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Mayfield School

Moresby Road, Whitehaven, Cumbria, CA28 8TU

01946 691253

admin@mayfield.cumbria.sch.uk

Learning/Achievement

Learning and Attainment in Early Years

 

In Early Years we spend the first half term of the school year getting to know the children which is very important. During this time observations are made of how the children learn and play.

The Department for Education encourages all schools to baseline students on entry. For the last three years we have chosen to use the Early Excellence Baseline Assessments for Reception pupils. Alongside this we use the Early Years Foundation Stage Profile to baseline and track children’s progress throughout the year.

For the last two years we have chosen to use Simple 2Build a Profile to track and log children’s achievements against the Early Years Profile which is a multi- award winning App linked to an online secure website.

Staff use the app to photograph evidence, add notes and link this to a learning objective. The observations can be collated, viewed, saved and printed at any time.

Termly summative assessments are made against the 17 areas of learning in the Early Years Foundation Stage Profile using the observations and assessments made over the term. These are then discussed and shared with parents. Parents are able to include their own observations of their children as part of the assessments. They are also given the option to sign up to “Parent Share” if they wish so they can be up to date and keep a track of their child’s learning journey.

A clear tracking system is in place to track progress to ensure all students make progress. Children not making enough progress are their highlighted and interventions put in early.

In 2016-17 the Reception cohort made rapid progress in 11 of 17 areas over the year and the Nursery cohort all made rapid progress in all 17 areas.

End of Key Stage Assessment Data 2017

Information about progress and attainment is recorded using B-Squared Connecting Steps.

We will ensure that progress is tracked anyone who is not making at least good progress will be given extra help.

Pupils in Early Years Year 2 and Year 6 will receive their end of key stage data.

The data in the Sixth Form is now recorded using Adult Steps.  This is a programme which has levels that are more appropriate for older students and helps to prepare pupils for adulthood.  They are based more on life skills so are more relevant.

Name
 End of Key Stage 1, 2 and 3 Progress.pdfDownload
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Phonics Screening - Year 1

1 pupil was able to re take the screening test.

2014 result was 22/40 (which was below 33 pass mark)

2015 result was 38/40 (which will be above the pass mark)

2016 - 1 pupil able to take the test, result was 29/40 (which was below 33 pass mark)

2017 - 1 pupil re-took the test, result was 31/40 (which was below pass mark)

Screening not suitable for any other pupils.

GAP Progress Data Review 2017

Average Key Stage 1-4 (78 pupils)

 

READING

Sept 16

July 17

 Progress

Judgement

All

82% P6

59% P7

77%

OS

Boys

88% P7

65% P7

77%

OS

Girls

63 % P6

43% P7

80%

OS

 

WRITING

Sept 16

July 17

Progress

Judgement

All

56% P6

39% P7

83%

OS

Boys

63% P6

48% P7

85%

OS

Girls

39% P6

16% P7

77%

OS

 

Listening- Receptive language 

Sept 16

July 17

Progress

Judgement

All

85% P4

91% P5

106%

OS

Boys

94% P4

93% P5

99%

OS

Girls

49% P4

58% P5

109%

OS

 

Speaking

Expressive Language

Sept 16

July 17

 Progress

Judgement

All

98% P4

63% P5

64%

OS

Boys

79% P4

62% P5

83%

OS

Girls

45% P5

64% P5

19%

OS

MATHS

 

NUMBER

Sept 16

July 17

Progress 

Judgement

All

0% P7

81% P7

81%

OS

Boys

9% P7

94% P7

85%

OS

Girls

76% P6

49% P7

73%

OS

 

MEASURE

Sept 16

July 17

 Progress 

Judgement

All

20% P6

18% P7

98%

OS

Boys

5% P6

24% P7

119%

OS 

Girls

45% P6

2% P7

48%

G

 

GEOMETRY

Sept 16

July 17

 Progress

Judgement

All

35% P6

33% P7

97%

OS

Boys

27% P6

43% P7

116%

OS

Girls

56% P6

9% P7

53%

G

 

Boys reading has improved from 66% in 2016 to 77% in 2017 (increase of 11%)

Boys writing has improved from 64% in 2016 to 85% in 2017 (increase of 19%)

Boys writing has improved from 64% in 2016 to 85% in 2017 (increase of 19%)

2014  (71 pupils)

ALL

BOYS

 GIRLS  

Reading

        90% P6

66% P7

37% P7

Writing

38% P6

13% P6

85% P6

Number

86% P6

74% P6

10% P7

 

2015  (72 pupils)

ALL

BOYS

 GIRLS 

GAPS

Reading

5% P7

41% P7

22% P6

81%

Writing

78% P6

7% P7

1% P6

94%

Number

12% P7

50% P7

28% P6

129%

 

2016  (74 pupils)

ALL

BOYS

GIRLS 

GAP

Reading

74% P7

99 % P7

17% P7

82%

Writing

45% P7

70% P7

90%  P6

80%

Number

94% P7

23% P8

31%  P7

92%

 

2017 (78 pupils)

ALL

BOYS

GIRLS

GAP

Reading

59% P7

65% P7

43% P7

22%

Writing

39% P7

48% P7

16% P7

32%

Number

81% P7

94% P7

49% P7

45%

Standards continue to rise

Yellow - highest attainment levels. 

Continue to reduce GAP in 3 areas to less than 20%.

Focus in number for girls

Targets and Outcomes 2017

To reduce the GAP of average attainment between boys and girls (82% to 92% 2016) by increasing attainment levels of girls.

ACHIEVED REDUCTION IN ATTAINMENT GAP FROM 82% TO 22%

GIRLS ACHIEVEMENT LEVELS RISEN BY 26% TO 43% P7

 

Adult Curriculum

The Sixth Form records progress using the B-Squared - The Adult Curriculum.

This is a more age appropriate, life skills based recording system which will help our young people to prepare for life after Mayfield.

There are two areas in the Adult Curriculum – Literacy and Numeracy, these are then broken down into the following strands:

  • Literacy – Contexts for Communication, Reading, Writing and Speaking and Listening.
  • Numeracy – Contexts for Number, Measures, Shape and Space and Handling Data

The levels are as follows:

M1 (i)

M1 (ii)

M2 (i)

M2 (ii)

M3 (i)

M3 (ii)

M4

M5

M6

M7

M8

Entry 1 (E1)

Entry 2 (E2)

Entry 3 (E3)

 

The data showed outstanding progress from 2015 -16 in the first full year of recording these adult steps.

Name
 Adult Curriculum Review Overview.pdfDownload
 Overview of Pupil Outcomes and Data.pdfDownload
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