School Performance Data
Welcome to Skidby Primary School and thank you for taking the time to browse our website. I hope that you find it informative and that it answers any questions you may have.
SATs are statutory assessments carried out by all state schools. They assess how your child’s abilities compare nationally with other children in the same year group. Your child will be assessed at Key Stage 1 (KS1) during Year 2, at age 7. Further SATs testing takes place at Key Stage 2 (KS2), when your child will take part in National Curriculum tests in English, maths and the new grammar test at the end of Year 6 (usually age 11).
SATs assessment at KS1 takes place in the classroom and can happen at any time during the school year – in most cases your child won’t even be aware that they are being tested, and asssessment will be conducted as part of every day English and maths classroom activities.
Children are assessed in key areas such as reading, writing and spelling. In maths, your child’s ability to count, read and write numbers will be assessed, alongside their competency in general problem solving and understanding of concepts such as doubling/halving and taking measurements. Your child will not be tested in anything that they haven’t already covered in the classroom.
In KS2 children will be tested on numeracy and literacy as well as a new test, introduced in May 2013, in English grammar, punctuation and spelling. Again your child will not be tested on anything they have not covered in the classroom.
Compare School and College Performance
The Department for Education (DfE) has a website service which allows anyone to explore a range of data for a single school or to compare schools.
Across year groups, pupils who are currently in the school are making good progress in reading, writing and mathematics.
Leaders are dedicated to make a difference to every pupil and staff member.
Teaching assistants have a good understanding of their roles and provide effective support to the pupils they are working with.
Purposeful and varied outdoor learning provides the opportunity for pupils to engage in the awe and wonder of the natural world.
A Christian school in a small community, making a big difference.
Pupils behave well and have positive attitudes to learning. They respect and listen to one another and work well together.
Younger pupils use punctuation and capital letters accurately, forming sentences with increasing complexity.
Religious education (RE) is well led and taught across school. Pupils have an informed understanding of a range of faiths.
Parents are positive about the school’s work and the education their children receive.
High quality displays in all subjects, including RE, are a priority and enable pupils to see the progress they are making.
The behaviour of pupils is good. Around the school, in the dining hall and on the playground, pupils are well behaved and courteous to each other and adults.
The school’s distinctive Christian vision has brought clear focus and direction to ensure rapid progress as a Church school.
Teachers choose interesting texts to capture pupils’ imagination and support their learning.
Governors are very well informed and know their school well. They provide the right level of support and challenge.
In English, texts are carefully chosen to encourage reflection and understanding difference and diversity.
The school’s work to promote pupils’ personal development and welfare is good.
Aspirations are high and all, including the most able, are challenged. Pupils take pride in their work and delight in seeing their efforts displayed around school.
The school offers a range of opportunities for pupils to participate in a number of afterschool sports clubs and competitive events.
The teaching of writing is good. Teachers ensure that pupils learn to write in different styles and for different audiences.
Throughout the school, pupils are polite, friendly and welcoming. They show respect, both to adults and to each other.
The breakfast club provides a healthy meal each morning for any pupil who wishes to attend.
The curriculum effectively provides time for reflection and spiritual growth.
Collective worship is a central part of daily life, it is invitational and inclusive.
Leaders and staff are passionate in their drive to ensure every child at Skidby flourishes.
Pupils attend school regularly. They are very happy in school and feel safe.
Teachers successfully plan learning activities that meet the needs and interests of the range of ages and abilities in their classes.
Inspired by the Christian vision, collective worship is highly valued and central to the daily lives of pupils. It encourages pupils to reflect on, and live out the school’s Christian values in their own lives.
Challenged by their learning, pupils are keen to seek justice and fairness for those in society. They talk about ‘how they find a problem and try to sort it out’.
Parents are confident that their children are kept safe and are cared for well.
In phonics lessons, teachers take opportunities to explain that sounds can be made with different groups of letters. This helps pupils to read simple words.
Staff communicate with parents well. Parents are appreciative of the information they receive about how well their children are doing and what they are learning.
Pupils make good progress in mathematics. In most classes, teachers plan meaningful and wide-ranging opportunities to solve problems, investigate mathematical ideas and develop mathematical reasoning.
Teaching, learning and assessment are good across the school.
Driven by their distinctly Christian vision, this school has been on a rapid journey of improvement as a Church school over recent years.
When working together, pupils show good levels of cooperation and help one another willingly. In lessons, they respond well to tasks they have been given and enjoy the work they do.
Safeguarding is effective and children’s welfare requirements are met. Staff are well trained and vigilant in ensuring that all children are safe.
Pupils understand the conventions of different genres and demonstrate this in their own compositions.
From an early age there is a strong focus on developing curiosity, by asking questions and reflecting on responses.
Pupils are taught how to keep themselves safe in a variety of situations, such as when using the internet.
Pupils challenge injustice and engage in meaningful social action projects beyond fundraising. This has a very positive impact on both their own lives and those of others.
Pupils enjoy lessons because teaching is challenging them to learn more and achieve better.
Pupils’ development as advocates for social justice is particularly strong and goes beyond regular fundraising.
Leaders ensure that all curriculum decisions have their vision and associated values of respect, resilience and responsibility at the forefront.
Pupils describe their own spirituality as ‘being themselves, thinking beyond themselves, caring for others, the wider world and beyond’.