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School Performance and Results

Performance and Results

 

Performance data 2018-19:

 

"We are a diverse and inclusive community that truly values the vast unknowable potential and voice of each person"

(Dundale school vision)

 

As a single form school with an inclusive ethos throughout, every child's progress in all areas of learning is important to us. Our pupils progress and achieve a great deal during their time at Dundale, the majority of which cannot be represented by statutory assessment outcome data alone.

In light of recent results in English and Maths at statutory assessments, we have updated our curriculum and systems to ensure sustained improvements. More information on our curriculum can be found on the curriculum pages of the school website.

 

 

Summer 2019 end of Key stage 2 Results

 

Reading    

Writing   

Mathematics

Average Progress

-5.3

-6.5

-4.4

Average Scaled Score          

100

 

101

 

Percentage of pupils working at the expected standard in Reading, Writing and Maths at the end of Key Stage 2 in 2019:

45%

 

Percentage of pupils working above the expected standard in Reading, Writing and Maths at the end of Key Stage 2:

3%

 

To access more information on the school’s attainment data, you can access the DfE performance page dashboard using this link.

The school would like to take this opportunity to reassure the community of the steps both the school and the governors have been taking to improve the outcomes for all pupils across all key stages. 

 

Firstly, it might help to explain in brief the standard by which the government set as the level to which children should be at the end of Year 6. For reading, maths, grammar, punctuation and spelling, this is based on each child’s scaled test score. If they gained a scaled score of 100 or more, they are judged to be working at the expected level. However, it is important to remember that these scores are only a snapshot of each child’s ability. The tests measure how well each child performed on a particular day and only cover a small fraction of the things that make up each child’s learning.

 

Although the results in 2019 were below both local and national averages, the percentage of Dundale pupils meeting or exceeding age related expectations in Reading, Writing and Maths combined was the highest it has been in 4 years at the end of Year 6 in 2019. I hope this gives parents some reassurance that the structured and detailed focus on improvement is having a sustained impact over time. We recognise that improvements must continue and are focussed as a whole staff on increasing this percentage in the current and future years. 

 

As a school, we have invested heavily in ensuring our focus has been on sustained improvements to ensure the individual needs of all Dundale children are catered for. We have worked alongside external consultants in respect of Early Years, Key Stage 1 and Key Stage 2 provision, utilising Maths and English advisors. We have also been working alongside a partner school to ensure there is an exchange of information and professional expertise.

 

In terms of our Maths provision, the school implemented a new maths programme over the last three years, supplemented by participating in a maths mastery programme this year, which is having a huge impact on the way maths is taught throughout the school. We have set in place frequent fluency sessions and bought into the TT Rock Stars programme to reinforce key times tables learning, being areas that we have seen that our pupils have needed more support with. We have recently added to this provision by the purchase of ‘Numbots’ as a compliment to ‘TT Rock Stars’ for basic number facts, to ensure the pupils in Key Stage 1 and Reception also make steady progress.

 

Internal assessment data is continuing to improve in maths. Meanwhile, a recent external indicator of improvements in our maths learning would be the fantastic performance of a team of year 5 pupils from Dundale in a local maths competition. They came in a very close second place against teams from schools in Tring and Berkhamsted; just a few points behind the winners, who are from a fee paying independent school. The percentage of pupils working at or above age related expectations in maths has increased year on year for the last three years and was the highest it has been at the school last year since the new style tests were introduced.

 

In respect of the English provision at Dundale and the results, these were particularly disappointing in 2019 having fluctuated over the last few years. In writing we have seen that at the heart of these variations have been weaknesses in the application of grammar and spelling. In reading we have seen that some pupils have not developed sufficient fluency by the end of Key Stage 2. These are two key areas that we have been focusing on across the whole school.

 

From 2017 we implemented new schemes for grammar and spelling and have been developing the consistent use of these in the classroom across all key stages. More recently, non-negotiables have been introduced in all classes with minimum expectations for the use of grammar and the application of key spelling patterns in each year group.

 

We have also invested in staff training led by experts from Herts for Learning, with follow up consultancy to ensure that key improvements have been firmly embedded in the teaching and learning across all years. This has involved the rewriting of our long-term curriculum plans for English this autumn to ensure that key skills are built coherently through each year group from early years to year 6.

 

Most recently, we have further invested in and are implementing a new handwriting scheme, from Early Years through to Year 6, which also encompasses aspects of spelling and grammar to further ensure deeper learning and the application of knowledge.

 

Such targeted work towards improving the children’s knowledge of grammar, punctuation and spelling has provided us with some indication of improvement in respect of the number of pupils attaining age related expectations or higher in Key Stage 2 tests. The school has seen increases year on year over the last 3 years, with 2019 being the highest the school has attained since the tests began. However, it is acknowledged the results were not where we would have liked them to be.

 

Although reading results in past years had been above local and national averages, more recent results have been inconsistent and were particularly disappointing in 2019. Our focus on reading more recently has involved three core aspects:

 

  • The explicit teaching of fluency in reading to ensure understanding and to promote enjoyment
  • The promotion of home reading through the auditing and purchase of resources
  • Communication and the involvement of parents and incentives and the tracking of home reading, most recently through the Super Star reader award, which has already increased the engagement of pupils with home reading across the school.

 

We have also been developing the acquisition of vocabulary as it has been identified that this is a key barrier for many of our learners in accessing aspects of the reading papers at Key Stage 2.

 

We have had a whole school focus on ensuring consistency in the teaching and learning of reading over the last twelve months. Our reading resources have been audited to ensure pupils are reading books at the right level and which provide them with adequate challenge. We have agreed effective principles by which reading is taught in guided reading and in English lessons. This has been supported by in school training led by external advisers. We have completely revamped the planning and assessment of reading to ensure provision is well matched to the individual needs of our pupils. As a result of the numerous strategies and interventions that have been developed over the course of the last year, we feel confident that we have consistent, effective practices for the teaching and assessment of reading which we are confident will lead to significant gains across the whole school.

 

We hope we have gone some way in providing context to the results we have seen over time and that parents will feel reassured that the future prospects and development of all our pupils is at the forefront of everything we work to achieve in school. 

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