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Lilleshall Primary School

Working Together for Excellence and Enjoyment

Ofsted and Performance Data

Ofsted

 

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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 2019

 

Most recent End of KS1 results

2019

England

%

Telford & Wrekin LA

%

Lilleshall

%

Difference compared to National

EYFS

 

72

72

72

=

Phonics Y1

 

82

83

90

+8

Phonics Y2

 

57

54

75

+18

KS1 Reading

Age Related Expectations and above

75

75

90

+15

KS1 Reading Breadth

25

27

32

+7

KS1 Writing

Age Related Expectations and above

69

71

81

+12

KS1 Writing Breadth

15

15

19

+4

KS1 Mathematics

 

76

76

84

+8

KS1 Mathematic Breadth

22

23

26

+4

Science

82

83

90

+8

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

 

65

67

81

+16

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

11

11

16

+5

 

 

Key Stage 2 Results 2019

 

2019

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

 

65

64

78

+13

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

 

11

10

6

-5

% achieving the expected standard of attainment in reading test

73

74

91

+18

% achieving a high level of attainment in reading

27

26

38

+11

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

 

78

78

91

+13

% achieving a high standard of attainment in GPS

 

36

36

59

+23

% achieving the expected standard of attainment in mathematics test

 

79

79

81

+2

% achieving a high level of attainment in mathematics

 

27

25

19

-8

% achieving the expected standard of attainment in writing teacher assessment

 

78

79

97

+19

% achieving a high level of attainment in writing

 

20

20

25

+5

% achieving the expected standard of attainment in science teacher assessment

 

N/A

N/A

91

N/A

Average Progress in Reading

 

0

0

+2.95

+2.95

Average Progress in Writing

 

0

0.0

+2.23

+2.23

Average Progress in Mathematics

 

0

0.0

+0.61

+0.61

Average scaled score in Reading

104

105

107

+3

Average scaled score in Mathematics

 

105

105

106

+1

Average scaled score in Grammar, punctuation and spelling

106

106

110

+6

 

 

 

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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