Earlsheaton Infant School

*** Please note there is no published data available for UK schools for 2020. This is because the Corona Virus pandemic meant the majority of children were learning at home and so no formal end of year assessments took place ***

Earlsheaton Infants Results Trends

We are pleased with our 2019 results, which are a clear reflection of the hard work  of our children and staff, our development work and our use of funding grants to support vulnerable children. The following information compares our results to those Nationally, over the last few years. Please note that one child is equal to around 3%.

Good Level of Development at the end of Reception

% of children reaching the Good Level of Development (GLD) Measure and the Average Points Score (APS).

	2015		2016		2017		2018		2019
	School	National	School	National	School	National	School	National	School	National
GLD	66%	66%	83%	69%	85%	71%	78%	72%	82%	72%
APS	34.6	34.3	35.7	34.4	38.7	34.5	35.2	34.6	36.8	34.6

We are delighted that a significantly higher number of our children achieve a Good Level of Development compared to National and that this has been the case for the last 4 years. The slight variation in our figures each year is attributed to the strengths of each cohort, some of which have presented complex communication and social/emotional issues.

Year One Phonics Test Results

% of children reaching the National Phonic Standard

2013		2014		2015		2016		2017		2018		2019
School	Nat.	School	Nat.	School	Nat.	School	Nat.	School	Nat.	School	Nat.	School	Nat.
33%	69%	80%	74%	86%	77%	80%	80.6%	97%	81%	95%	83%	97%	82%

We are absolutely delighted with the fact that the vast majority of our Year One children meet the National Phonic Standard. This is a reflection on our communication and language focus throughout school and our commitment to ensure these life skills are well embedded in each child by the time they leave us.

The extremely small minority who do not meet the Phonic Standard all have significant speech and language issues, which can affect pronunciation skills. However, these children still make good progress relative to their starting points, which is evidenced in school. 

Year Two Phonic Test Retests

% of children reaching the National Phonic Standard in Year 2, who didn’t meet it in Year 1

2016		2017		2018		2019
School	Nat.	School	Nat.	School	Nat.	School	Nat.
50%	67%	86%	62%	100%	61%	97%	91%

In 2019 we had one Year Two child who did not meet the National Phonic Standard however their score significantly increased from the previous year.

Year Two National Assessments at the End of Key Stage One

% of children reaching or exceeding the Expected Standard in Reading, Writing, Maths and Science, and all subjects combined.

	2016		2017		2018		2019
	School	National	School	National	School	National	School	National
Reading	80%	74%	75%	76%	92%	75%	85%	75%
Writing	77%	66%	53%	68%	80%	70%	90%	69%
Maths	87%	73%	75%	75%	74%	76%	90%	76%
Science	90%	82%	65%	83%	100%	83%	98%	82%
RWM Combined	73%	60%	50%	64%	69%	65%	80%	65%
RWMS Combined	73%	60%	48%	63%	69%	65%	80%	65%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

We are absolutely delighted that our 2019 results are so much higher than National in all subjects. This reflects the year-long focus on Maths and Writing in Year 2 to ensure they were prepared to meet the National Standards more fully than in previous years. Although the figure for Reading has dropped from 2018, it is still well above the National figure. It should be noted that the 2018 cohort were a group of exceptional readers!

 

'Vulnerable' Children Eligible for the Pupil Premium Grant (PPG)

Children who are eligible for the government’s Pupil Premium funding are known as ‘Vulnerable’, as data shows they often perform below children who do not receive the funding. Schools are expected to close this gap in achievement between our 'Vulnerable' children and the overall national score of ‘All Children’.

Children achieving a Good Level of Development at the End of Reception:

GLD	Our 'PPG' Children	National 'All' Children	Difference	National 'PPG' Children	National 'All' Children	Difference
2016	67%	69%	-2%	55%	69%	-14%
2017	100%	71%	+29%	57%	71%	-14%
2018	50%	72%	-22%	57%	72%	-15%
2019	100%	72%	+28%	56%	72%	-16%

Children meeting the National Phonic Standard at the End of Year One:

Y1 Phonics	Our 'PPG' Children	National 'All' Children	Difference	National 'PPG’ Children	National 'All' Children	Difference
2016	67%	81%	-14%	70%	81%	-11%
2017	100%	81%	+19%	70%	81%	-11%
2018	88%	83%	+5%	72%	83%	-11%
2019	100%	82%	+18%	70%	82%	-12%

Children Meeting or Exceeding the Expected Standard at the End of Year Two

	Reading
	Our 'PPG' Children	National 'All' Children	Difference	National 'PPG’ Children	National 'All' Children	Difference
2016	67%	74%	-7%	59%	74%	-15%
2017	67%	76%	-9%	61%	76%	-15%
2018	82%	75%	+7%	63%	75%	-12%
2019	90%	75%	+15%	78%	75%	+3%
	Writing
	Our 'PPG' Children	National 'All' Children	Difference	National 'PPG’ Children	National 'All' Children	Difference
2016	73%	65%	+8%	50%	65%	-15%
2017	33%	68%	-35%	52%	68%	-16%
2018	64%	70%	-6%	56%	70%	-14%
2019	94%	69%	+25%	73%	69%	+4%
	Maths
	Our 'PPG' Children	National 'All' Children	Difference	National 'PPG’ Children	National 'All' Children	Difference
2016	80%	73%	+7%	58%	73%	-15%
2017	50%	75%	-25%	60%	75%	-15%
2018	55%	76%	-21%	63%	76%	-13%
2019	90%	76%	+11%	79%	76%	+3%
	Science
	Our 'PPG' Children	National 'All' Children	Difference	National 'PPG’ Children	National 'All' Children	Difference
2016	80%	82%	-2%	68%	82%	-14%
2017	50%	83%	-33%	69%	83%	-14%
2018	100%	83%	+17%	69%	83%	-14%
2019	100%	82%	+18%	83%	82%	+1%

Overall, we are very pleased with how we are closing the achievement gap in all areas, in all year groups. We use our Pupil Premium Grant funding to pay for additional support staff hours, which enables them to run catch-up programmes in Reading, Writing, Maths, Phonics, Communication and Wellbeing.

The fact that in 2019 all our Vulnerable children not only out-performed Vulnerable children Nationally, they also outperformed ‘all’ children Nationally at the end of Key Stage One shows that our use of Pupil Premium funding is effective and we shall continue to use it in this way.