Part of the Glyn Academies Trust

Academic Achievement- Outcomes

At Chestnut Park we have high aspirations for our children in terms of academic achievement. Mobility is particularly high at Chestnut Park as children and their families arrive new into the area and, many move out of Croydon over time. A whole school focus on language development and timely intervention ensures children are not disadvantaged by mobility and we aim to support children who are new to the school to catch up quickly. This ensures we fulfil our vision of 'Dream- Achieve-Inspire' through our curriculum core drivers of 'Diversity, Enterprise and Core Competence.'

Early Years overview of outcomes

A two year trend demonstrates above National GLD outcomes, a robust focus on disadvantaged pupils ensures a narrow PP and Non PP gap. Where pupils do not achieve GLD, the pupil needs are fully understood and pupils are supported to make good progress in Key Stage One. Progress, from the reception baseline demsonstrates exemplary progress in many areas.

Early Years Baseline to End of Year Early Learning Goal

2016-2017

Entry- % age related

school baseline

End of Year % age related

Communication and Language

51% Listening and Attention

46% Understanding

48% speaking

81.2% L

82.4% U

83.5% S

Literacy

38% Reading

48% Writing

75.3% R

75.3% W

Mathematics

52% Number

54% Shape, Space and Measure

75.5% M

76.5% SSM

2015-2016

Entry- % age related

End of Year % age related

PSED

60.7%

86.2% MFB

88% MR

Communication and Language

60.7%

88.5% L, U and S

PD

73%

91.3%

Literacy

71.4%

82.8% R

74.1% W

Mathematics

62.5%

81% M

81% SSM


GLD

 

2015-2016

National

+

2016-2017

National 2016

 

Overall

72.4%

69.3%

+3.1%

74.1%

71%

+3.0%

PP

70%

54%

+16%

65.22

57%

+7%

 


EYFS Outcomes 2017-2018

 

 

At least expected in all 17 areas

Overall GLD

 

Boys GLD

Girls GLD

PP GLD

Non PP GLD

EAL GLD

Non EAL GLD

SEN GLD

Non SEN GLD

White British

Number in cohort

90

90

45

45

23

67

53

37

9

81

6

% attaining GLD

76.7%

76.7%

68.9%

84.4%

65.2%

80.6%

69.8%

86.5%

22.2%

82.7%

83.3%

Number attaining GLD

69

69

31

38

15

54

37

32

2

67

5

 

 

Autumn born GLD

 

Spring Born GLD

Summer Born GLD

GLD Croydon 2017

73.4%

GLD Croydon 2018

73.8%

GLD National 2017

70.7%

GLD National 2018

71.5%

 

Number in cohort

28

29

33

% attaining GLD

89.3%

72.4%

69.7%

Number attaining GLD

25

21

23

 

Early Years Summary and Links to the School Development Plan (SDP)

 

 

 

Children make good progress and a significant percentage make rapid progress from their starting points. Outcomes are at least good with many examples of exemplary outcomes.

When children arrive at Chestnut Park, the overall Literacy and Language baseline is particularly low. A whole school focus is therefore placed on language development through:

  • Whole school language focus within Read write Inc, Talk for Writing and Maths Meetings.
  • An ELKLAN trained teaching assistant runs language groups every day.
  • A speech and language therapist works at the school one day a fortnight.
  • An EAL Lead supports language development for our EAL children.
  • An experienced based curriculum is developed focused on our core drivers of Diversity, Enterprise and Core Competence.
  • the HIVE SEN base supports children in the Early Years with the most complex language needs.
  • Three Middle Leaders are completing their leadership training (NPQSL)  focusing on language development in the Early Years, reading with understanding in Key stage One and hooks into learning (experience based learning) across the school.

Year One Phonics 2017 

% Pass overall

National + / -

% Pass Pupil Premium

Boys * Girls SEN EAL

84.48%

81% + 3%

78%

75% 96% 57% 85%
* High percentage of boys new arrivals into the country (beginning stages of English Language development) and SEN (MLD)
 
Year One Phonics 2018 
 

All

With disapplied removed

PP*

77%

78%

68%

Year 2 Final Outcomes 2017-2018
 
LA moderation identifies accurate and precise judgements at Chestnut Park, with teachers demonstrating secure subject knowledge and a wealth of evidence.
 
Outcomes for year 2 are strong given the mobility factor. Therefore a strength of the school is our ability to support many children to catch up once they have joined the school. The outcomes below show Chestnut Park have either been in line with or exceeded national data. 
 
 

Groups

Maths ARE

Maths GDS

Writing ARE

Writing GDS

Reading ARE

Reading GDS

All

45 – 76%

14 – 24%

39 – 66%

12 – 20%

42 – 69%

16 – 27%

All- dis-applied removed

45/56-80%

14/56-25%

39/55-71%

12/55-22%

42/55-76%

16-29%

Boys

23 – 72%

9  - 28%

17 - 53%

6 – 19%

18  - 56%

7 – 22%

Girls

22 – 81%

5 – 19%

22 – 81%

6 – 22%

24 – 89%

9 – 33%

SEND

1 -  14%

0

2/7 – 29%

0

3/7 -  43%

0

SEND- 2 dis applied removed

20%

 

40%

 

60%

 

PP

7 – 64%

3-27%

8-72%

2-18%

8 – 73%

3 – 27%

PP dis-applied removed

7/8 87%

3/ 8-37%

8/8 100%

2/8- 25%

8/8 100%

3/8-38%

EAL

26 – 76%

11 – 32%

24 – 71%

10 – 30%

23 – 68%

10 – 29%

 
School Development Plan Links
To ensure children, as they move into Year Two, read with understanding through a whole school focus on Language Development.