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Holy Trinity C of E Primary School

To be the best we can be – for God, for others and for ourselves

Pupil Outcomes 2017

Holy Trinity End of Year Attainment Summary 2017

Pupil Outcome Summary Document

Achievement 2016


Early Years

The vast majority of our children join Reception class with skills and knowledge below those typical for their age, particularly  in the areas of Communication and Language, Literacy and Maths. This is largely due to the variety of pre school experiences they have from many different pre-school providers. Some of our families prefer to keep their children at home before they start school.

By the end of Reception in 2016, 66% of the class reached expected outcomes in Reading (slightly below the national figure), 57% in Writing (slightly below the national figure) and 81% in Number (above the national figure). This shows children made excellent progress from their starting points at the beginning of the year.


Key Stage 1

At the end of Year 1 every child takes the Phonic Screening Check. We have been working very hard on targeting the children's phonic skills and have seen a big improvement in the pass rate over the last few years. 81% passed the Phonic Screen in Year 1 in 2016 which is in line with the national  figure. This shows excellent progress given the starting points of the children when they entered school.


In Year 2, children who did not pass the Phonic Screen when they were in Year 1 carry on with a phonics programme and are screened again at the end of the year. In 2016 100% of children in the class had passed the Phonic Screen by the end of the year. This is better than the national figure which is 90% and represents excellent progress for this group of children.

Reading, Writing and Maths was assessed in a different way for Year 2 in 2016. To reach the expected standard children had to show far more knowledge and skills than ever before. In Reading 67% reached the expected standard or above with 7% working at greater depth. Although this is slightly below the national figure children made very good progress from the beginning of Key Stage 1. Similarly in Writing, 53% reached the expected standard with 10% working at greater depth. Although below the national figure, again children made very good progress from the beginning of Key Stage 1. In Maths, 87% reached the expected standard with 17% working at greater depth. This is higher than the national figure and represents excellent progress.

What are we doing to make outcomes even better in the Infants?

This year we are working hard to:

  • continue to develop our language rich environment in Reception using lots of talk for reading and talk for writing
  • introduce joining handwriting earlier to develop writing and spelling skills
  • work hard to improve Reading and Writing results further in Key Stage 1


Key Stage 2

In recent years outcomes in Reading, Writing and Maths have always shown children making excellent progress, often in the top 10% of schools in the country. In 2016, there were significant changes to the way children were assessed. In Reading 61% reached the expected standard with 16% working at a high standard. Although below national figures, children made great progress in Reading and we had a progress score of 2.4 which put us in the top 20% of schools nationally. Similarly with Maths, 71% attained the expected standard, with 13% achieving at a high standard. This is broadly in line with the national figure and the progress in Maths was also 2.4, putting us again in the top 20% of schools. However, we were very disappointed with our writing results this year, which were assessed in a very different way and teacher assessment was scrutinised by the Local Authority. Only 23% were judged to be at the expected standard according to the new framework. It was only after the middle of the year that the new criteria for assessment became clear and it was interpreted in a very strict way by Sefton. Although we knew the children's writing was good overall, there was simply not enough time for them to demonstrate they could fulfill all the demands of the new criteria by the time their writing had to be submitted. For this reason progress was -5.1 which was again disappointing. 

Although we are still above the national minimum floor standards for KS2, the issues we had with writing in 2016 are being addressed by the leadership of the school working closely with our new Y6 teacher to make sure we are fully prepared for this year.

What are we doing to improve KS2 outcomes in 2017?

  • improve writing outcomes by focussing on spelling , in particular, as well as more opportunities for writing at length so the children are given lots of opportunities to apply their writing skills and show what they can do
  • improve children's reasoning skills in Maths by weaving it through our everyday curriculum and using the latest research to scaffold the learning of Maths.