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PLEASE CONTACT US:

Mr. Stephen Barker, Headteacher, St. Pancras Catholic Primary School, Stratford Road, Ipswich. IP1 6EF.

Telephone: 01473 742074. Email: ad.st.pancras.p@talk21.com.

The School Office is open from 8 a.m. to 5 p.m. Monday to Friday. Mrs. Karen Cork and Mrs. Collette Ransom will be pleased to address any enquiries.

 

PLEASE NOTE: Any parent who would like to have information on this website in hard copy is entitled to receive it free of charge. Please make any request to the School Office.

KEY PERFORMANCE DATA FOR ALL PUPILS

 

ATTAINMENT

SCHOOL (%)

LATEST NATIONAL (%)

TRENDS INDICATED BY RED (2015), BLUE (2016) & BLACK (2017)

EARLY YEARS FOUNDATION STAGE

63 / 63 / 60

71

YEAR 1 PHONICS

90 / 93 / 93

81

 

KEY STAGE 1 READING

73 / 80

76

KEY STAGE 1  WRITING

60 / 73

68

KEY STAGE 1  MATHS

73 / 80

75

One St. Pancras pupil = 3.3%

 

KEY STAGE 2  READING

80 / 87

71

KEY STAGE 2   WRITING

57 / 81

76

KEY STAGE 2   MATHS

77 / 84

75

KEY STAGE 2   SPELLING PUNCTUATION & GRAMMAR

70 / 94

77

KEY STAGE 2  (COMBINED READING/WRITING/MATHEMATICS)

50 / 68

61

One St. Pancras pupil = 3.2%

 

PROGRESS

READING

WRITING

MATHS

Average progress score from Key Stage 1 to Key Stage 2

ST. PANCRAS

+0.6

-1.9

-1.2

 

NOTE: No red figure is given at Key Stage 1 and Key Stage 2 because the measure changed for 2015-16.

KEY PERFORMANCE DATA FOR GROUPS OF PUPILS

CAUTION – NUMBERS ARE OFTEN TOO SMALL TO BE STATISTICALLY SIGNIFICANT

The above is particularly true in the case of pupils for whom English is not a first language, minority ethnic pupils, pupils with special educational needs and, to a lesser extent, disadvantaged pupils.

GENDER ANALYSIS FOR THE END OF KEY STAGE 2 2016-17 / (13 GIRLS / 18 BOYS)

READING ATTAINMENT: No significant difference

WRITING ATTAINMENT: Against the expected standard girls achieved 92% , boys 72%

MATHS ATTAINMENT: Boys marginally higher than girls (a 2-year trend)

SPAG* ATTAINMENT (NAT AV 106):  No significant difference

COMBINED ATTAINMENT: 77% of girls achieved the expected standard in all of reading, writing and mathematics , boys 61%

 

Over recent years, small groups of minority ethnic pupils at St. Pancras – particularly those from Any Other White, Mixed Black-White or Black British backgrounds – have performed as well as the majority White British group, often exceeding national performance. This is especially so for Mixed Black-White or Black British in Mathematics.

 

Overall, St. Pancras pupils with special educational needs have also performed well, typically outperforming their national counterparts (e.g. in reading in 2016 a progress score of +6.55; in maths a progress score of +4.8). On the other hand, in all subjects combined in 2016 20% attained the expected standard against 53% nationally. Writing was the main factor.

 

Disadvantaged pupils are defined as those who have had free school meals, those who are looked after by the local authority and those whose parents are in the armed services. These are the children who qualify for Pupil Premium funding (See separate analyses for Pupil Premium)

 

DISADVANTAGED PUPILS AT THE END OF KEY STAGE 2 2016-17 / (8 PUPILS – 7 FSM/ 1 SERVICE)

READING ATTAINMENT: Average scaled score of 106 against an average of 102 for other pupils

WRITING ATTAINMENT: 63% achieved the expected standard against 87% for other pupils

MATHS ATTAINMENT: Average scaled score of 103 against an average of 105 for other pupils

SPAG ATTAINMENT: Average scaled score of 103 against an average of 105 for other pupils

COMBINED ATTAINMENT: 63% achieved the expected standard against 70% for other pupils

 

SPAG*   Spelling, Punctuation and Grammar

Conclusion

Evidence suggests that girls attain better than boys in writing (e.g. +0.08 against -5.05 in 2016; 92% of girls achieved the expected standard or better in 2017 compared with 72% of boys).

Although disadvantaged pupils did particularly well in reading in 2017, in which there was a reverse gap, they trailed their non-disadvantaged peers against all other main measures. Overall, evidence suggests that disadvantaged pupils do less well than non-disadvantaged pupils in writing (e.g. a progress score of -4.34 in writing 2016 and only 14% reaching the expected standard in all subjects combined, against 60% nationally – largely attributable to writing).

Evidence suggests that middle attaining pupils at the end of Key Stage 1 (Year 2) make less progress and do not attain as well as other pupils in writing and mathematics (e.g. 71% of St. Pancras middle attainers reached the expected standard in writing and mathematics in 2017 against 82% in reading) and, in 2016, the progress score for middle attainers was -4.92 in writing and -0.99 in mathematics, with 33% reaching the expected standard in all subjects combined against 47% nationally.

KEY PERFORMANCE DATA FOR HIGHER ATTAINING PUPILS

CAUTION – NUMBERS ARE OFTEN TOO SMALL TO BE STATISTICALLY SIGNIFICANT

Here is the last two years’ key data for the end of Key Stage 2:

ATTAINMENT (%)

2016

2017

NATIONAL (2017)

Higher standard in reading

30

23

25

Greater depth in writing

17

10

18

Higher standard in mathematics

13

13

23

Combined – reading, writing and mathematics

10

6

9

 

PROGRESS (%)

2016

2017

NATIONAL (2016)

Higher attainers at the end of Key Stage 1 who achieved the higher standard in reading

 

55

 

43

 

46

 

Higher attainers at the end of Key Stage 1 who achieved greater depth in writing

 

45

 

21

 

 

39

Higher attainers at the end of Key Stage 1 who achieved the higher standard in mathematics

 

36

 

29

 

43

Higher attainers at the end of Key Stage 1 who achieved the higher standard across all subjects

 

27

 

14

 

17

 

What about at the end of Key Stage 1?

ATTAINMENT (%)

2016

2017

NATIONAL (2017)

Greater depth in reading

33

30

25

Greater depth in writing

17

27

16

Greater depth in mathematics

33

23

21

 

 

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