School Information
Attendance at Siddal Primary is broadly in line with the national average (2014, 2015, 2016, 2017 ans 2018). We really need continued support from all our parents and carers to reduce absence and taking holidays in term time. We work closely with the Education Welfare Team to improve attendance and punctuality. We have restructured the school holidays for 2018/2019, so that they are in line with Calderdale Schools. The percentage of persistent absentees has decreased from 10.5% in 2016 to 7.3% in 2018.
Attendance Summary – Siddal Primary 2017-18
|
Group |
% attendance |
% authorised absence (+ days) |
% unauthorised absence (+ days) |
% holiday (+ days) |
|
Whole School |
95.8 (95.3 including FN) |
2.2 (2.8 including FN) |
0.8 (0.9 including FN) |
354 |
|
Boys |
95.7 (95.2 including FN) |
3.4 (3.9 including FN) |
0.8 (0.8 including FN) |
156 |
|
Girls |
96 (95.6 including FN) |
3 (3.5 including FN) |
0.8 (0.9 including FN) |
198 |
|
Pupil Premium |
94.7 |
4.4 |
0.8 |
89 |
|
SEN |
94.9 |
4.1 |
0.1 |
44 |
|
FN |
91.7 |
8.1 |
0.1 |
36 |
|
FR |
94.1 |
5.3 |
0.7 |
28 |
|
Y1 |
95.6 |
3.2 |
1.2 |
40 |
|
Y1/2 |
96 |
2.6 |
1.3 |
73 |
|
Y2 |
97 |
2.7 |
0.3 |
17 |
|
Y3 |
95.5 |
2.3 |
1.5 |
72 |
|
Y4 |
96.1 |
3.3 |
0.6 |
14 |
|
Y5 |
96.5 |
2.4 |
1.2 |
48 |
|
Y6 |
95.9 |
3.5 |
0.7 |
23 |
In the Early Years, the children are assessed in 17 areas of learning. The Government expects pupils to achieve the early learning goals by the end of Reception year with some children exceeding those expectations. Please use an internet search to find information regarding the Early Years curriculum and the Development Matters guidance. This document details the developmental milestones for children and the expectations of the 'Early Learning Goal' in each area of the curriculum.
FR Progress and Attainment Trends
Expected progress only (3 steps)
|
|
PSED |
Communication and Language |
Physical Development |
Expressive Art and Design |
Literacy |
Maths |
Understanding the World |
||||||||||
|
|
MR |
SCSA |
MFAB |
LAA |
U |
S |
MAH |
HASC |
EMAM |
BI |
R |
W |
N |
SSM |
PAC |
TW |
T |
|
2017-18 |
8/29 28% |
8/29 28% |
4/29 14% |
6/29 21% |
9/29 31% |
9/29 31% |
4/29 14% |
12/29 41% |
8/29 28% |
9/29 31% |
7/29 24% |
8/29 28% |
10/29 34% |
8/29 28% |
6/29 21% |
9/29 31% |
5/29 17% |
|
2016-17 |
11/42 26% |
11/42 26% |
16/42 38% |
14/42 33% |
13/42 31% |
5/42 12% |
13/42 31% |
19/42 45% |
9/42 21% |
8/42 19% |
12/42 29% |
10/42 24% |
13/42 31% |
13/42 31% |
7/42 17% |
8/42 19% |
13/42 31% |
|
2015 -16 |
13/38 34% |
6/38 16% |
10/38 26% |
4/38 11% |
7/38 18% |
8/38 21% |
8/38 21% |
25/38 66% |
4/38 11% |
5/38 13% |
8/38 21% |
11/38 29% |
15/38 39% |
12/38 32% |
3/38 8% |
4/38 11% |
6/38 16% |
|
2014 -15 |
9/44 20% |
12/44 27% |
14/44 32% |
7/44 16% |
5/44 11% |
7/44 16% |
11/44 25% |
18/44 41% |
5/44 11% |
6/44 14% |
8/44 18% |
11/44 25% |
12/44 27% |
9/4 20% |
1/44 2% |
1/44 2% |
3/44 7% |
|
2013-14 |
8/29 28% |
12/29 41% |
11/29 38% |
9/29 31% |
11/29 38% |
13/29 45% |
9/29 31% |
11/29 38% |
12/29 41% |
14/29 48% |
12/29 41% |
10/29 34% |
9/29 31% |
10/29 34% |
7/29 24% |
8/29 28% |
12/29 41% |
|
2012-13 |
13/31 42% |
20/31 65% |
17/31 55% |
19/31 61% |
14/31 45% |
18/31 58% |
17/31 55% |
30/31 97% |
21/31 68% |
18/31 58% |
15/31 48% |
23/31 74% |
25/31 81% |
11/31 35% |
19/31 61% |
19/31 61% |
9/31 29% |
FR better than expected progress (4+ steps)
|
|
PSED |
Communication and Language |
Physical Development |
Expressive Art and Design |
Literacy |
Maths |
Understanding the World |
||||||||||
|
|
MR |
SCSA |
MFAB |
LAA |
U |
S |
MAH |
HASC |
EMAM |
BI |
R |
W |
N |
SSM |
PAC |
TW |
T |
|
2017-18 |
20/29 69% |
19/29 66% |
23/29 79% |
22/29 76% |
18/29 62% |
18/29 62% |
24/29 83% |
16/29 55% |
21/29 72% |
19/29 66% |
21/29 73% |
21/29 73% |
19/29 66% |
21/29 73% |
22/29 76% |
20/29 69% |
24/29 83% |
|
2016-17 |
30/42 71% |
31/42 74% |
26/42 62% |
27/42 64% |
29/42 69% |
37/42 88% |
29/42 69% |
23/42 55% |
32/42 76% |
33/42 79% |
30/42 71% |
32/42 76% |
29/42 69% |
29/42 69% |
35/42 83% |
35/42 83% |
29/42 69% |
|
2015 -16 |
25/38 66% |
31/38 82% |
28/38 74% |
33/38 87% |
29/38 76% |
30/38 79% |
29/38 76% |
10/38 26% |
34/38 89% |
33/38 87% |
28/38 21% |
24/38 63% |
22/38 58% |
26/38 68% |
34/38 89% |
34/38 89% |
31/38 82% |
|
2014 -15 |
34/44 77% |
30/44 68% |
29/44 66% |
33/44 75% |
38/44 86% |
36/44 82% |
32/44 73% |
25/44 57% |
38/44 86% |
35/44 80% |
34/44 77% |
33/44 75% |
30/44 68% |
34/44 77% |
42/44 95% |
42/44 95% |
39/44 89% |
|
2013-14 |
10/29 34% |
8/29 28% |
9/29 31% |
11/29 38% |
13/29 45% |
9/29 31% |
10/29 34% |
5/29 17% |
15/29 52% |
9/29 31% |
14/29 48% |
7/29 24% |
11/29 38% |
13/29 45% |
22/29 76% |
21/29 72% |
12/29 41% |
|
2012-13 |
14/31 45% |
10/31 32% |
10/31 32% |
12/31 74% |
16/31 52% |
11/31 35% |
12/31 39% |
1/31 3% |
6/31 19% |
5/31 16% |
16/31 52% |
5/31 16% |
4/31 13% |
20/31 65% |
12/31 39 |
12/31 39% |
9/31 29% |
Progress Trends (entry FN to exit FR) – expected progress only
|
|
PSED |
Communication and Language |
Physical Development |
Expressive Art and Design |
Literacy |
Maths |
Understanding the World |
||||||||||
|
|
MR |
SCSA |
MFAB |
LAA |
U |
S |
MAH |
HASC |
EMAM |
BI |
R |
W |
N |
SSM |
PAC |
TW |
T |
|
2016-18
|
0/17 0% |
0/17 0% |
0/17 0% |
0/17 0% |
0/17 0% |
1/17 6% |
2/17 12% |
0/17 0% |
2/17 12% |
3/17 18% |
2/17 12% |
2/17 12% |
0/17 0% |
2/17 12% |
1/17 6% |
2/17 12% |
3/17 3% |
|
2015-17 |
6/35 17% |
5/35 14% |
3/35 9% |
4/35 11% |
3/35 9% |
2/35 6% |
5/35 14% |
5/35 1% |
3/35 9% |
4/35 11% |
6/35 17% |
2/35 6% |
4/35 11% |
4/35 11% |
3/35 9% |
2/35 6% |
3/35 9% |
|
2014 -16 |
1/17 6% |
3/17 18% |
1/17 6% |
1/17 6% |
2/17 12% |
1/17 6% |
0/17 0% |
5/17 29% |
1/17 6% |
1/17 6% |
1/17 6% |
1/17 6% |
1/17 6% |
5/17 29% |
1/17 6% |
1/17 6% |
1/17 6% |
|
2013 - 15 |
1/27 4% |
5/27 19% |
1/27 4% |
6/27 22% |
3/27 11% |
3/27 11% |
10/27 37% |
6/27 22% |
7/27 26% |
3/27 11% |
7/27 26% |
6/27 22% |
4/27 15% |
2/27 7% |
2/27 7% |
6/26 22% |
3/27 11% |
|
2012-14 |
3/19 16% |
1/19 5% |
4/19 21% |
3/19 16% |
3/19 16% |
3/19 16% |
3/19 16% |
2/19 11% |
2/19 11% |
3/19 16% |
2/19 11% |
8/19 42% |
9/19 47% |
2/19 11% |
2/19 11% |
5/19 26% |
6/19 32% |
EYFS Progress Trends (entry FN to exit FR) – exceeding expected progress
|
|
PSED |
Communication and Language |
Physical Development |
Expressive Art and Design |
Literacy |
Maths |
Understanding the World |
||||||||||
|
|
MR |
SCSA |
MFAB |
LAA |
U |
S |
MAH |
HASC |
EMAM |
BI |
R |
W |
N |
SSM |
PAC |
TW |
T |
|
2016-18
|
17/17 100% |
17/17 100% |
17/17 100% |
17/17 100% |
17/17 100% |
16/17 94% |
15/17 88% |
17/17 100% |
15/17 88% |
14/17 82% |
15/17 88% |
15/17 88% |
17/17 100% |
15/17 88% |
16/17 94% |
15/17 88% |
14/17 82% |
|
2015-17 |
21/35 60% |
24/35 69% |
26/35 74% |
27/35 77% |
25/35 71% |
27/35 77% |
25/35 71% |
24/35 69% |
26/35 74% |
27/35 77% |
24/35 69% |
28/35 80% |
26/35 74% |
26/35 74% |
30/35 86% |
28/35 80% |
26/35 74% |
|
2014 -16 |
16/17 94% |
13/17 76% |
16/17 94% |
15/17 88% |
15/17 88% |
16/17 94% |
17/17 100% |
12/17 71% |
16/17 94% |
14/17 82% |
13/17 76% |
11/17 65% |
14/17 82% |
11/17 65% |
12/17 71% |
16/17 94% |
14/17 82% |
|
2013 -15 |
14/27 52% |
5/27 19% |
20/27 74% |
8/27 30% |
20/27 74% |
20/27 74% |
14/27 52% |
3/27 11% |
19/27 70% |
22/27 81% |
12/27 44% |
12/27 44% |
19/27 70% |
19/27 70% |
18/27 67% |
19/27 70% |
18/27 67% |
|
2012-14 |
1/19 5% |
2/19 11% |
6/19 32% |
4/19 21% |
9/19 47% |
8/19 42% |
8/19 42% |
2/19 11% |
2/19 11% |
2/19 11% |
7/19 37% |
4/19 21% |
8/19 42% |
13/19 68% |
11/19 58% |
10/19 53% |
7/19 37% |
FR Attainment Trends – % Achieving Expected Level of Development
|
|
PSED |
Communication and Language |
Physical Development |
Expressive Art and Design |
Literacy |
Maths |
Understanding the World |
||||||||||
|
|
MR |
SCSA |
MFAB |
LAA |
U |
S |
MAH |
HASC |
EMAM |
BI |
R |
W |
N |
SSM |
PAC |
TW |
T |
|
2017-18 |
21/29 72% |
22/29 76% |
23/29 79% |
20/29 69% |
20/29 69% |
20/29 60% |
21/29 72% |
26/29 90% |
20/29 69% |
20/29 69% |
17/29 59% |
17/29 59% |
21/29 72% |
18/29 62% |
19/29 66% |
19/29 66% |
26/29 90% |
|
2016-17 |
35/42 83% |
31/42 81% |
34/42 81% |
31/42 74% |
30/42 71% |
31/42 74% |
33/42 79% |
39/42 93% |
38/42 90% |
38/42 90% |
30/42 71% |
28/42 67% |
26/42 62% |
31/42 74% |
35/42 83% |
35/42 83% |
40/42 95% |
|
2015 -16 |
30/38 79% |
31/38 82% |
28/38 74% |
27/38 71% |
30/38 79% |
31/38 82% |
33/38 87% |
32/38 84% |
31/38 82% |
32/38 84% |
20/38 53% |
22/38 58% |
24/38 63% |
27/38 71% |
29/38 76% |
29/38 76% |
32/38 84% |
|
2014-15 |
34/44 77% |
35/44 80% |
37/44 84% |
31/44 70% |
31/44 70% |
31/44 70% |
33/44 75% |
34/44 77% |
32/44 72% |
31/44 70% |
23/44 52% |
25/44 57% |
29/44 66% |
34/44 77% |
34/44 77% |
34/44 77% |
40/44 90% |
|
2013-14 |
21/29 72% |
22/29 76% |
20/29 66% |
20/29 69% |
19/29 66% |
19/29 66% |
24/29 83% |
20/29 69% |
18/29 62% |
19/29 66% |
17/29 49% |
13/29 45% |
17/29 59% |
21/29 72% |
17/29 59% |
16/29 55% |
23/29 79% |
|
2012-13 |
18/31 58% |
19/31 61% |
13/31 42% |
12/31 39% |
15/31 48% |
19/31 61% |
25/31 81% |
12/31 39% |
15/31 48% |
11/31 35% |
15/31 48% |
11/31 25% |
14/31 45% |
20/31 65% |
12/31 68% |
13/31 42% |
10/31 32% |
FR Attainment - % Exceeding Expected Level of Development
|
|
PSED |
Communication and Language |
Physical Development |
Expressive Art and Design |
Literacy |
Maths |
Understanding the World |
||||||||||
|
|
MR |
SCSA |
MFAB |
LAA |
U |
S |
MAH |
HASC |
EMAM |
BI |
R |
W |
N |
SSM |
PAC |
TW |
T |
|
2017-18
|
0/29 0% |
1/29 3.4% |
1/29 3.4% |
3/29 10% |
2/29 7% |
2/29 7% |
2/29 7% |
0/29 0% |
0/29 0% |
0/29 0% |
2/29 7% |
0/29 0% |
3/29 10% |
0/29 0% |
2/29 7% |
2/29 7% |
3/29 10% |
|
2016-17 |
0/42 0% |
1/42 2% |
0/42 0% |
3/42 7% |
5/42 12% |
4/42 10% |
0/42 0% |
0/42 0% |
0/42 0% |
0/42 0% |
1/42 2% |
0/42 0% |
5/42 12% |
0/42 0% |
0/42 0% |
0/42 0% |
0/42 0% |
|
2015 -16 |
0/38 0% |
1/38 3% |
0/38 0% |
2/38 5% |
0/38 0% |
0/38 0% |
0/38 0% |
0/38 0% |
0/38 0% |
0/38 0% |
3/38 8% |
1/38 3% |
0/38 0% |
0/38 0% |
0/38 0% |
0/38 0% |
0/38 0% |
|
2014 -15 |
2/44 5% |
2/44 5% |
0/44 0% |
5/44 11% |
5/44 11% |
5/44 11% |
2/44 5% |
2/44 5% |
1/44 2% |
1/44 2% |
4/44 9% |
1/44 2% |
2/44 5% |
0/44 0% |
0/44 0% |
0/44 0% |
0/44 0% |
|
2013-14 |
0% |
1/30 3% |
0% |
0% |
3/30 10% |
3/30 10% |
1/30 3% |
1/30 3% |
2/30 7% |
0% |
3/30 10% |
3/30 10% |
1/30 3% |
0% |
3/30 10% |
3/30 10% |
0% |
|
2012-13 |
0% |
1/31 3% |
0% |
1/31 3% |
0% |
0% |
0% |
1/31 3% |
1/31 3% |
0% |
2/31 6% |
3/31 10% |
1/31 3% |
0% |
0% |
0% |
0% |
FN Progress and Attainment Trends
Expected progress only (3 steps)
|
|
PSED |
Communication and Language |
Physical Development |
Expressive Art and Design |
Literacy |
Maths |
Understanding the World |
||||||||||
|
|
MR |
SCSA |
MFAB |
LAA |
U |
S |
MAH |
HASC |
EMAM |
BI |
R |
W |
N |
SSM |
PAC |
TW |
T |
|
2017-18 |
3/14 21% |
5/14 36% |
4/14 29% |
3/14 21% |
4/14 29% |
1/14 7% |
2/14 14% |
8/14 57% |
4/14 29% |
2/14 29% |
6/14 43% |
4/14 29% |
5/14 36% |
5/14 36% |
4/14 29% |
6/14 43% |
3/14 21% |
|
2016-17 |
3/19 16% |
2/19 11% |
6/19 32% |
0/19 0% |
3/19 16% |
7/19 37% |
4/19 21% |
5/19 26% |
4/19 21% |
5/19 26% |
8/19 42% |
4/19 21% |
2/19 11% |
2/19 11% |
2/19 11% |
8/19 42% |
11/19 58% |
|
2015 -16 |
7/30 23% |
18/30 60% |
15/30 50% |
7/30 23% |
11/30 36% |
15/30 50% |
17/30 57% |
11/30 37% |
6/30 20% |
13/30 43% |
15/30 50% |
8/30 27% |
9/30 30% |
0/30 0% |
12/30 40% |
7/30 23% |
0/30 0% |
|
2014-15 |
11/32 34% |
10/32 31% |
7/32 22% |
13/32 41% |
6/32 19% |
8/32 25% |
12/32 38% |
11/32 34% |
7/32 22% |
4/32 13% |
7/32 22% |
10/32 31% |
10/32 31% |
12/32 38% |
7/32 22% |
8/32 25% |
7/32 22% |
|
2013-14 |
4/23 17% |
4/23 16% |
8/23 35% |
6/23 26% |
10/23 43% |
10/23 43% |
7/23 30% |
1/2 34% |
4/23 17% |
9/23 39% |
5/23 22% |
8/23 35% |
6/23 26% |
9/23 39% |
8/23 35% |
14/23 61% |
13/23 57% |
|
2012-13 |
9/19 47% |
4/19 21% |
5/10 26% |
4/19 21% |
6/19 32% |
5/19 26% |
5/19 26% |
1/1 95% |
3/19 16% |
7/19 37% |
4/19 21% |
5/19 26% |
7/19 37% |
5/19 26% |
5/10 26% |
6/19 32% |
8/19 42% |
FN Better than expected progress (+3 steps)
|
|
PSED |
Communication and Language |
Physical Development |
Expressive Art and Design |
Literacy |
Maths |
Understanding the World |
||||||||||
|
|
MR |
SCSA |
MFAB |
LAA |
U |
S |
MAH |
HASC |
EMAM |
BI |
R |
W |
N |
SSM |
PAC |
TW |
T |
|
2017-18
|
5/14 36% |
6/14 43% |
6/14 43% |
5/14 36% |
5/14 26% |
7/14 50% |
6/14 43% |
3/14 21% |
2/14 14% |
3/14 21% |
4/14 29% |
7/14 50% |
5/14 36% |
3/14 21% |
4/14 29% |
5/14 36% |
3/14 21% |
|
2016-17 |
16/19 84% |
17/19 89% |
13/19 68% |
19/19 100% |
16/19 84% |
12/19 63% |
15/19 79% |
14/19 74% |
15/19 79% |
14/19 74% |
11/19 58% |
13/19 68% |
17/19 89% |
17/19 89% |
17/19 89% |
11/19 58% |
7/19 37% |
|
2015 -16 |
23/30 77% |
12/30 40% |
15/30 50% |
23/30 77% |
19/30 63% |
15/30 50% |
13/30 43% |
19/30 63% |
24/30 80% |
15/30 50% |
15/30 50% |
22/30 73% |
20/30 67% |
30/30 100% |
18/30 60% |
23/30 77% |
30/30 100% |
|
2014-15 |
16/32 50% |
11/32 34% |
21/32 66% |
14/32 44% |
21/32 66% |
22/3 269% |
14/3 244% |
18/32 56% |
5/32 16% |
9/3 228% |
11/32 34% |
7/32 22% |
10/32 31% |
9/32 28% |
5/32 16% |
6/32 19% |
8/32 25% |
|
2013-14 |
6/23 26% |
1/23 4% |
9/23 39% |
0/2 30% |
2/2 39% |
2/2 39% |
6/23 26% |
0/2 30% |
11/23 48% |
5/23 22% |
5/23 22% |
3/23 13% |
14/23 61% |
9/23 39% |
12/23 52% |
6/23 26% |
5/23 22% |
|
2012-13 |
1/1 95% |
2/19 11% |
6/19 32% |
3/19 16% |
8/19 42% |
8/1 42% |
10/19 53% |
3/19 16% |
2/19 11% |
1/19 5% |
9/19 47% |
13/19 68% |
9/19 47% |
12/19 63% |
9/19 47% |
9/19 47% |
7/19 37% |
FN Expected or better than expected progress
|
|
PSED |
Communication and Language |
Physical Development |
Expressive Art and Design |
Literacy |
Maths |
Understanding the World |
||||||||||
|
|
MR |
SCSA |
MFAB |
LAA |
U |
S |
MAH |
HASC |
EMAM |
BI |
R |
W |
N |
SSM |
PAC |
TW |
T |
|
2017-18
|
8/14 57% |
11/14 79% |
10/14 71% |
8/14 57% |
9/14 64% |
8/14 57% |
8/14 57% |
11/14 79% |
6/14 43% |
5/14 36% |
10/14 71% |
11/14 79% |
10/14 71% |
8/14 57% |
8/14 57% |
11/14 79% |
6/14 43% |
|
2016-17 |
19/19 100% |
19/19 100% |
19/19 100% |
19/19 100% |
19/19 100% |
19/19 100% |
19/19 100% |
19/19 100% |
19/19 100% |
19/19 100% |
19/19 100% |
17/19 89% |
19/19 100% |
19/19 100% |
19/19 100% |
19/19 100% |
18/19 95% |
|
2015 -16 |
30/30 100% |
30/30 100% |
30/30 100% |
30/30 100% |
30/30 100% |
30/30 100% |
30/30 100% |
30/30 100% |
30/30 100% |
28/30 93% |
30/30 100% |
30/30 100% |
29/30 97% |
30/30 100% |
30/30 100% |
30/30 100% |
30/30 100% |
|
2014-15 |
27/32 84% |
21/32 66% |
28/32 88% |
27/32 84% |
27/32 84% |
30/32 94% |
26/32 81% |
29/32 91% |
12/32 38% |
13/32 41% |
18/32 56% |
17/32 53% |
20/32 63% |
21/32 66% |
12/32 38% |
14/3 44% |
15/32 47% |
|
2013-14 |
10/23 43% |
5/23 22% |
17/23 74% |
6/23 26% |
12/23 52% |
12/23 52% |
13/23 57% |
1/2 34% |
15/23 65% |
14/23 61% |
10/23 43% |
11/23 48% |
20/23 87% |
18/23 78% |
20/23 87% |
20/23 87% |
18/23 78% |
|
2012-13 |
10/19 53% |
6/19 2% |
11/19 8% |
7/19 37% |
14/19 74% |
13/19 68% |
15/19 79% |
4/19 21% |
5/19 27% |
8/19 42% |
13/19 68% |
18/19 94% |
16/19 86% |
17/19 89% |
14/19 73% |
15/19 79% |
15/19 79% |
|
GLD (%) Good Level of Development |
|
|
2018 |
59 (71.5) |
|
2017 |
66.7 (70.7) |
|
2016 |
61 (69.2) |
|
2015 |
65 (66) |
|
2014 |
48 (61) |
|
2013 |
16 (52) |
The phonics screening check is a short, simple assessment to make sure that all pupils have learned phonic decoding to an appropriate standard by the age of 6. All year 1 pupils in maintained schools, academies and free schools must complete this check.
The phonics check will help teachers identify the children who need extra help so they can receive the support they need to improve their reading skills. These children will then be able to retake the check in year 2. The check comprises a list of 40 words and non-words that the child will read one-to-one with a teacher. Your child's results will be reported to you in the summer term report.
|
Y1 % passing |
All Pupils |
Boys/Girls |
PP/Non PP |
SEN/Non SEN |
|
2017-2018 |
82 (82.6) |
85/79 |
90/79 |
40/90 |
|
2016-2017 |
79 (81.4) |
86/80 |
86/78 |
60/83 |
|
2015-2016 |
73.8 (80.6) |
66/83 |
66/69 |
37/91 |
|
Y2 re-take % passing |
All Pupils |
Boys/Girls |
PP/Non PP |
SEN/Non SEN |
|
2017-2018 |
78 |
50/100 |
50/86 |
75/80 |
|
2016-2017 |
42 |
60/29 |
0/50 |
25/50 |
|
2015-2016 |
40 |
33/50 |
0/50 |
33/50 |
In this section you will find our KS1 (year 2) progress and attainment results. The red figures in brackets are the national results achieved in that year.
2018 Key Stage One compared to national average.
Over time - Pupils at the expected standard at the end of Year 2
| % | Reading | Writing | Maths |
| 2017-2018 (32) | 69.7 (75.5) | 60.6 (69.9) | 66.7 (76.1) |
| 2016-2017 (39) | 72 (76) | 72 (68.3) | 69 (75.2) |
| 2015-2016 (26) | 84.6 | 73 | 80.7 |
Overtime -Pupils exceeding standard- Greater Depth
| % | Reading | Writing | Maths |
| 2017-2018 | 3 | 3 | 6.1 |
| 2016-2017 | 8 | 6 | 11 |
| 2015-2016 | 19 | 0 | 7.6 |
Average Scale Score
| % | All | Reading | Writing | Maths |
| 2017-2018 | 100.6 | n/a | ||
| 2016-2017 | 103.5 | 102 | n/a | 105 |
| 2015-2016 | 100.85 | 99 | n/a | 102.7 |
Expected progress + from GLD to KS1
| % | Reading | Writing | Maths |
| 2017-2018 (32) | 94 | 91 | 97 |
| 2016-2017 (39) | 93.4 | 96.5 | 86.2 |
| 2015-2016 (26) | 88.4 | 70 | 92.3 |
Better than expected progress from GLD to KS1
| % | Reading | Writing | Maths |
| 2017-2018 (32) | 16 | 6 | 13 |
| 2016-2017 (39) | 24 | 21 | 14 |
| 2015-2016 (26) | 23 | 23 | 27 |
In this section you will find our KS2 (year 6) progress and attainment results. The red figures in brackets are the national results achieved in that year.
Expected standard 2018 compared to national and Calderdale
Expected standard over time
| % | Reading | Writing | Maths | GPS | Combined |
| 2017-2018 | 57 (75) | 57 (78) | 64 (75) | 57 (77) | 50 (64) |
| 2016-2017 | 39 (71) | 57 (76) | 50 (75) | 46 (77) | 36 (61) |
| 2015-2016 | 46.4 | 50 | 60.7 | 50 | 28.6 |
Expected standard 2018 compared to national and Calderdale
Greater Depth over time
| % | Reading | Writing | Maths | GPS |
| 2017-2018 | 7 (27.8) | 0 (19.7) | 14 (23.3) | 11 (34.1) |
| 2016-2017 | 14 (18.4) | 11 (14.6) | 7 (16.2) | 11 (22.3) |
| 2015-2016 | 0 | 7.1 | 0 | 0 |
Progress at the end of KS2
| % | Reading | Writing | Maths |
| 2017-2018 | -3.1 | -2.5 | -1.1 |
| 2016-2017 | -4.6 | -2.5 | -3.4 |
| 2015-2016 | -1.33 | -0.53 | +2.1 |
Average Scaled Score
| % | Reading | Writing | Maths | GPS |
| 2017-2018 | 99 (105) | - | 101 (104) | 100 (106) |
| 2016-2017 | 98 (104) | - | 100 (104) | - |
| 2015-2016 | 98.4 (102) | - | 103 (102) | 101 (101) |
For the purpose of section 65(3)(a) of the Act the SEND information, the Governing Body must include a report containing SEND information.
Information to be included in the SEND information report should be:
- The kinds of special educational need and disability for which provision is made at the school.
- Information, in relation to mainstream schools and maintained nursery schools, about the school's policies for the identification and assessment of pupils with special educational need and disability.
- Information about the school’s policies for making provision for pupils with special educational needs whether or not pupils have EHC plans, including:-
- how the school evaluates the effectiveness of its provision for such pupils;
- the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs;
- the school’s approach to teaching pupils with special educational needs;
- how the school adapts the curriculum and learning environment for pupils with special educational needs;
- additional support for learning that is available to pupils with special educational needs;
- activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum;
- support that is available for improving the emotional and social development of pupils with special educational needs.
- In relation to mainstream schools and maintained nursery schools, the name and contact details of the SEND coordinator.
- Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secure.
- Information about how equipment and facilities to support children and young people with special educational needs will be secured.
- The arrangements for consulting parents of children with special educational needs about and involving such parents in the education of their child.
- The arrangements for consulting young people with special educational needs about and involving them in their education.
- Any arrangements made by the Governing Body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.
- How the Governing Body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.
- The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32.
- The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.
- Information on where the local authority’s local offer is published.
Below you can find links to our SEND policy and SEND Information Report/Local Offer document
Please click on the link below which will take you to the Local Offer from Calderdale.
If you have any queries, please do not hesitate to contact our Inclusion Coordinators, Mrs Howarth or Mrs Wood.
Primary Sports Funding
What is Primary Sports Funding?
The government is providing additional funding of £150 million per annum for each academic year improve provision of physical education (PE) and sport in primary schools. This funding - provided jointly by the Departments for Education, Health and Culture, Media and Sport - will be allocated to primary school head teachers.
This funding is ring-fenced and therefore can only be spent on provision of PE and sport in schools.
Swimming at Siddal
Pupils in years 3-6 take part in weekly swimming sessions. Pupils continue to go for lessons until they have passed their National Curriculum award or leave Siddal Primary School.
Percentage of pupils within our 2017-18 that can do each of the following:
Swim competently, confidently and proficiently over a distance of at least 25 metres and passed their National Curriculum:
Year 4- 21/26- 81% passed
Year 5- 8/8/ 100% passed
Year 6- 4/5 80% passed
Use a range of strokes effectively:
Year 4- 11/26- 42%
Year 5- 6/8 75%
Year 6- 3/5 60%
Perform safe self-rescue in different water-based situations:
Year 4- 21/26- 81%
Year 5- 8/8 100%
Year 6- 4/5 80%
2016-2017 data
Swim competently, confidently and proficiently over a distance of at least 25 metres and passed their National Curriculum:
Year 4- 24/30 80% passed
Year 5- 9/14 64% passed
All Year 6 pupils had passed in the previous school years.
Use a range of strokes effectively:
Year 4- 16/30 53%
Year 5- 9/14 64%
Perform safe self-rescue in different water-based situations:
Year 4- 21/30- 70%
Year 5- 11/14 79%
PE and Sports Premium impact statement for 2014 to 2018. PE and Sports Premium funding proposal for 2018-19, please click on the attached documents to view.
Pupil Premium: the facts
Introduced in April 2011, the pupil premium is allocated to children who are looked after by the local authority, those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the armed forces.
The level of premium for 2016-17 was £1320 per primary pupil. From April 2014 children who were 'looked after' attracted a higher rate of funding than children from low-income families - the ‘Pupil Premium Plus’, which was £1,900 per pupil for 2016-17. This was to reflect the unique challenges they face at school where they often struggle to keep up with their peers at both primary and secondary level. Children who have parents in the armed forces were supported through the service child premium which for 2016-17 was £300 per pupil.
More information on pupil premium can be found here.
Reports which evaluate the spending of our pupil premium funds and the impact achieved as a result can be found below.
Parent View gives you the chance to tell Ofsted what you think about your child’s school, from the quality of teaching, to dealing with bullying and poor behaviour. Ofsted will use the information you provide when making decisions about which schools to inspect, and when. The school also regularly collects your views through consultation and questionnaires.
Click here to be redirected to the Parent View website.
Siddal Primary was inspected in October 2010. Much has been improved at the school since then and all the areas for improvement identified by the inspector have been addressed. We are currently exempt from Ofsted inspection but they can choose to re-inspect under section 8 at any time following a risk assessment of the school's achievement data and the chool website. We will be pleased to show them just how much all aspects of school life have been further developed and improved.
Our lastest inspection and monitoring reports can be viewed by clicking the image below.