Headteacher: Andrew Drury
Wanborough Primary School, The Beanlands, Wanborough, Swindon, SN4 0EJ
Tel: 01793 790269 Email:admin@wanboroughprimary.org
Inspection Data
Last updated 21/11/16
Pupil Achievement - Unvalidated 2016 Data
Key Stage 2

Reading, Writing and Maths achieving the expected standard 62% (NA 53%)
Reading, Writing and Maths achieving a high score 03%


Reading: % of pupils achieving expected standard 72% (NA 66%)
Reading: % of pupils achieving a high standard 24%
Reading: % of pupils achieving expected standard TA 90% (NA 66%)


Writing: % of pupils achieving expected standard 86% (NA 74%)
Writing: % of pupils achieving a high standard 34%


Maths: % of pupils achieving expected standard 90% (NA 70%)
Maths: % of pupils achieving a high standard 14%
Maths: % of pupils achieving expected standard TA 97% (NA 70%)


Grammar, Punctuation and Spelling
% of pupils achieving expected standard 90% (NA 72%)
% of pupils achieving a high standard 31%


Average scaled score in Reading: 105 (NA 103)
Average scaled score in Grammar, Punctuation and Spelling 106 (NA 104)
Average scaled score in Maths 105 (NA 103)


Progress measures Key Stage 1 to Key Stage 2:


Reading Progress Score -0.1 (-2.4 to 2.2)
Writing progress Score 1.8 (-0.5 to 4.1)
Maths Progress Score 0.1 (-1.8 to 2.0)


(NA) - National Average


Key Stage 1

% of children working at expected standard:

Maths 80%

Writing 73%

Reading 90%

Science 93%

% of children working at greater depth at the expected standard

Maths 17%

Writing 10%

Reading 40%

Year 1 Phonics 2016

30 children 97% working at expected level

Year 2 Phonics 2016

2 children 100% working at expected level

EYFS 2016

97% achieved Good Level of Development

97% achieved expected or exceeding in All learning goals

97% achieved expected or exceeding in Specific learning goals

100% achieved expected or exceeding in Prime learning goals


Impact of Pupil Premium 2015/16:

In April 2015/16 the school was allocated £17,244.00 and used this money to give children eligible for Pupil Premium funding additional 1:1 support from a qualified teacher and targeted intervention through Teaching Assistants and Class teachers. £300.00 was used to support families for children participating in school trips and after school activities.

Individual's progress in non-academic terms is also documented as often the confidence gained through extra support is the foundation for future learning. Over the academic year 2015/16 the Pupil premium had the following impact on individual pupil results:

Child

 

Year

Reading

Writing

Maths

 

1

 

1

 

S+

 

S+

 

S+

 

2

 

1

 

W+

 

W+

 

W+

 

3

 

1

 

S+

 

S+

 

S+

 

4

 

3

 

B+

 

B

 

B

 

5

 

3

 

S

 

S

 

S

 

6

 

3

 

S

 

S

 

S

 

7

 

4

 

S

 

S

 

S

 

8

 

5

 

S

 

W+

 

W+

 

9

 

5

 

S

 

S

 

S

 

10

 

5

 

W+

 

W

 

B

 

11

 

5

 

B+

 

T

 

T

 

12

 

6

 

S

 

S

 

S

 

13

 

6

 

S+

 

S

 

S+



Key:
  • T Working towards the age related expectations for their year group
  • B Achieving the essential skills of age related expectations within their year group
  • B+ Demonstrating a sound understanding of the key age-related expectations within their year group
  • W Making progress within the broader skills of age-related expectations for their year group
  • W+ Demonstrating a sound understanding of the core and broader skills
  • S All age-related skills have been met and are being demonstrated regularly
  • S+ All skills have been achieved and are being applied in different contexts

Both children in Year 6 achieved the expected standard in Maths, Reading, Writing, Grammar Punctuation and Spelling (GPS) in their Key Stage 2 SATs. One child met the higher standard in Reading and GPS.

Disadvantaged Key Stage 2 pupils had an average scaled score equal to or above the national score for other pupils in Reading and Maths.

100% of disadvantaged children achieved the expected level in Science.

All three children In Year 1 met the expected score in the National Phonics Test.

All children began 2015/16 on a year specific band. The vast majority met age related expectations in all areas.

In April 2016 the school was allocated £17,460.00. £17,010.00 has been identified to support children in Reading, Writing and Maths through quality interventions led by class teachers and teaching assistants. The vast majority of our eligible pupils are meeting age related expectations (ARE) in these areas, therefore the targeted support is used to ensure all pupils can meet ARE and to maximise the potential of the more able disadvantaged. Our teaching staff have the capacity to use existing pedagogy and skills to deliver these outcomes, with support from the SENDCo and outside agencies where appropriate. £450.00 has also been allocated to support families for children participating in school trips and after school activities.

Impact will be measured and reviewed through termly pupil progress meetings, where pupil conferencing, book and planning scrutinies, learning observations and pupil data will be analysed and discussed. Comparisons with non-disadvantaged children's achievement are made and reported to governors. Children's attainment data will be reviewed in Reading, Writing and Maths with Reading and Spelling Ages also monitored. Progress in confidence and other areas which are difficult to measure but nonetheless evidence of achievement are recorded and reviewed in these termly meetings.
Wanborough Primary School Report To Governors on
School Accessibility Plan 2014-16


Action 1a - To incorporate appropriate colour schemes when refurbishing to benefit pupils with visual impairment
More work in this area is required as the school has had no major refurbishing. We have also not had pupils of this nature, where environments have had to be reviewed.

Action 1b - To install window blinds to lessen glare of Inter Active Whiteboards
Blinds have been installed in the reception class and school hall which have assisted in children seeing the boards better. In 2015 the interactive boards in every classroom were replaced by Alpha smart screens which provide a much better view from all parts of the classroom.

Action 2 - To improve the layout of rooms to improve access/egress
Class teachers are aware of the need to allow access from and to their classrooms. Regularly inspections by governors and an annual fire risk assessment are used to judge the effectiveness of the layouts. Over the last two year numerous skip collections have helped reduce the clutter in each room and in particular the school conservatory and staffroom.

Action 3 - To ensure all escape routes are accessible in a case of evaluating the site
Caretaker checks, frequent governor checks and the annual fire risk assessment identify any particular concerns. School staff have been made aware of the appropriate exit routes and fire drills have been successful in quickly evacuating the building.

Action 4 - To improve parking arrangements for disabled drivers
New markings were completed in 2015, with visitors commenting on the improvements made for disabled parking.

Andy Drury

September 2016