We place high value on the children’s learning being exciting, memorable and dynamic. However, ensuring that they attain the highest possible standards in reading, writing and maths is also crucial for their development and future success. Children’s progress in these areas is reviewed during lessons and when their work is being marked, with follow-up action taken as soon as difficulties or misconceptions are identified. Their progress is summarised at least every half term and entered onto the school’s tracking system, so we can monitor whether children are on target.
Sometimes children have additional needs, as a result of special educational needs, disability, learning to speak English and so on. At Fulbourn Primary School we are committed to ensuring that all pupils achieve their potential in all areas of the curriculum, regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational need. We provide children with additional support or differentiated provision where necessary, to ensure that they make the best possible progress in school. For further information, please refer to the SEND Policy and Information Report and Parents’/ Carers’ Guide to Special Education Needs Reform, both of which are available on the school website. As well as keeping careful track of the children’s progress in reading, writing and maths as outlined above, the government measures the school’s success annually. Currently, the Department of Education administers national assessments at three key times: at the end of Year 1, Year 2 and Year 6. The focus of these assessments and the school's most recent set of results are below.
These tests are administered by teachers within a nationally set two-week period in May. Teachers use the test results, as well as moderated class work, to assess children’s attainment in Mathematics, Reading and Writing. The tests changed significantly in 2016, with higher expectations for attainment for children at the end of Key Stage 1 and a different way of reporting whether they have met nationally expected standards. Children are judged to be working towards, at or above the expected level. We are delighted that the percentage of our Key Stage 1 children reaching the expected standard was higher than both Cambridgeshire and national averages. Our more advanced readers and mathematicians performed more strongly than children in Cambridgeshire and nationally. Our current efforts at Key Stage 1 are aimed at maintaining performance in reading and mathematics and in increasing performance in writing.
These tests are administered by teachers at set times during an agreed week in May. The children sit tests in Mathematics, Reading and Spelling, Punctuation and Grammar in strict exam conditions and the papers are sent away for marking. As with Key Stage 1, the tests changed significantly in 2016, with higher expectations for attainment for children at the end of primary school and a different way of reporting whether they have met nationally expected standards. Children are also judged to be working towards, at or above the expected level. We are pleased that the percentage of our children reaching the expected standard was higher than Cambridgeshire and national averages. In particular, we are pleased that our focus over the past year on reading has led to an improvement compared to last year. We are also pleased that a high percentage of pupils achieved a ‘greater depth’ in reading, writing and maths.
Key Stage 2 SATS Data:
Fulbourn's average progress scores for 2018-2019 were as follows:
Percentage of pupils who achieved the expected standard or above:
Percentage of pupils who achieved a high level of attainment: