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%

 


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

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