Siddal Primary School

Siddal Primary School
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School Information

We aim for all our pupils to achieve above the national average in all statutory assessments where possible and ensure they all fulfil their potential based on their starting points. We carefully track and monitor the progress of every pupil attending Siddal Primary, providing additional support when needed. At the end of each academic year, we evaluate our pupils’ attainment and progress against the national data. Priorities for future school improvement are then identified and actioned. In this section of the website you will find the school performance data for Early Years, Phonics, KS1 and KS2 as well as how we have used our Pupil Premium and PE and Sports funding and what difference it has made.

Attendance at Siddal Primary is broadly in line with the national average and has been for the last 5 years. We really need continued support from all our parents and carers to reduce absence and taking holidays in term time. This was greatly reduced from 354 in 2018 to 145 in 2019. 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 2018-19

 

Group

% attendance

% authorised absence (+ days)

% unauthorised absence

 (+ days)

% holiday 

(+ days)

Whole School

   97       

(96.2 including FN)

2.4

(3.2 including FN)

0.6

(0.6 including FN)

145

Boys

96.8

(96 including FN)

2.5

(3.9 including FN)

0.7

(0.8 including FN)

69

Girls

97.2

(96.6 including FN)

2.2

(2.9 including FN) 

0.6

(0.5 including FN)

76

Pupil Premium 

96.2

2.9

0.9

90

SEN 

96.7

2.9

0.4

28

FN

90.1

9.9

0

18

FR 

95.9

3.5

0.6

25

Y1

96.7

3

0.3

0

Y2 SL

97.3

1.9

0.8

14

Y2 DL

98.3

1.2

0.5

25

Y3

97.2

2

0.8

24

Y4

96.5

3

0.5

18

Y5

97.8

2.1

0.1

0

Y6

96.3

3

0.4

21

 

 

 

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 and greater 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

2018-19

23/24

96%

23/24

96%

23/24

96%

23/24

96%

23/24

96%

24/24

100%

23/24

96%

24/24

100%

24/24

100%

24/24

100%

23/24

96%

24/24

100%

24/24

100%

23/24

96%

24/24

100%

24/24

100%

22/24

92%

2017-18

 28/29

97%

27/29

93% 

 27/29

93%

28/29

97% 

 27/29

93%

27/29

93% 

28/29

97% 

28/29

97% 

29/29

 100%

28/29

97% 

28/29

97% 

29/29

100% 

29/29

100% 

29/29

100% 

28/29

97% 

 29/29

100%

29/29

100%

 2016-17

 41/42

98%

 42/42

100%

 42/42

100%

41/42

98% 

 42/42

100%

 42/42

100%

 42/42

100%

42/42

100% 

41/42

98% 

 41/42

98%

 42/42

100%

42/42

100% 

42/42

100% 

 42/42

100%

42/42

100%

 42/42

100%

 42/42

100%

 

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

2018-19

23/24

96%

23/24

96%

21/24

88%

21/24

88%

22/24

92%

23/24

96%

22/24

92%

24/24

100%

21/24

88%

23/23

96%

21/24

88%

22/24

92%

21/24

88%

22/24

92%

23/24

96%

21/24

88%

22/24

92%

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%

 

 Progress Trends (entry FN to exit FR) – expected and greater 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

2017-19

7/8

88%

7/8

88%

7/8

88%

8/8

100%

8/8

100%

8/8

100%

8/8

100%

8/8

100%

8/8

100%

8/8

100%

7/8

88%

8/8

100%

8/8

100%

8/8

100%

8/8

100%

8/8

100%

8/8

100%

2016-18

 

 17/17

100%

17/17

100% 

17/17

100% 

17/17

 100%

17/17

100% 

17/17

100% 

17/17

100%

17/17

100%

17/17

100% 

17/17

100%

17/17

100%

17/17

100% 

17/17

100% 

17/17

100% 

17/17

100% 

17/17

100% 

17/17

100% 

 2015-17

27/35

77% 

29/35

83% 

29/35

83% 

 31/35

89%

28/35

80% 

 29/35

83%

 30/35

86%

29/35

83% 

29/35

83% 

 31/35

89%

 30/35

86%

 30/35

86%

 30/35

86%

30/35

86% 

33/35

94% 

 30/35

86%

29/35

83% 

 

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

2017-19

5/8

63%

7/8

88%

6/8

75%

7/8

88%

6/8

75%

6/8

75%

8/8

100%

8/8

100%

6/8

75%

6/8

75%

6/8

75%

8/8

100%

7/8

88%

7/8

88%

6/8

75%

8/8

100%

6/9

75%

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%

 

 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

2018-19

20/24

83%

18/24

75%

18/24

75%

19/24

79%

19/24

79%

20/24

83%

21/24

88%

21/24

88%

18/24

75%

18/24

75%

16/24

67%

16/24

67%

16/24

67%

17/24

71%

20/24

83%

20/24

83%

20/24

83%

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% 

 

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

2018-19

0/24

0%

0/24

0%

0/24

0%

3/24

13%

0/24

0%

1/24

4%

0/24

0%

0/24

0%

0/24

0%

2/24

8%

1/24

4%

0/24

0%

0/24

0%

0/24

0%

0/24

0%

0/24

0%

0/24

0%

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%

 

FN Progress and Attainment Trends

Expected and greater 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

2018-19

12/13

92%

8/13

62%

9/13

69%

11/13

85%

11/13

85%

12/13

92%

11/13

85%

10/13

77%

12/13

92%

11/13

85%

12/13

93%

10/13

77%

12/13

92%

11/13

85%

13/13

100%

13/13

100%

11/13

85%

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% 

19/19

100% 

19/19

100% 

19/19

 100%

19/19

100%

19/19

100% 

19/19

100% 

 

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

2018-19

7/13

54%

6/13

46%

6/13

46%

9/13

69%

8/13

62%

6/13

46%

4/13

31%

9/13

69%

10/13

77%

9/13

69%

10/13

77%

7/13

54%

9/13

69%

8/13

62%

7/13

54%

8/13

62%

8/13

62%

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%

 

 

GLD (%)

Good Level of Development

2019

65.2 

2018

59 (71.5)

2017 

66.7 (70.7)

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

2018-19

80%

71/100

50/88

60/84

2017-2018

82 (82.6)

85/79

90/79

40/90

2016-2017 

 79 (81.4)

86/80

86/78

60/83  

 

Y2 re-take

% passing

All Pupils

Boys/Girls

PP/Non PP

SEN/Non SEN

2018-2019

38

17/100

20/67

33/50

2017-2018

78

50/100

50/86

75/80

 2016-2017

42 

60/29 

 0/50

25/50 

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. 

 

Over time - Pupils at the expected standard at the end of Year 2


 

 %  Reading  Writing  Maths
2018-2019 (32) 69 66 72
 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) 


 

Overtime -Pupils exceeding standard- Greater Depth 

 

 %  Reading  Writing  Maths
2018-2019 6 3 9
 2017-2018  3 6.1 
  2016-2017  11 

 

 

Average Scale Score

2019- 3 non-sitters for the KS1 SATs, these are included in the scale scores and percentages. In brackets are the average scale scores with the three non-sitters omitted. 

 

 % All  Reading  Maths
2018-2019 96 (102.5) 90 (103)  102 (105)
 2017-2018  102  100.6 103.4 
 2016-2017 103.5 102 105 

 

 

Expected progress + from GLD to KS1

 
 %  Reading  Writing  Maths
2018-2019 (32) 90   90  97
 2017-2018 (32) 94   91 97 
  2016-2017 (39) 93.4  96.5  86.2 

 

 

Better than expected progress from GLD to KS1

 
 %  Reading  Writing  Maths
2018-2019 (32) 24   21 23 
 2017-2018 (32) 16   6 13 
  2016-2017 (39) 24  21  14 

 

 

 

 

 

 

 

 

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 over time 

 % Reading Writing Maths GPS Combined
2018-2019 69 (73.2) 76 (78.5) 79.3 (78.7) 79 (78) 62.1 (65)
 2017-2018  57 (75) 57 (78) 64 (75) 57 (77) 50 (64)
  2016-2017   39 (71) 57 (76) 50 (75) 46 (77) 36 (61)


 

Greater Depth over time  

 % Reading  Writing   Maths GPS
2018-2019 24.1 3.4 24.1 17.2
 2017-2018  (27.8) (19.7) 14 (23.3) 11 (34.1)
  2016-2017  14 (18.4) 11 (14.6)  7 (16.2)  11 (22.3)

 

 Progress at the end of KS2 

 %  Reading  Writing  Maths
2018-2019 -0.66  -0.27   +2.04
 2017-2018  -3.1 -2.5 -1.1
  2016-2017  -4.6 -2.5 -3.4

 

 Average Scaled Score 

% Reading  Maths GPS
2018-2019 102 104.5 102.7
 2017-2018  99 (105) 101 (104) 100 (106)
  2016-2017  98 (104) 100 (104) -

 

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

                 

SEND Policy

 

 

SEND Information Report 

(Local Offer)

           

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 Coordinator Mrs Howarth.

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 2018 to 2019.  PE and Sports Premium funding proposal for 2019-20, 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.

Image result for ofsted images

Ofsted provides data dashboards for school providers.  This provides you with information regarding the performance of the school compared to all schools and similar schools nationally. 

Click on the link below to find the information about Siddal Primary.  

 

Gov.uk data site

 

We are required to provide you with a link to the Department for Education school performance website.  Please click here to direct you to the website.