How are we doing?

Performance Data

2018/2019 Data Outcomes show that children achieved just below Age Related Expectations at the end of the EYFS. Pupils typically start the journey at Tregolls below the national start line and leave KS2 typically in line or above. Our pupils made excellent progress from their starting points in reception in 2018/2019 and we are very proud of the great start they have been given at Tregolls.

Pupils in year 1 achieved above national Age Related Exceptions for the Year 1 Phonics check.

KS1 Data outcomes show that children are in line with age related expectations of attainment for reading and maths, and just below for writing; we are still awaiting confirmed national results to make an accurate comparison and will update accordingly.

It is important to remember that this is a measure of attainment, not progress. From their starting points pupils at Tregolls make consistently good or better progress from Reception through to the end of Ks1.

Children’s progress from their starting points at the beginning of EYFS to the end of KS1 is good.

Children in receipt of Pupil Premium funding remain a focus for the school and summative results at the end of KS1 show that this group is either slightly above (Reading) or broadly in line with (Maths and Writing) those not in receipt of Pupil Premium funding. We aim to ensure that any gap in attainment and progress between Pupil Premium and other continues to close.

Our KS2 results in 2019 show that Reading is broadly in line with the national average,  Writing is above with Maths and SPAG just below. This is an excellent achievement with 8 pupils joining us at the end of Year 5 and during Year 6. 88% of pupils who have been at Tregolls since Reception achieved expected standard in Reading, Maths and SPAG and 100% in Writing, demonstrating the impact of teaching and learning on those pupils who have been with us from the start of their educational career. However, our school improvement priorities will be focusing on the areas just below national – with our rigorous monitoring of teaching and learning, our focus on continual professional development for our teachers and our passion for ensuring all children achieve their potential, we expect improvements to be rapid.

 

Whole School Data Headlines 2018/19
(to be finalised when national data released)

Key Stage 1 Key Headlines 2018 2019 TBC

Key Stage 1 Key Headlines 2017 2018

Key Stage 2 Key Headlines 2018 2019 TBC

Key Stage 2 Key Headlines 2017 2018

Early Years Foundation Stage

In 2018/19 89% of pupils entered the early years below what is expected for their age. The base line assessments were conducted by one of the two Outstanding Early Years teaching schools in Cornwall. Therefore, to have achieved a GLD that is in line with the national expectations  is an excellent achievement.

It needs to be acknowledged that 85% of children who entered the Foundation Stage for 2013/14 were below age related national expectations (externally verified). However, 69% left being on track with a ‘Good’ Level of development compared to 52% being achieved nationally.

In 2014/15 72% of children entered the foundation stage below age related expectations. However, 72% of children left with a good level of development compared with the national average of 62%.

In 2015/16 82% of children entered the Reception class below age related expectations, but 75% (excluding one child from the base) achieved a good level of development, compared with 69% nationally

In 2016/17 72% of children entered the Reception class below the age related expectations, but 67% (excluding one child from the base) achieved a good level of development, compared with 70% nationally.

In 2017/18 77% of children entered the Reception class below the age related expectations, but 71% (excluding one child from the base) achieved a good level of development, in line with National Age Related Expectations. This is why we are very proud of our Early Years.

 

End of Year 1 Phonics check

School National
2012 59% 58%
2013 77% 69%
2014* 89% 74%
2015* 93% 77%
2016* 91% 81%
2017* 92%  81%
2018* 85% 82%
2019* 83% 82%

*Excluding ARB pupils (Pupils from the special educational needs resource base)

Previously (pre-2016) by the end of KS 1 it’s expected that the average child will achieve at least a level 2. However, from 2016 the Government set a more challenging curriculum that ended with a more challenging test. Children are now reported at ‘Working Below, Working At or Working at Greater Depth’.

KS1 Reading Writing Maths
L2+ Sch Nat Sch Nat Sch Nat
2011 50% 85% 44% 81% 44% 90%
2012 59% 85% 30% 83% 52% 91%
2013 95 % 87% 80% 83% 95% 91%
2014* 95% 90% 79% 86% 100% 92%
2015* 100% 91% 94% 88% 94% 93%
2016* 86% 74% 79% 65% 83% 73%
2017* 79%  76% 74%  68% 79%  75%
2018* 66%  75% 68% 70% 68%  76%

*Excluding ARB pupils

To be updated for 18/19 once national data released

2016 (2), 2017 (2) 2018 (1).

*Writing not directly comparable due to changes to Interim framework 2017/8

KS1 Greater Depth
KS1 Reading Writing Maths
L3+ Sch Nat Sch Nat Sch Nat
2011 6% 26% 0% 13% 6% 20%
2012 7% 27% 0% 14% 7% 22%
2013 30% 27% 0% 15% 15% 23%
2014 53% 31% 26% 16% 58% 24%
2015* 50%  32% 25%  18% 44%  26%
2016* 41%  24% 31%  13% 34%  18%
2017* 41%  25% 32%  16% 33% 21%
2018* 29%  18% 16%  16% 29% 22%

*Excluding ARB pupils 2016 (2), 2017 (2) 2018 (1).

To be updated for 18/19 once national data released.

National Expectations KS 2 L4+

Key Stage 2

At the end of Key Stage 2 children were previously expected to achieve a level 4. Again since the new methodology and increased challenge with end of year assessments the outcomes are reported as ‘Working Below, Expected Standard or Greater Depth for the Most Able’.

KS2 Reading Writing Maths
L4+ Sch Nat Sch Nat Sch Nat
2011 63% 84% 42% 75% 50% 80%
2012 65% 87% 59% 81% 65% 84%
2013 76% 86% 86% 81% 90% 84%
2014* 94% 89% 78% 85% 89% 86%
2015* 100% 89% 100% 87% 100% 87%
2016* 93% 66% 87% 74% 87% 70%
2017* 100%  71% 81%  76% 90%  75%
2018* 72%  75% 79%  78% 79%  76%

To be updated for 18/19 once national data released

*Data does not include Area Resource Base children (4 2016). The combined national measure for 2016 was 53%, including the 4 Area Resource Base children we achieved 68%, excluding we achieved 87% and this puts the school in the top 4% of schools in the country. In 2017 2 pupils’ from the base have not had published performance information, combined reading, writing and maths is 76% compared to a national combined of 61%.

Level 5+ (Most able pupils-pupils who left KS 1 with a L3)

Since 2016 the most able pupils are reported as working at ‘Greater Depth’.

KS2 Reading Writing Maths
L5+ Sch Nat Sch Nat Sch Nat
2011 25% 42% 12.5% 20% 23.5% 35%
2012 17% 48% 24% 28% 14% 39%
2013 33% 44% 31% 30% 14% 41%
2014 39% 50% 39% 33% 33% 42%
2015 * 59%  48% 37%  36% 37%  41%
2016 * 60%  19% 40%  15% 13%  17%
2017 * 24%  25% 38%  18% 10%  23%
2018 * 28%  28% 24%  20% 7%  24%

*Data does not include Area Resource Base children 2016 (2), 2017 (2) 2018 (1).

Area Resource Base Performance

Children who learn in the ARB (Area Resource Base) are measured using the national measure-progression guidance. This ensures that all children are making rapid and sustained progress.

Every child in the ARB has ‘small step’ targets (set by B-squared and monitored by CASPA) in all three subjects. We are immensely proud of the progress that are pupils in the base.

LQT-Lower Quartile Target

MQT-Middle Quartile Target

UQT-Upper Quartile Target

2015

KS 1-2

READING

WRITING

MATHS

Upper 100% 100% 100%
Middle 0% 0% 0%
Lower 0% 0% 0%

2016

KS 2 ARB 4 Pupils LQT MQT UQT
READING 100%
WRITING 25% 75%
NUMBER 100%

2017

KS 2 ARB 4 Pupils LQT MQT UQT
READING  18%  18%  64%
WRITING  18%  27%  55%
NUMBER  18%  18%  64%

Raise on Line Summary Report

The government uses performance data to monitor the school’s performance, historically this was called ‘Raise On Line’. Schools are now monitored using ASP ‘Analyse School Performance’. This demonstrates pupils’ progress from their starting points. We provide Raise on line for pupils included and excluded from the Area Resource Base, but schools do not yet have the capacity to do this yet with ASP. This is because the children in the base are tracked through a separate system, but are published in Rasie On Line.

Raise Online NO ARB 2013-14

Raise Online NO ARB 2014-15

Raise online NO ARB 2015-16

ASP ARB 2016_17

Department for Education League Tables

https://www.compare-school-performance.service.gov.uk/school/138671/tregolls-school—an-academy/primary

PLEASE BE AWARE WHEN JUDGING THE SCHOOL THAT THE DEPARTMENT FOR EDUCATION INCLUDE OUR SPECIAL SCHOOL PROVISION (AREA RESOURCE BASE) DATA.

Inspection Reports

Latest Ofsted Report March 2018

HMI Visit 13th and 14th February 2013

Ofsted Report July 2014

External Review of Leadership and Management Sept 2017

Parent View

Here is what our parent’s think about the school.

Parent View 2016

Parent View 2015

Parent View 2014

Student View

We take our children’s views very seriously and use them to inform our school development plans, but here is what they think of the school.

EYFS Transition Parent Survey 2015_16

Student Voice 2016

Student Voice 2015

Student Voice 2014

Student Voice 2013