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Mountfields Lodge School

Aim High, Reach for the Sky

Mountfields Lodge School

School Performance

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 the IDSR - Inspection Data Summary Report - that guides our analysis of school performance - a well as the ASP - Analysing School Performance document.

We find that analysis of our internal school data and the IDSR and the ASP helps us to identify the groups of pupils who require additional focus as well as helping us recognise and celebrate successes and plan our 'next steps' in school improvement.
 

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

The last set of reported national data, pre-COVID, was 2019; 2022 data is the most recent published data set ince that time.

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): All Pupils Summer 2022

AspectStrand% Expected
ENRD75.0%
ENWR70.0%
MAMA (Number)75.0%

 

62.0% 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 attained at a broadly average standard by the end of Foundation Stage this year. The outcomes, although not externally moderated, were moderated across the LPAP.

 

Year 1 Phonics Screening: All Pupils Summer 2019 (and Y2 Autumn 2020)

Year% Pass Rate
201772% (NA 82%)
201893% (NA 82%)
201992.0% (NA 82%)

2020

Y2 pupils tested November 2020 (missed as Y1 Summer 2020)

95.0% (NA 82%)

2021

(post pandemic)

82% (NA 82%)

2022

(post pandemic)

75% (NA 82%)

Our pass rate has been significantly impacted upon by the pandemic. Prior to 2020, due to the hard work and dedication of the early years and KS1 practitioners, there was a marked improvement and is what we expected of our pupils. A renewed and revised approach to the way we teach Phonics has therefore been 'launched' Autumn 2022 to ensure that we return to our pre-pandemic outcomes, which were signifcantly above the National outcomes.


Y2 and Y6 Attainment is judged by both Teacher Assessment and externally‑produced tests. 

The school was externally moderated for Y6 Writing in 2018 and the external moderators openly praised the school's approach to the assessment of Writing; they stated that the evidence we provided was by far 'the best' they had seen and covered more writing genres with more evidence per child than  all other moderated schools. In 2017 we were externally moderated on our Test Administration procedures for Y6 (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’.

In 2022 we were externally moderated for KS1 outcomes, with staff being able to provide a wide range of supporting materials and examples of work.

Y2 Attainment: All Pupils Summer 2022

 RDWRMA
EXS+

89% (NA 76%) 2019

74% 2022

70% (NA 70%) 2019

39% 2022

93% (NA 77%) 2019

62% 2022

GDS

45% (NA 25%) 2022

25% 2022

12% (NA 15%) 2022

0% 2022

38% (NA 22%) 2022

8% 2022


Current attainment  - Summer 2022 - again shows the impact of the COVID pandemic on pupil outcomes. Data in 2019 showed a strong and improving picture of attainment at end KS1/Y2 and this has been significantly impacted upon in our youngest pupils who had interruption to their crucial EYFS and Y1 school years, as well as further COVID impact in 2022.

We are, however, absolutely confident we can bring about a positive change again.

Y6 Attainment: All Pupils Summer 2022

Test

scaled

score

RD

2018

RD

2019

RD

2022

WR

2018

WR

2019

WR

2022

GPS

2018

GPS

2019

GPS

2022

MA

2018

MA

2019

MA

2022

100+

EXS

68%

83%

(73%)

79%

(74%)

71%

89%

(78%)

65%

(69%)

75%

88%

(78%)

76%

(72%)

70%

79%

(79%)

72%

(71%)

110+

GDS

36%

36%

(27%)

37%

(27%)

12%

17%

(20%)

6%

(20%)

33%

39%

(36%)

23%

(36%)

25%

27%

(27%)

11%

(27%)

Figures in ( )  = National Average

 

Combined Attainment Summer 2022: KS2 pupils attaining the expected standard in RD WR and MA Summer 2022

 20182019202020212022
School60%71%68%77%65%
National64%65%NoneNone59%

 

Scaled Scores 2022: KS2

 NationalSchool
RD105.0106.9
MA104.0104.2
GPS105.0104.6

 

Attainment at age‑related levels in the school had been broadly in line with, or above, the National Average for a number of years with attainment in 2019 being our best set of data and reflecting an upward trend.  Although not a statutory measure, our Teacher Assessed data for Y6 in 2020 and 2021 was equally strong.

Attainment at the end of Year 6 2022 was our lowest set of data in a number of years. It was still in line with the National Average overall, but with RD being notably higher. In our return to school in Autumn 2021 (reportedly, post-pandemic but in reality, 'pandemic but without the  Lockdown') our focus was on RD; we felt that this HAD to be our main focus as low RD attainment is known to have the greatest impact on future learning than any other pupil outcome. We were therefore pleased that our RD scores were so strong.

 

The DfE ‘progress measures’ for end KS1, 2018 to end KS2, 2022 are:

SubjectProgress Score95% Confidence Band
RD+1.1-0.4 to +2.6
WR-0.9-2.3 to +0.6
MA-0.3-1.7 to +1.1

Where the 95% confidence interval overlaps zero then the school's performance is not significantly different to the National Average; this is us! Our progress scores reflect the value that has been added to the pupils attainment since the end of Y2 (remembering 2 national periods of Lockdown, 2020 and 2021).

 

Analysis of our 2022 data suggests that we need to keep a close focus upon the Progress and Attainment of our KS1 pupils, our Writing standards across the school and the progress of our most disadvantaged pupils.

 

We are not a complacent school, nor can we ever expect to be; we strive for the improvements we wish to see in the progress and attainment we expect for our pupils. We continue to review and evaluate our provision making revisions where necessary; we will continue to do so!

 

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