Impact Statement for Key Stage 2 - 2015-16
- All 18 primary pupils made progress in one or more areas of English, Maths, WRATS, RAGS and PIVATS
- 4 pupils made expected progress in Maths and English and progress in WRATS, PIVATS and RAGS
- 9 pupils made expected progress in Maths and English
- 16 pupils made emotional and social progress as indicated by PIVATS
- All pupils made progress in English, with 16 pupils making expected progress
- 15 pupils made progress in Maths with 11 making expected progress
- 7 pupils improved their lesson engagement as shown by RAG scores
- 11 pupils improved their Reading, Comprehension and Maths as indicated by their WRAT scores
- Primary pupils attendance and punctuality is good - Brownhill Roll - 92.4%, PRS Roll - 83.8%
- Primary pupils are keen to attend, engage in both the curriculum and extra curricular activities. They make efforts to learn and progress is evident
2015-16 Data Brownhill Pupils
- In reading and writing combined 88% of the pupils made expected progress, all made some progress
- In Maths 66% of pupils made expected progress, all pupil made some progress
- Although consistent progress was made, 0% made the expected national progress of level 4 and above
- Although consistent pupil progress was made , 0% exceeded the national progress of level 5 and above
Assessment Methods 2015 onwards
WRATS - An assessment tool to measure a pupil's age and scores in Reading, Writing, Reading Comprehension and Maths
RAGS - A means of scoring how pupils are engaging in class, Red, Amber, Green. RED - not accessing, GREEN - engaging well
PIVATS - A means of assessing a pupils social and emotional well being.
PEARSON STEPS - A means of assessing a pupils progression within a subject.
Expected Progress - 1 Pearson Step
Progress - 1 sub-step
Explanation - For Primary, the range is age related. Each set of age related expectations are broken down into sub-divisions, i.e. 1 Emerging, 1 Developing, 1 Secure. To make expected progress, they have to complete all 3 sub-divisions in an academic year.
Progress is based on individual need and will not look the same for every pupil. Some of our younger pupils need 1:1 support to be able to access a group setting. We also offer intervention provision to enable our pupils to gain the skills to access learning. If pupils access the intervention support provided, and move into a group setting, this would be good progress. If pupils are able to function in the classroom well and are engaging in their learning and they are developing socially and emotionally, they would be making progress.