How is progress measured?
The ‘expected progress’ measure: There is no ‘target’ for the amount of progress an individual pupil is expected to make. Any amount of progress a pupil makes contributes towards the school’s progress score.
The progress measures aim to capture the progress that pupils make from the end of Key Stage One to the end of primary school. They are a type of value added measure, which means that pupils’ results are compared to the actual achievements of other pupils nationally with similar prior attainment.
This type of progress measure rewards schools for making progress with all of their pupils, whether they are low, middle or high attainers. Any increase in attainment achieved by each pupil will be reflected in the school’s progress scores.
This measure is a school-level accountability measure. Progress is calculated for individual pupils solely in order to calculate the school’s overall progress scores. There is no need for schools to share individual pupil progress scores with their pupils or parents.
A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores. This means that school level progress scores will be presented as positive and negative numbers either side of zero.
- A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally.
- A positive score means pupils in this school on average do better at key stage 2 than those with similar prior attainment nationally.
- A negative score means pupils in this school on average do worse at key stage 2 than those with similar prior attainment nationally. For example, a school with a mathematics progress score of -4 would mean that, on average, pupils in this school achieved 4 scaled score points lower in the key stage 2 mathematics test than other pupils with similar prior attainment nationally.
Phonics: - We use a variety of resources to teach phonics. We follow the order of 'Letters and Sounds', using the LCP Phonics scheme and Jolly Phonics resources and strategies as appropriate.
Reading Schemes: We use many different reading schemes in school to teach reading and for 'Home Readers'. They are; Oxford Reading Tree, Rigby Rockets and Rigby Star, Project X and Pearson Bug Club.
St Edward's Curriculum: For more information please go back to the sign post 'About Us' and click on Curriculum.
Remote learning is where pupils cannot be physically present at school and therefore their learning will take place at a distance (online). The policy below sets out how different scenario's will be responded to - so the children's education will continue if they have to be at home.
If pupils do not have adequate access to a device, school can lend them one for the duration of their remote learning. Please put a request in via your child's teacher.
During the school closure the staffing has been arranged so that one staff member (Teacher and TA) take responsibility for monitoring home (remote) learning, and providing support and feedback to the children, on alternate days. There are regular phone calls to families to ensure everything is OK.
School will take every opportunity afforded to it in order to support families who need help with remote learning during a school closure. Extra data / routers will be applied for if necessary.
If anyone has any concerns or issues regarding their child's continued education during school closure please feel free to contact Mrs O'Hare.
Covid-19 Catch up fund:
The school will receive £10,480 in Catch-up Premium. This will be paid in 4 instalments of £2,620 - two this school year and two instalments in 2021 / 2022. We are using the money to provide an extra teacher to teach small groups and individuals as identified by teachers; and to purchase a reading programme (Lexia) for improving reading.
Complaints from parents of pupils with
special educational needs
concerning the provision made at the school
The normal arrangements for the treatment of complaints at St Edward’s are used for complaints about provision made for special educational needs. We encourage parents to discuss their concerns with the class teacher, SENCo (Miss Percival) or the Head teacher (Mrs O’Hare) to resolve the issue before making the complaint formal to the Chair of the governing body.
This can be done by calling the school on 01928 572317 or emailing email@example.com
If the issue is not resolved, please email the Head teacher firstname.lastname@example.org
The Chair of the governing body can also be contacted via the school office.
If the complaint is not resolved after it has been considered by the governing body, then a disagreement resolution service or mediation service can be contracted. If it remains unresolved after this, the complainant can appeal to the First–tier Tribunal (Special Educational Needs and Disability) if the case refers to disability discrimination, or to the Secretary of State for all other cases.
There are some circumstances, usually for children who have an Educational, Health and Care Plan, where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints that fall within this category cannot be investigated by the school.