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Key Data

Children of all abilities achieve well at Primrose Lane.
At Primrose Lane our moral purpose is clear. We are driven by the conviction that every child can, and should, do well. The staff team work in close partnership with parents and carers and governors to overcome barriers, as best they can, to make this happen.

When children start at Primrose Lane, either in Nursery or Reception, they are assessed within the first few weeks to establish a baseline and their individual starting point. From then on, children are assessed regularly by their teacher and their individual achievement is tracked carefully to ensure each child makes good progress and achieves well.

In the summer all pupils in Early Years Foundation Stage Reception, Key Stage 1 Year 2 and Key Stage 2 Year 6, complete statutory assessments.

In Reception this is the ‘profile’ which the class teacher uses to record the attainment and progress of children in all aspects of their learning, in order to make a judgement of a ‘Good Level of Development’ prior to starting Year 1.

In Year 2, children are also assessed by their class teacher in the key curriculum aspects of speaking and listening, reading and writing, maths and science.

In Year 6 children undertake externally marked tests, called SATs, in reading, maths and spelling, punctuation and grammar (SPAG). Writing is assessed by the teacher.

All our results include pupils who are disadvantaged or who have additional learning needs, eg special educational needs and disabilities, or other needs which may create barriers to learning, eg social, emotional and mental health issues. We are very pleased with the achievement of these particular pupils and how their individual success reflects on us as an inclusive school.

Key Stage 2 Results 2018
Percentage of pupils achieving the expected standard in reading, writing and mathematics: 67%
Percentage of pupils achieving a high level of attainment in reading, writing and mathematics: 7%
Average progress in reading: -0.1
Average progress in writing: -2.9
Average progress in mathematics: -3.7
Average scaled score in reading: 107
Average scaled score in mathematics: 103

Below is a link to the School Performance Tables for Primrose Lane, published on the Department for Education’s website:
https://www.compare-school-performance.service.gov.uk/school/107869

It is important to provide some context to this set of results as this cohort of children was untypical for our school.

Overall outcomes at KS2 are good.
Attainment
in both the key measure of combined RWM (Reading, Writing & Maths) at the expected standard and the average scaled score in R&M, are above the national averages.

The 2018 cohort
The profile of the 2018 Y6 cohort was untypical for our school. Whilst the proportion of pupils across school currently eligible for the pupil premium (9%) is below the national average (24%), for this Y6 cohort it was 27%. Every one of these children also had additional needs.

Similarly, whilst the proportion of those who have special educational needs (SEN) in our school is typically about 7% and below the national average (12%), in the 2018 Y6 cohort there were 20% of children with SEN, including three children with an Education, Health, Care Plan (EHCP), the highest level of SEN.

As an inclusive school we have been clear in our moral purpose to welcome children with additional needs and this is in line with the local authority’s child-friendly agenda. Leeds’ policy is for children with an EHCP to attend a mainstream setting, as far as possible. Throughout their time in school, this class of children challenged us, in both what it means to be a fully inclusive school, but also in how we shape our policies, practices and provision to best meet their significant and substantial needs. During their final two years at primary school, as we refined our approach to supporting the diversity of the cohort and introduced Thrive across the school, the children were more settled and made better progress.

Writing
Whereas the children’s attainment in writing is in line with national averages, progress in writing at KS2 in 2018, although better than the previous 2 years, is still judged to be well below average. However, all of those children capable of achieving at least the expected standard in writing did.

During a recent visit from our School Improvement Adviser, Rachel Mortlock, she pointed out that the school’s progress data in writing is negatively impacted by the statistical methodology of how progress is calculated. When re-calculated, the school’s progress data for writing would put it in line with the national average and better demonstrate the school’s success in addressing this issue.

The school has been working effectively and resolutely to address writing as a historical issue. A whole school focus on writing is having a strong effect on pupils’ skills as writers. Partnership work with other primary schools from the WVLP is also proving useful.  Current Y6 and Y5 are on track to achieve well in writing and in line with national averages.

Maths
Attainment
in maths, similarly to reading and writing, is in line with national averages. However, progress in maths is well below average. This is a cohort issue due, in part, to the impact of this untypical group of pupils and also, in part, due to staffing issues during the year. Current Y6 and Y5 are on track to achieve well in maths and in line with national averages.

As we all know, one set of data doesn’t capture all the amazing achievements and individual successes of the children in last year’s Y6. They were a fantastic cohort who we were very proud of and who’ve transitioned successfully to Y7 at their various high schools.

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