The progress of children with SEN statement is higher Nationally for reading, writing and maths Children with SEN support (2 ch) it is lower. And significantly so for reading. Prior Attainment: The progress of children with low, middle and high prior attainment is higher than the national average for maths, reading and writing. Stability: The progress of non mobile pupils is significantly higher than the national average for maths, reading and writing. Ethnicity: The progress of White British children is higher Nationally for reading and significantly so for writing and maths. 55

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57. Current cohorts – progress over time - levels 57

58. Current cohorts 2015 – progress over time - 58

59. Gap monitoring disadvantaged pupils – 3 year trend 59 Year 6 2013 Number in Year group Average Points Progress - Reading Average Points Progress - Writing Average Points Progress - Maths Achieving Level 4+ English Achieving Level 5 English Achieving Level 4+ Maths Achieving Level 5 Maths Achieving Level 4+ English and Maths Achieving Level 5 English and Maths All pupils4014.114.414.092%55% R 40% W 100%48%92.5%20% Pupil Premium110.014.012.0100%0 % R 0 % W 100%0 %100%0% Non Pupil Premium 3914.214.414.092%56% R 41% W 100%49%92%21% Year 6 2014 Number in Year group Average Points Progress - Reading Average Points Progress - Writing Average Points Progress - Maths Achieving Level 4+ English Achieving Level 5 English Achieving Level 4+ Maths Achieving Level 5 Maths Achieving Level 4+ English and Maths Achievin g Level 5 English and Maths All pupils4814.714.813.897.9%58% R 50% W 97.9%56%95.8%43% Pupil Premium413.517.510.0100%75 % R 25 % W 100%75%100%25% Non Pupil Premium 4414.814.614.297.7%57% R 52% W 97.7%54%95.5%46% Year 6 2015 Number in Year group Average Points Progress - Reading Average Points Progress - Writing Average Points Progress - Maths Achieving Level 4+ English Achieving Level 5 English Achieving Level 4+ Maths Achieving Level 5 Maths Achieving Level 4+ English and Maths Achievin g Level 5 English and Maths All pupils50 14.114.914.6 96% R 92% w 62% R 46% w 96%52%92%40% Pupil Premium 3 15.314.717.3 100 % R 100% W 66% R 33% W 100%67%100%33% Non Pupil Premium 4714.014.914.5R 96% W92% R 62% W 47% 95%51%83%40%

60. Gap monitoring disadvantaged pupils – 3 year trend 60 Year 2 2013 Number in Year group Average Points Progress Reading Average Points Progress Writing Average Points Progress Maths Achieving Level 2C+ Reading Achieving Level 2B+ Reading Achievin g Level 3 Reading Achieving Level 2C+ Writing Achieving Level 2B+ Writing Achievin g Level 3 Writing Achievin g Level 2C+ Maths Achievin g Level 2B+ Maths Achievin g Level 3 Maths All pupils3910.510.19.992.3%79.5%29.4%89.7%71.8%23.5%92.3%79.5%20.6% Pupil Premium 411.610.110.6100%75%50%75%100%25%100% 25% Non Pupil Premium 3510.410.19.891.4%77.1%28%88.6%68.6%23%91.4%77.1%20% Year 2 2014 Number in Year group Average Points Progress Reading Average Points Progress Writing Average Points Progress Maths Achieving Level 2C+ Reading Achieving Level 2B+ Reading Achieving Level 3 Reading Achieving Level 2C+ Writing Achievin g Level 2B+ Writing Achievin g Level 3 Writing Achieving Level 2C+ Maths Achievin g Level 2B+ Maths Achievin g Level 3 Maths All pupils4811.911.111.593.6%82.0%38%93.6%71.3%23.0%95.7%83.1%27% Pupil Premium 513.811.811.6100% 60%100% 20%100% 0% Non Pupil Premium 4311.711.111.592.9%78.6%37%92.9%69.0%23%95.2%83.3%26% Year 2 2015 Number in Year group Average Points Progress Reading Average Points Progress Writing Average Points Progress Maths Achieving Level 2C+ Reading Achieving Level 2B+ Reading Achieving Level 3 Reading Achieving Level 2C+ Writing Achievin g Level 2B+ Writing Achievin g Level 3 Writing Achieving Level 2C+ Maths Achievin g Level 2B+ Maths Achievin g Level 3 Maths All pupils3911.310.511.092.3%84.5%38%87.0%76.%24.1%94.7%84.2%30.0% Pupil Premium 811.39.711.9100%87.5%25.0%87.5%62.5%12.5%100% 25.0% Non Pupil Premium 3111.310.7 90.0%83.4%40.0%80.6%76.7%26.8%93.1%80.4%30.0%