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Mountfields Lodge School

Aim High, Reach for the Sky

Mountfields Lodge School

School Performance

As a school we have worked in collaboration with the other 8 LPAP (Loughborough Primary Academy Partnership) schools to create a model of assessment that we can use and judge ourselves against; it does not involve levels and sub-levels, but measures of achievement are still possible.

 

Within school we clearly track ‘All Pupil’ data, but also that of groups of pupils and their comparator groups e.g. Boys and Girls, Free School Pupils and Non-Free School Meal Pupils etc.

 

We use an in-house tracking system to track both progress and attainment.

Nationally we make use of a report entitled, 'ASP – Analysing School Performance'- which is an on-line data analysis system that annually reports on school performance.

Locally i.e. from a Leicestershire perspective, we judge annual school performance versus the average of all Leicestershire Schools using a data system called, ‘Perspective Lite’. It is interesting to benchmark against other County schools but essentially we are more interested in judging performance against the National picture to see where we fit in.

It is expected that a school publish its data, and we are pleased to do so.

The data below is the broad headline data for Years 2 (end of KS1) and 6 (end of KS2). There is of course a multitude of data within in a school but the headline data is as follows:

RD = Reading WR = Writing MA = Maths

Foundation Stage Attainment on Leaving (AOL) Summer 2017:

 

Aspect

Strand

% emerging

 

% expected

 

% exceeding

English

RD

23.6%

 

56.9%

 

19.4%

 

WR

26.4%

61.1%

 

13.5%

Maths

Number

19.4%

 

73.6%

 

6.9%

 

68.5% of the pupils by the end of Foundation Stage attained a Good Level of Development (GLD)
From a broadly average starting point at the beginning of the Foundation Stage the pupils made average‑good progress through until the end of it; they attained in line with National expectations. The outcomes, although not externally moderated, were moderated across the LPAP and one of the school’s EYFS teaching team is an external moderator for the LA.

Y2 and Y6 Attainment is judged by both Teacher Assessment and externally‑produced tests. 2016-17 saw the second year of the revised Testing Arrangements for Years 2 and 6. Administration of the school’s testing procedure for Y6 was externally audited in Summer 2017 (Reading Test) and all was found to be in line with expected procedures; the school was praised by the assessor for its ‘rigor of practice’.

Y2 Attainment: All Pupils 2016-17

 

Test Scaled Score

 

RD

School 2016

WR School 2016

(TA)

WR

(GP&S)

School

2016

MA School 2016

RD

School

2017

WR

School

2017

(TA)

WR (GP&S) School

2017

MA

School

2017

EXS 100+

GDS 110+

68%

20%

56%

13%

68%

20%

67%

18%

78%

36%

64%

14%

70%

32%

72%

35%

 

RD = Reading WR =Writing MA = Maths GP&S = Grammar, Punctuation and Spelling

Prior to 2016 ‘levelled attainment data’ showed attainment broadly in line with national expectations at both age‑related and above age‑related levels and this was reflected in a generally improving trend.

‘New’ attainment data shows an improved picture at end KS1/Y2 from end 2016 to end 2017.

Y6 Attainment: All Pupils 2016-17

 

Test

Scaled

Score

 

RD Test

School

2016

WR TA

School

2016

WR Test

GP&S

2016

MA Test

School

2016

RD Test

School 2017

WR TA

School

2017

WR Test

(GP&S)

2017

MA Test

School

2017

EXS 100+

GDS 110+

65%

17%

62%

14%

64%

12%

53%

12%

63%

21%

62%

30%

64%

18%

59%

15%

 

Attainment at age‑related levels had been broadly in line with, or above, the National Average for a number of years; for the past 2 years this has not however been the case. % attainment at the EXS – Expected Standard - is currently below the National Average.

Attainment at above age‑related levels had been broadly in line, or above, the National Average for RD and MA most especially, for a number of years; for the past 2 years this has not however been the case. % attainment at the GDS – Greater Depth of Study – is currently below the National Average, with the exception of Writing.

The new DfE ‘progress measure’ puts the 2016-17 Y6 Data as being ‘above the floor target’ (RD = -0.3, WR = -0.1, MA = -2.0); even though the scores are negative scores this still means that progress was made, and in the case of RD and WR this progress was not significantly different to the National Average; progress is MA was not as good.
Within school not only is 'All Pupil' data tracked, but also that of groups of pupils and their comparator groups e.g. Boys and Girls, Free School Pupils and Non‑Free School Meal Pupils etc.

We track both the attainment and the progress of the learners using the new ‘progress trajectories’ measure which uses the outcome at the end of the previous Key Stage as the starting point. Progress in RD is the most notable aspect for improvement. Using the same measure our in-house analysis suggests that at KS1 our disadvantaged pupils and Free-School Meal pupils are those to focus upon; this is similar in KS2 along with our middle-attaining pupils.

Review of the DfE's (Department for Education's) site provides a full breakdown of 2016-17 data; it gives performance data for groups and sub‑groups and is extremely comprehensive.

 

Attendance Reminder: ALL pupils should be in class for 9.00am, any time after that is recorded as a 'late'.
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