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Gilthill Primary School, Gilt Hill, Kimberley, Nottinghamshire, NG16 2GZ. 0115 9190611. office@gilthillprimary.org 'We aim to inspire today's children to embrace tomorrow's challenges.'
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Gilthill Primary School

Achievement and Curriculum

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 2019

 

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. Once again this year our results at KS2 are particularly pleasing for both attainment and progress.

 

Historical End of Key Stage Two Attainment

Gilthill

2017

Gilthill

2018

Gilthill

2019

National

2019

% of pupils who achieved the expected in Reading, Writing and Mathematics combined 67% 60% 67% 65%
% of pupils who achieved a high score in Reading, Writing and Mathematics combined. 7% 10% 7% 20%

 

NB: Attainment of Reading, Writing and Maths (combined) is not directly comparable to previous years because of changes to the writing teacher assessment frameworks

 

End of Key Stage Two Assessment Data 2018 – 2019

Attainment

 

 

Gilthill

 2018

Gilthill

2019

National 2019
% of pupils achieving the expected standard in Reading 77% 74% 73%
% of pupils achieving a high standard in Reading 33% 27% 27%
% of pupils achieving the expected standard in Writing (Teacher Assessment) 77% 83% 78%
% of pupils working at greater depth within the expected standard in writing (Teacher Assessment) 13% 7% 20%
% of pupils achieving the expected standard in Mathematics 87% 70% 79%
% of pupils achieving a high standard in mathematics 43% 23% 27%
% of pupils achieving the expected standard in Grammar, Punctuation and Spelling 93% 80% 79%
% of pupils achieving the high standard in Grammar, Punctuation and Spelling 50% 43% 36%

 

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

 

Average Scaled Scores

 

 

Gilthill

2019

National

2019

Reading 104 104
Maths 104 104
Grammar, Punctuation and Spelling 103 106

 

Progress Measures: KS1 to KS2

 

  Gilthill National Floor Targets
Reading 2.18  
Writing 2.09  
Maths 1.98  

 

 

 

 

 

 

End of Key Stage One Teacher Assessment Data 2018-2019

 

Attainment

 

Number of children in Cohort: 30

Gilthill

2018

Gilthill 2019 National 2019
% of pupils achieving the expected standard in Reading 80% 73% 75%
% of pupils achieving a high standard in Reading 13% 26% 25%
% of pupils achieving the expected standard in Writing 67% 67% 69%
% of pupils working at greater depth in writing 3% 7% 15%
% of pupils achieving the expected standard in Mathematics 80% 77% 76%
% of pupils achieving a high standard in mathematics 7% 10% 22%
% of pupils achieving the expected standard in reading, writing & mathematics combined 73% 67% %

 

NB: Attainment of Reading, Writing and Maths (combined) is not directly comparable to previous years because of changes to the writing teacher assessment frameworks.

 

End of EYFS Assessment Data 2018-2019

 

Number of children in cohort: 30

Gilthill

2018

Gilthill

2019

National

2019

% of pupils who achieved a Good Level of Development 63% 60% 71%

 

Number of children in cohort: 30 – Year 1 2019

Gilthill

2018

Gilthill

2019

National

2019

% of pupils who achieved a pass in the Phonics test in Year 1 83% 77% %

 

Number of children in cohort: 30 – Year 2 2019

Gilthill

2018

Gilthill

2019

National

2019

% of pupils who achieved a pass in the Phonics retake in Year 2 100% 97% %

 

‘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

 

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 encourage all the children to keep physically fit. All the KS 2 children run a mile twice a week.
It is very important that children have good levels of self-esteem. We try to instill 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

 

Curriculum intent

 

At Gilthill Primary school we have designed a curriculum which provides the children with the skills to reach their full potential by developing a love of learning and a desire to succeed, they are taught in an atmosphere of warmth and support, celebrating their achievements so that they can grow in confidence.  We provide a rich, supportive and stimulating environment, allowing the children to become independent learners, build resilience and develop high self- esteem in order to become creative, critical thinkers. We seek to provide a broad, balanced curriculum and offer a wide range of exciting, challenging activities and experiences to all pupils on which to lay a firm foundation for future learning. We believe that learning should be a rewarding and enjoyable experience for everyone. We aim to prepare young people for jobs that don’t exist yet, using technologies that haven’t even been invented, for which competition will be global.

 

Through our curriculum drivers of healthy ambassadors, communicators, investigators and inventors we aim to meet the needs of the children in the community to which we belong and for them to be well prepared for the changing society in which we live.

 

Healthy ambassadors

 

Good learners are physically and mentally healthy, independent, self - confident and have empathy towards others.

 

Communicators

 

Good learners communicate using a wide vocabulary, they have respect for others and differences, good communicators interact with others and work well in a team and are tolerant of each other.

 

Investigators

 

Good learners investigate by making connections, asking questions, being curious, researching information, finding evidence and apply skills and experiences. We provide opportunities for the children to become collaborative problem-solvers and investigators.

 

Inventors

 

Good learners are inventors by being creative and expressive, using and applying skills and knowledge, solving problems, taking risks, being imaginative, resilient and persevere.

 

We believe that access to the internet will help 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. 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.

 

The core subjects of reading, writing, maths , science and RE are taught across all year groups these subjects and the ‘foundation’ subjects, of art, geography, design and technology, history, physical education, music, personal social and health education and RE are taught through integrated topics across the school. French is taught from Year R to Year 6 starting with rhymes and games and moving on to french conversation and written aspects of the language. 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. 

 

Year R

 

Children in Reception 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, cricket, badminton, basketball 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.

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