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Lilleshall Primary School

Working Together for Excellence and Enjoyment

Ofsted and Performance Data

Ofsted

 

Ofsted Logo

 

Ofsted is the Office for Standards in Education, Children’s Services and Skills. Inspectors working for Ofsted follow a Framework for School Inspection​ that frames their judgements on a school's performance.

 

Parent View

Parent View gives you the chance to voice your opinion on Lilleshall primary school to Ofsted. It surveys how you feel about 12 aspects of the school, from the quality of teaching to dealing with bullying and poor behaviour.

Ofsted uses this information to inform their decision on when to next inspect. Parents can see what others have said, and view the results for any school in England.​

Performance Data

Information about our test results, attendance, intake and other school data are availble on the Department for Education Performance Information site.

 

Key Stage 1 - School Results 2018

 

Most recent End of KS1 results

2018

England

%

Telford & Wrekin LA

%

Lilleshall

%

Difference compared to National

EYFS

 

72

71

83

+11

Phonics Y1

 

83

85

87

+4

Phonics Y2

 

61

58

100

+39

KS1 Reading

Age Related Expectations and above

76

77

90

+14

KS1 Reading Breadth

26

26

27

+1

KS1 Writing

Age Related Expectations and above

70

71

83

+13

KS1 Writing Breadth

16

17

23

+7

KS1 Mathematics

 

76

77

80

+4

KS1 Mathematic Breadth

22

23

27

+5

Science

83

82

93

+10

Combined: Reading, Writing and Mathematics working at Expected and above.

 

65

67

78

+13

Combined: Reading, Writing and Mathematics, achieving a high level

12

12

17

+5

 

 

Key Stage 2 Results 2018

 

2018

Key Stage 2 results

England

Provisional 2018

Telford &

Wrekin LA

Lilleshall

Difference

Compared to National

% achieving the expected standard of attainment in reading, writing and mathematics

 

64

66

69

+5

% achieving a high level of attainment in reading, writing and mathematics

 

10

11

16

+6

% achieving the expected standard of attainment in reading test

75

76

91

+16

% achieving a high level of attainment in reading

28

29

50

+22

% achieving the expected standard of attainment in Grammar, punctuation and spelling test

 

77

78

91

+14

% achieving a high standard of attainment in GPS

 

34

35

50

+16

% achieving the expected standard of attainment in mathematics test

 

75

75

81

+6

% achieving a high level of attainment in mathematics

 

23

22

22

-1

% achieving the expected standard of attainment in writing teacher assessment

 

78

79

81

+3

% achieving a high level of attainment in writing

 

20

21

22

+2

% achieving the expected standard of attainment in science teacher assessment

 

N/A

N/A

91

N/A

Average Progress in Reading

 

0

0

3.1

+3.1

Average Progress in Writing

 

0

0.1

-1.3

-1.3

Average Progress in Mathematics

 

0

-0.2

0.2

+0.2

Average scaled score in Reading

105

105

111

+6

Average scaled score in Mathematics

 

104

104

107

+3

Average scaled score in Grammar, punctuation and spelling

106

106

111

+5

 

 

 

Assessment Statement September 2018

 

Assessing pupil achievement and monitoring progress

 

The National Curriculum was reviewed and a new National Curriculum became statutory in 2014. The new curriculum sets out programmes of studies for pupils from Year 1 to Year 6. The new curriculum reflects higher expectations and requires raised attainment in all year groups. As a result levels are no longer appropriate to assess pupils’ achievement and monitor progress towards the end of key stage outcomes and thus were removed by the Government. Therefore, we have developed a new assessment system that will assess pupil achievements and monitor progress, so that it reflects the raised expectations; this system is in place for all year groups. The systems introduced will assess children, identifying whether they are on track to meet national end of year expectations for their year group. For example children will be judged as:

 

  • working towards Yr1 expectations,
  • on track for end of year expectations,
  • working with greater breadth and depth for end of year expectations.

 

If pupils are assessed as being at the typical stage of development for their age at a particular time then they will be judged to be on track for the end of year expectations and making good progress across the year. Some pupils may be working towards end of year expectations and will have additional support to enable then to close the gap; other pupils will be working above their expected end of year expectations and will access teaching and learning opportunities that reflect this, adding breadth and depth to their learning.

The stage your child is working at, the targets set for your child and what they need to do to achieve them are shared with parents on parents’ evening, in October and March. This information enables parents to have an understanding of where their child is in relation to national expectations and what their child needs to do next, to achieve the best possible outcomes for them.

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