Standards

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Standards- 2015 Academic Year

Year 2 (7 Year olds, end of Key Stage 1) 

  Level 2+  Level 3+ 
Maths  100% 50%
Reading 87.5% 37.5%
Writing 87.5% 37.5%

Year 6 (11 Year olds, end of Key Stage 2) 

  Level 4+  Level 5+ 
Maths 100% 45%
Reading 100% 73%
Spelling, Grammar and Punctuation 100% 91%
Writing (Teacher Assessment)  100% 73%
RWM L4+ 100% n/a

Pupils making 2 levels of progress from the end of Y2 to the end of Y6 (from the end of KS1 to the end of KS2)

Subject % 2 Levels of Progress
Mathematics 100%
Reading 100%
Writing 100%

Click here to visit the Department for Education Performance Tables website.

At Sicklinghall we recognise the importance of learning that is both meaningful and memorable. We know that it is essential to make connections between different subjects and to link learning, so that children see a purpose for the learning in each lesson. As a result, we have introduced ‘Contexts for Learning’ across the whole school to teach the Foundation subjects in particular. This means that learning is planned so that every subject is linked to an overall theme, the Context e.g. The Tudors or Space or Our Healthy Bodies. This way of working encourages ownership and develops children’s independence; it also means that everything we do has a purpose, so we can celebrate the children’s work in meaningful ways.  It is an exciting and challenging innovation and one that all our children (and staff) enjoy.

Effective learning is our overall term for the ways in which we teach and children learn at Sicklinghall, through active participation, discussion and hands-on experiences. Effective learning encourages independence, motivation, problem solving, reflection, resilience, resourcefulness, social skills, enjoyment in learning and thus, lifelong learners.

Good health is important to an effective brain

we will provide frequent and easy access to water.
we will promote a healthy diet.
we will encourage children to eat fruit.
we will teach children about healthy living.

Learning is about making connections

we will show children the connections between what they are learning now with what they have already learned.
wherever possible, we will relate what we teach to children’s own experience.

Relaxed alertness, not stress, is the best state for learning

we will work to develop children’s self-esteem.
we will promote learning through positive encouragement.
we will develop social interaction, in a friendly and collaborative classroom.

Children need to see the big picture

we will start each unit of work with an overview of what children will be learning and doing.
we will begin each lesson by showing how their work fits into this big picture.

Each child has a range of intelligences

we will identify all children as intelligent, finding their areas of strength.
we will provide a broad curriculum so all children will be able to develop their own strengths.

Teaching will be planned to address children’s different learning styles

we will provide a range of learning and teaching styles for all children.
we will encourage and enable children to demonstrate learning in a variety of ways e.g. drama, role-play, discussion, diagrams, charts, lists, maps, dance, debate, as well as the more traditional forms of recording. 

“Teachers know the children well and forge strong working relationships with them based on respect and patient understanding.

Pupils are expected to work hard and rarely disappoint with their response.

The very skilful use of questioning makes pupils think deeply and give extended answers.” (OFSTED 2014)

Without doubt, league tables, statutory assessments and national curriculum levels are important to both parents and schools. Such information provides an indicator to parents and inspectors as to how the school is doing within the context of national and local averages. Whilst we recognise this importance, we nevertheless strive to see each child as an individual rather than merely a number on a mark sheet.

Our assessment procedures, from entry into school to a child’s final term in Y6, focus on what the child can do now and what s/he needs to do in order to take the next step. The small size of our school enables all staff to know each pupil individually as a person and as a learner.

The information on the following page details how pupils achieve in Y2 and Y6 (the year groups in which statutory assessments are carried out) with comparisons between our school, the local authority and schools nationally.