Headteacher: Andrew Drury
Wanborough Primary School, The Beanlands, Wanborough, Swindon, SN4 0EJ
Tel: 01793 790269 Email:admin@wanboroughprimary.org
Inspection Data
Last updated 21/09/17
Pupil Achievement - Unvalidated 2017 Data
Key Stage 2

(NA) = 2017 National Average
Reading, Writing and Maths achieving the expected standard 80% (NA 61%)
Reading, Writing and Maths achieving a high score 23% (NA 09%)


Reading: % of pupils achieving expected standard 83% (NA 71%)
Reading: % of pupils achieving a high standard 43% (NA 25%)
Reading: % of pupils achieving expected standard (Teacher Assessed) 97% (NA 79%)


Writing: % of pupils achieving expected standard 93% (NA 76%)
Writing: % of pupils achieving a high standard 40% (NA 18%)


Maths: % of pupils achieving expected standard 87% (NA 75%)
Maths: % of pupils achieving a high standard 37% (NA 23%)
Maths: % of pupils achieving expected standard (Teacher Assessed) 90% (NA 77%)


Grammar, Punctuation and Spelling
% of pupils achieving expected standard 83% (NA 77%)
% of pupils achieving a high standard 37% (NA 31%)


Average scaled score in Reading: 109 (NA 104)
Average scaled score in Grammar, Punctuation and Spelling 108 (NA 106)
Average scaled score in Maths 106 (NA 104)


Progress measures Key Stage 1 to Key Stage 2:
(A score above 0 is added value from Key Stage 1)


Reading Progress Score 1.0
Writing progress Score 2.1
Maths Progress Score -1.1


(NA) - National Average

Key Stage 1


% of children working at expected standard: (EXS+)
Maths 93 (NA 75)
Writing 97 (NA 68)
Reading 93 (NA 76)
Science 100 (NA 83)
R + W + M 90 (NA 64)
% of children working at a greater depth: (GDS)
Maths 37 (NA 21)
Writing 33 (NA 16)
Reading 47 (NA 25)
R + W + M 30 (NA 11)

Year 1 Phonics 2017
30 children 100 % working at expected level (NA 81%)

EYFS 2017
93 % achieved Good Level of Development (NA 71%)
93 % achieved expected or exceeding in All learning goals
93 % achieved expected or exceeding in Specific learning goals
93 % achieved expected or exceeding in Prime learning goals



Impact of Pupil Premium 2016/17:
In April 2016 the school was allocated £17,460.00 and used this money to give children eligible for Pupil Premium support through targeted interventions from Teaching Assistants and Class teachers.

£450.00 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 2016/17 the Pupil premium had the following impact (Teacher assessed results):

Child Year Reading Writing Maths
1 R 3 3 3
2 1 S S S
3 2 S+ S+ S+
4 2 S S S
5 2 S+ S+ S+
6 4 B+ T T
7 4 S+ S+ S+
8 4 S+ S S
9 5 S S S
10 5 S+ S+ S+
11 6 S S W+
12 6 T T T
13 6 S+ S+ S
14 6 S W W


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
EYFS:
  • 1 Emerging (working towards age-related expectations)
  • 2 Expected (working at age-related expectations)
  • 3 Exceeding (working above age-related expectations)

75% of children in Year 6 achieved the expected standard in Reading, Writing and Spelling, Punctuation and Grammar in their Key Stage 2 SATs. 50% of children met the expected standard in Maths in these national tests.

All children began 2016/17 on a year specific band. The vast majority met age related expectations in all areas.

2017/18

In April 2017 the school was allocated £19,080.00. £18,780.00 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. £300.00 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. 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