School Performance Data
For the academic year 2016/17, 6/13 46% of pupils attained the expected standard in all of Reading, Writing and Maths.
Progress from KS1 is also a good indicator of performance for a school with a small cohort and this is shown below.
Percentage of pupils achieving a high level of attainment in all of Reading, Writing and Mathematics: 1/13 8%
Average Score in Reading: 103
Average Score in Grammar, Punctuation and Spelling: 104
Average Score in Maths: 105
Full performance information for the school can be found on the Primary Performance pages of the gov.uk website, here.
The school converted to be an academy on 1st November 2016 and as such does not have an Ofsted report as a new school. However, as an Outstanding Converter Academy, the school maintains its ‘Outstanding’ rating.
Reports for the predecessor school however can be found on the Ofsted website here
Parent View gives parents the chance to tell Ofsted what they think about our school on their website here
Pupil Premium Information
The Pupil premium is a sum of money the school receives for each student who is either in receipt of Free School Meals (FSM) or who has been in receipt of them in the past. Nationally, the statistics show that students who are in receipt of FSM do less well than their peers in external exams. The aim of this money is to try to close that attainment gap by allowing the school to direct additional resources towards these individuals learning.
We are required to publish how much Pupil Premium money we receive and how we have chosen to spend that money. Here is our pupil premium plan for 2017/18.
In the 2016/17 financial year we received a pupil premium allocation of £13500 for an eligible 10 pupils. This additional money was been used to support individual or small group interventions for those children where needed, had funded extended schools provision for those families and been used to fund e.g instrument tuition. There was a demonstrably positive impact from the support put in place but due to the small numbers of children involved exact information will not be published here. This is in line with the DfE’s own approach on its website where the school’s narrowing the gap information has been ‘suppressed because the underlying numbers are too small’.
The impact of our pupil premium spending was looked at by Ofsted in June 2013, who stated that children in receipt of pupil premium funding “make excellent progress and achieve as well as other pupils…(their progress) is monitored carefully and frequently so the impact of extra help can be reviewed.”
PE and Sports Premium Information
Schools receive PE and sport premium funding based on the number of pupils in years 1 to 6. At Banham Primary School we want every child to succeed irrespective of their background. We want to increase the number of pupils who derive pleasure from sporting activity in and out of school. We want to provide the best equipment to support high quality competitive sport and other games. We want to make the playground a place where sport can be enjoyed by all.
We are required to publish how much PE and Sports Premium money we receive and how we have chosen to spend that money.
Our Action Plan for this year can be found here:
Our Budget and Impact Analysis for Sports Premium spend can be found here:
We have also produced a skills progression document for PE which can be found here:
This means that all children have their PE teaching by well trained professionals, and have access to a range of extra curricular sporting activities. The impact of our PE provision can be demonstrated well by our ‘Silver’ School Games award, which underwent external validation in 2016/17.
Equalities Information 2017/18
Under the Equality Act (2010) we are required to publish annual Equalities data and Equality objective(s) every four years.
Number of children: 105
Girls: 44; Boys: 61
Ethnicity: White British: 89; White and Black Caribbean: 2; Not Obtained/Refused: 14
Religion: Christian: 47; No Religion 27; Other Religion: 2; Not Obtained/Refused: 29
Children with a Disability: 2
Due to small cohorts and groups, data varies from year to year, class to class. In ‘general’ terms, girls tend to achieve slightly higher than boys, while boys as a result progress slightly better than girls as a result of relevant interventions. Data on other groups is suppressed given the small numbers involved in order to protect their identities.
Our current equality objective (2016-20) is to improve our provision for those children with physical disabilities.
We also have a three yearly Disability Access Plan which can be found in the Policies section of this website.