Achievement and Curriculum

Achievement

School Performance Data

You can see that latest performance data for Gilthill Primary School on the Department for Education website

End of Key Stage Assessments 2017

We are very proud of the hard work and determination each and every one of our pupils puts in every day to achieve their best. This year our results at KS2 are particularly pleasing for both attainment and progress. With the combined results for Reading, Writing and Maths being significantly improved from 2016 and above National standards (provisional).

Our KS1 results are also pleasing. The combined percentages for Reading, Writing and Maths have increased from 2016. At present National data for KS1 has not been released but these results are broadly in-line with The Kimberley Family of Schools.

Historical End of Key Stage Two Attainment

2016

2017

% of pupils who achieved the expected in Reading, Writing and Mathematics combined

39%

 

67%

% of pupils who achieved a high score in Reading, Writing and Mathematics combined.

4%

7%

 

Information for parents – 2017 national curriculum tests at the end of key stages 1 and 2

 

End of Key Stage Two Assessment Data 2016 – 2017

Attainment

Number of children in cohort: 30

Gilthill

2017

National

2017

% of pupils who achieved the expected in Reading, Writing and Mathematics combined

67%

61%

% of pupils who achieved a high score in Reading, Writing and Mathematics combined.

7%

*

 

 

Gilthill

2017

National

2017

% of pupils achieving the expected standard in Reading

80%

71%

% of pupils achieving a high standard in Reading

40%

*

% of pupils achieving the expected standard in Writing (Teacher Assessment)

63%

76%

% of pupils working at greater depth within the expected standard in writing (Teacher Assessment)

7%

*

% of pupils achieving the expected standard in Mathematics

83%

75%

% of pupils achieving a high standard in mathematics

27%

*

% of pupils achieving the expected standard in Grammar, Punctuation and Spelling

87%

77%

% of pupils achieving a high standard in Grammar, Punctuation and Spelling

50%

*

*National data is still provisional so some areas are left blank

Results from KS2 SATs are now issued as scaled scores where 100 is an indicator of the pass mark.

 

Average Scaled Scores

 

Gilthill

2017

National

2017

Reading

107

104

Mathematics

109

104

Grammar, Punctuation and Spelling

110

106

 

Progress Measures: KS1 to KS2

 

Gilthill

2017

National Floor Targets

Reading

+5.1

-5

Writing

+0.4

-7

Maths

+6.7

-5

National Data for progress has not yet been released therefore figures are based on 2016 calculations and may be subject to change

 

Information for schools and parents – Primary school progress measures

 

End of Key Stage One Teacher Assessment Data 2016-2017

Attainment

Number of children in cohort: 30

Gilthill

2017

National

% of pupils achieving the expected standard in Reading

63%

*

% of pupils achieving a high standard in Reading

7%

*

% of pupils achieving the expected standard in Writing

53%

*

% of pupils working at greater depth in writing

7%

*

% of pupils achieving the expected standard in Mathematics

67%

*

% of pupils achieving a high standard in mathematics

7%

*

*National Data has not yet been released

 

End of EYFS Assessment Data 2016-2017

At the end of their first year at school (Reception) children’s attainment is historically above the District and National percentages. EYFS is a strength of the school and the children achieve well.

Number of children in cohort: 30

Gilthill

National

 

% of pupils who achieved a Good Level of Development

67%

*

*National Data has not yet been released

 

 

Teaching and Learning

‘Teaching is consistently good and sometimes outstanding. Teachers provide interesting and stimulating lessons that motivate pupils. Relationships between staff and pupils are close and productive and learning is purposeful and enjoyable’

OFSTED 2014

Teachers take into account research into how our brains work to try and make children effective learners. Children have preferred learning styles – some are visual learners, some auditory learners and some kinaesthetic learners. Most are a mixture of all three with perhaps one style more dominant. This means that some children remember things more effectively if they see them, some if they hear them and some if they do them. Teachers make every attempt to cater for all these learning styles during their teaching.
We allow the children to have sports bottles filled with water accessible to them throughout the day. Research has shown that lubricated brains work more efficiently than dehydrated ones. We also start each day with a short period of physical exercise (Awake and Shake) which includes ‘brain gym’ to get the children ready to learn.
It is very important that children have good levels of self-esteem. We try to instil a sense of enjoyment in our teaching, building in challenge, support and success to make them into confident learners.

The Curriculum

‘The school provides a broad and varied range of subjects. the creative and expressive arts are strongly promoted, pupils make very good progress in their french studies because they enjoy it so much. ’

OFSTED 2014

We deliver a broad & balanced curriculum which includes all the subjects required by the National Curriculum and Religious Education. Particular emphasis is given to the teaching of the ‘core’ subjects which include English, maths, science and ICT. Each class has daily literacy and numeracy sessions. ICT is taught as a distinct subject and is used as a tool within other subjects. The school has a networked ICT suite, a set of lap-top computers that use our wireless connection and there is an interactive white board, used as a teaching aid, in each classroom.

We believe that access to the internet will raise educational standards and support the professional work of staff. We also understand the need to ensure that our pupils are not exposed to unsuitable material and so maintain an internet access policy which describes how we prevent unsafe and inappropriate internet access. This policy is available in school on request.

The other subjects taught, the ‘foundation’ subjects, are art, geography, design and technology, French, history, physical education, music, personal social and health education and RE. We plan carefully for the teaching of all these subjects by including them in a planning framework and we ensure that links between subjects are exploited to make teaching interesting and relevant.

We also believe that children learn through first hand experiences and so we plan regular enrichment activities such as educational visits. We send a termly plan of what is to be taught to the children in each class so that parents/carers can show an informed interest. These can be viewed on our class pages.

Year R

Children in year R follow the curriculum designed for all 3 to 5 year olds – The Foundation Stage Curriculum. It is organised into Prime and Specific areas.

The Prime Areas are:

  • Personal, social and emotional development;
  • Communication and language;
  • Physical development

 

The Specific Areas are:

  •  Literacy;
  •  Mathematics;
  •  Understanding of the world;
  •  Expressive Arts and Design;

The children are encouraged to play and explore, be creative and think critically. This is a good base on which to build the subjects of the National Curriculum.

Sex Education

Elements of sex education, such as puberty and reproduction, are taught in a caring and sympathetic way using a series of videos called “Living and Growing” and they deal with the following areas at the following times during a child’s school life:

Living and Growing Unit 1 (used with key stage 1 pupils) deals with:

  •  moods and feelings, likes and dislikes, differences and similarities;
  •  parts of the body – external including the reproductive system (the correct vocabulary will be used);
  •  growth and development – babies and children;
  • life cycles;
  •  relationships – family, friends and community

 

Living and Growing Unit 2 (for Years 3 and 4) deals with:

  •  puberty – physical, social, emotional changes;
  •  family and community relationships;
  • awareness of support;
  • reproduction – basic biology and relationships;
  • friendship – development of skills to promote and value friendship;
  •  birth and growth of babies – awareness of differences and physical characteristics.

 

Living and Growing unit 3 (Years 5 and 6)  revises some of Unit 2 and moves on to:

  •  media awareness, sexual stereotyping and awareness of different points of view;
  • understanding differences in development of boys and girls;
  •  conception and contraception;
  •  sexual health;
  •  periods, including practical aspects.

Parents/carers are informed of when the sex education programme is going to be taught.  Parents also have the right to withdraw children from all or part of the programme except that which is required as part of the National Curriculum.

School Sport

We aim to give every child the opportunity to take part in sport. Games, gymnastics, dance, athletics, outdoor activities and swimming are all part of the National Curriculum and form an important part of the curriculum that we offer children as they move through the school.

Through sport we aim:

  • to promote physical activities and healthy lifestyles;
  • to develop positive attitudes e.g. the idea of fair play and development of self-esteem;
  • to ensure safe practice e.g. the importance of rules.

Sport plays a large part in the extra-curricular activities we offer the children. We run football, high-fives and rounders teams at different times during the year. We also enter local inter-schools sports competitions such as the annual swimming gala, the annual cross-country race and the District Sports Competition which is held at the Harvey Haddon Stadium.

The school belongs to a local school sports partnership which gives us access to a variety of coaches who have offered sessions in such things as multi-sports, tennis and dodgeball.

Religious Education

The Nottinghamshire Agreed Syllabus for religious and moral education is used to provide the curriculum in RE.  Ideas from all religions and cultures are discussed in order to develop an understanding of the multicultural society in which we live.  We hope to develop a respect for individuals and the society they help to build.

We are not affiliated to any particular religious organisation but we promote links with local churches as we believe the school is part of the local community.  If any parent does not wish his/her child to attend the daily act of worship (assembly) then s/he may be withdrawn and will be set other work under supervision.