School Performance - 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% |
|
All |
With disapplied removed |
PP* |
|
77% |
78% |
68% |
|
All |
National |
PP |
Boys | Girls | SEN | EAL |
|
92% |
82% - +10% |
81% |
88% | 96% | 73% | 96% |
|
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% |
|
Groups |
Maths ARE |
National |
Writing ARE |
National |
Reading ARE |
National |
|
All |
79% |
76% - +3% | 72% | 69% - +3% | 79% | 75% - +4% |
|
GDS |
28% |
22% - +6% | 21% |
15% - +6% |
35% | 25% - +10% |
|
Boys |
76% |
62% | 69% | |||
|
Girls |
80% |
82% | 87% | |||
|
SEND |
41% |
29% | 41% | |||
|
PP |
62% |
59% | 62% | |||
|
EAL |
77% | 64% | 72% |
