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Christ In All We Do

Achievements and Results

Achievements and Results 2018/19

 

Principal achievements 2019

We have been pleased to make sustained progress over the last year with reference to the following characteristics of successful MATs. This has been achieved because of significant improvements in the following areas:

 

1. Understanding and defining the approach to school improvement
•        we have continued to demonstrate a proportionate, graduated response to school improvement,
•        we have continued to maximise internal and external support in order meet schools at their point of need, with an increasing focus on middle and senior leadership  

•        we have seen all three of our inspected schools remain ‘good’ with Ofsted, and all three with SIAMS inspections were at least ‘good’ (with one demonstrating ‘excellence’)

2. Developing consistency while respecting identity
•        we have further aligned schools’ policies and procedures, especially those pertaining to vulnerable pupils (e.g. assessment, behaviour, safeguarding, SEND and early help)
•        we have begun to maximise the potential of IT to bring information together effectively (child protection systems, data tracking, etc.)
•        we have further refined our core offer of visits to schools to ensure that all schools are treated equitably.
•        we have ensured that school leaders bring stakeholder voices into decisions about the improvement of their schools (especially pupils and parents)

3. Knowing schools well and holding them to account
•        our maximisation of our collective school intelligence has increased the precision of our support and challenge to schools
•        we have embedded and extended the cycle of targeted reviews and audits, including those for Pupil Premium, SEN and Safeguarding, with external partners according to need
•        our approach to governance has further clarified and strengthened the role of Local Governing Boards to relentlessly support and challenge leaders at all levels on behalf of the Board of Trustees.
•        we have tightened links between the appraisals of Head teachers and subsequent school improvement (including the appraisals of teachers)

4. Distributing, deploying and developing leadership
•        throughout the year we have extended the cycle of leadership Networks to include all relevant senior and middle leaders (especially core subjects, assessment, SEND and Pupil Premium), with agendas that focus on leadership development alongside specific school improvement activities
•        we have continued to recruit senior leaders rigorously and with an eye on their potential impact on the wider           organisation, seeing a healthy increase in appointments within the Trust
•        we have worked collaboratively with schools within and beyond the Trust, such as through PTSA Oracy Project or  Jurassic / COWD Hub Maths research groups, so that leaders can learn from each other and contribute to other schools’ improvement
•        we have encourage leaders at all levels and governors to participate in nationally recognised training such as the CoEPQH and NPQEL

5. Improving the quality of teaching and learning
•        we have begun to refine, define and deliver a pedagogically sound and rich curriculum to all pupils in all schools, in line with the new expectations of Ofsted
•        we have promoted the value of mastery approaches within a framework of dialogic teaching
•        we have been relentless in increasing the prominence of vulnerable pupils (including SEND and disadvantaged and those with no ‘labels’ at all) within the planning cycle for quality first teaching, to ensure that all pupils have learning well‑matched to their individual needs
•        we are ensuring all leaders and teachers are effectively using high‑quality assessment and analysis to build bridges between pupils’ achievements and further learning, supported by our move to a common tracking system

6. Being a learning organization
•        this year we have strengthened links with localities, including Local Authorities, Teaching School Alliances and other providers
•        we have invested time in reflecting on the best in national and international research into excellence in education, while encouraging relevant small‑scale action research projects and innovation within the schools
•        we have gathered stakeholder reflections on Trust developments and improvements and used this to shape our next steps

7. Provide robust operational support to enable the focus is on teaching and learning
•        we have evaluated the impact of Business Managers with portfolio roles in supporting across the Trust and have development more stable structures for the leadership of finance and human resources
•        we have provided increased centralisation of safeguarding (CPOMS) and assessment (SPTO and FFT) IT support
•        our IT strategy is helping to provide an effective and cost effective solution across the Trust
•        we have been proactive in holding headteachers and LGBs accountable for how they have managed school resources

8. Growing strategically and sustainably
•        we have successfully managed the transition of St Leonard’s and Plympton St Mary’s schools into the Trust family
•        we have allowed ourselves a period of consolidation rather than seeking out new schools which would hinder our offer to our existing communities

•        we have supported every school to improve their offer (and how this is communicated) in order to increase pupil numbers where these are variable or low

 

Results Summary 2018/19

Analysis of our four‑year profile shows the Trust is consolidating after a period of rapid growth. The 2019 data is a mixed picture, with improvements in a number of measures in a number of schools. Outcomes below are shown for schools individually, alongside an average for the Trust and the current national average (in KS2 this is 2019 national data, for other year groups this is from 2018). The following acronyms are used:


EYFS ‑ Early Years Foundation Stage, including Nursery and Reception classes
GLD ‑ Good Level of Development (i.e. all areas of EYFS Profile at least Expected)
EXP+ ‑ % of pupils in that group achieving at least the Expected Standard
EXC - the higher standard in EYFS
GDS ‑ % of pupils reaching the Higher Standard or Greater Depth Standard
SS ‑ average ‘scaled score’ for the relevant test
VA ‑ average ‘value added’ for tracking KS2 progress from starting point
EGPS - English Grammar, Punctuation and Spelling
RWM ‑ combined score for pupils meeting the standard in Reading, Writing and Maths

 

All pupils
Overall performance has improved in some subjects and measures, but not in all. There continues to be an urgent need to further enhance and refine all our efforts to improve outcomes for our growing number of children. The initial Trust‑level headlines are:

  • EYFS has improved and Y1 Phonics continues to be consistently strong in most schools, while KS1 outcomes are stable and in line with national 2018 in all subjects.
  • KS2 Reading attainment is a consistent strength, although the Trust average did not improve in 2019.
  • KS2 Maths, Writing and EGPS attainment at EXP+ and GDS has improved over four years, but remains below National.
  • KS2 Progress continues to be an area of concern, and while internal data for lower KS2 indicates better things to come, we cannot yet be confident that we will see a demonstrably improved picture in 2020.

 

At a school level, it must be acknowledged that:

  • There have been notable improvements in KS2 in a number of schools, often where support from the Trust has gained most traction amongst leaders, governors and staff.
  • We have seen big improvements in some of the schools whose 2018 data raised concerns, while outcomes at others remain challenging
  • Of the remaining schools, two of the Torbay schools have generally continued to be among the strongest performers.

 

Our established monitoring systems, enhanced School Improvement Team, and the newly‑developed Graduated Approach, put us in a stronger position to build on these foundations and continue to address the core issues of learning and leadership in the year ahead.

Gender and Prior Attainment Groups
There is a gap between boys and girls at KS2 in terms of attainment, but this is narrower than the gap nationally. Girls’ progress in Reading and Writing 2019 was superior to that of boys, and vice versa in Maths. There is no evidence from the schools that either gender group is adversely affected by the schools’ curricular offer.

In 2019 the Trust’s mid and high prior attainment groups were below national in all subjects. This in part explains why the VA overall is below national in these subjects. There was also insufficient accelerated progress (i.e. low prior attainers progressing to EXP+ and middle prior attainers progressing to GDS) to offset the slippage where it occurred.
As we strive for all our schools to be consistently above national at EXP+, we have a moral imperative to ensure that the low prior attainers, however small a portion of the cohort they may be, are supported and challenged to get as close to the expected standard as possible by the end of Year 6, so that they can have the best possible start to their secondary education.

Disadvantaged pupils and Special Educational Needs

Overall, the outcomes for disadvantaged pupils in 2019 are unsatisfactory, especially in EYFS, phonics and KS1, where attainment is below national (same). In our pursuit of flourishing communities, we rightly judge ourselves on how we are improving the prospects of our most vulnerable pupils and this is not yet uniformly happening. Positively, Reading is a strength in KS2, and improvements in attainment at Greater Depth in Year 2 and Year 6 are a step in the right direction.
The KS2 combined attainment data and the VA scores show that where provision is less effective for all pupils it is even more detrimental for those in the disadvantaged group. Since 2017, all schools have been developing Trust‑reviewed Pupil Premium Strategies. Our intention is to introduce 3-year action plans which will better deliver sustainable improvements for this vulnerable group.

Our SEN support pupils are achieving better than similar pupils nationally in EYFS and KS1, showing the impact of early identification of needs and timely intervention. Outcomes are less strong in KS2, and there is a need for all schools to continue to develop their daily provision for SEN pupils.

God is not unjust; he will not forget your work and the love that you have shown him as you have helped his people and continue to help them.” Hebrews 6:10

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