School Prospectus 2014 by Schudio

As we learn, we will follow the example of Jesus, and respect everybody in our school community, treating them all with Consideration Care and Courtesy.

St Edmund’s Catholic Primary School We are delighted that you are thinking of choosing St Edmund’s Catholic Primary School for your child and hope this prospectus helps you to understand more about our friendly school. We are pleased to have this opportunity to share some of our beliefs and aspirations as well as information about our school that you might find helpful. St Edmund’s is a calm, well ordered and very welcoming community where every child is known and loved. We seek to educate the whole child; assisting in the formation of happy, confident, responsible, considerate, caring and courteous citizens of the future who value themselves, others and the world in which they live.

CONTENTS Welcome Page Contents Letter from the Chair of Governors School Mission Statement and Aims Staff List The School Governing Body School Term Dates and Times School Uniform Admission Policy and Arrangements Our Restorative Approach Curriculum etc. Assessment and Results What people say about our school St Edmund of Abingdon Born in Abingdon Oxfordshire in 1175, Edmund Rich was the son of a merchant and was educated at Oxford University before becoming a priest. As a priest he was an outstanding administrator, teacher, and man of peace and prayer. He was in charge of the finances for the great cathedral of Salisbury, then being built, and in 1233 was made Archbishop of Canterbury. Edmund worked hard with King Henry III to rebuild the importance of the church in English life and was seen as a man who always treated others with consideration, care and courtesy but still managed to â&#x20AC;&#x2DC;get things doneâ&#x20AC;&#x2122;. Edmund died in France in 1240 and is buried at Pontigny, 100 miles South of Paris. His Feast Day is celebrated on 16th November.

ST. EDMUND’S CATHOLIC PRIMARY SCHOOL Windrows, New Church Farm, Skelmersdale. WN8 8NP Tel/Fax: 01695 724798 Email: bursar@st-edmunds.lancs.sch.uk Web: www.stedmundswestlancs.co.uk

Dear Parent, Thank you for your interest in our school. At St Edmund’s it is our aim to give your child the very best start to his or her education. The school community of teaching and support staff are all dedicated to achieve this aim and I know your child will soon settle into the life of the school. As Chair of Governors I feel very proud to be able to play a part in the life of our school. This prospectus will hopefully provide the necessary information to parents about how the school is run and the aims and expectations we have set ourselves. St. Edmund’s Catholic Primary School represents values important to the development educationally, socially, and spiritually of the children and parents who form the school community. Our school serves as a witness to the Catholic faith in Our Lord Jesus Christ. Going around the school you see and hear pupils eager to learn and to express their ideas and this is of course down to the quality of our teachers. The school is blessed by a teaching team that is experienced, highly enthusiastic and very supportive of children and each other. We therefore believe we are part of a happy, confident school that is ready to nurture the developing talents of your children on their first and crucial step of their educational journey. I hope our prospectus answers most of your questions, but the school is always happy and willing to answer any concerns or queries you may have. You can make an appointment to come and look around and see the friendly, supportive and positive atmosphere that our school possesses. To all new parents and children, may I welcome you to the school and wish you every success over the coming years. We look forward to working with you,

Chair of the Governors

Consideration, Care and Courtesy

SCHOOL MISSION STATEMENT & AIMS

As we learn, we will follow the example of Jesus, and respect everybody in our school community, treating them all with Consideration Care and Courtesy. The statement above recognises the school’s important role in providing for the Spiritual, Educational and Community needs of our pupils, and will only be achieved through the collaboration of all members of the school community. We aim to:  Foster positive relationships between all members of the community  Enable each child to acquire the skills, knowledge and attitudes detailed in the National Curriculum and the Religious Education Programme Come and See  Provide each child with the opportunity to experience interesting and enjoyable activities beyond the National Curriculum  Enable pupils to understand that all people are unique, loved and valued by God  Educate the whole child; assisting in the formation of happy, confident, responsible, considerate, caring and courteous citizens of the future who value themselves, others and the world in which they live

SCHOOL MISSION STATEMENT & AIMS To achieve these aims and bring joy and brightness to the lives of our pupils we will:  Value and celebrate the contributions and commitment made by all members of the community including pupils, parents, carers, professional staff, volunteers and members of the wider community  Provide trained, qualified, enthusiastic, caring staff who will work with pupils in a safe, stimulating environment using appropriate, high quality resources  Through the teaching of the Here I Am Programme, educate our pupils in the traditions of the Roman Catholic Church and give them an understanding and knowledge of the life and teachings of Jesus Christ  Regularly review and evaluate the work of the school in order to maintain the high standards we expect of ourselves  Through our own personal behaviour and example create an environment where everybody feels secure, valued and respected  Provide a balanced curriculum which fully meets all statutory requirements  Provide for our pupils experiences and opportunities beyond the curriculum to develop their interests and enhance their enjoyment

STAFF LIST 2014-2015 Name

Position

Responsibilities

Mr D Hennigan

Head Teacher

Mr M Richardson

Assistant Headteacher Year 6 Teacher

Mrs E Williams

Assistant Headteacher Year 1/2 Teacher

Miss F Vause

EYFS Teacher

Mr I Marren Miss L Hulse Mrs C Chadwick

Year 1/2 Associate Teacher Year 3/4 Teacher Year 3/4 Teacher

Mr J Brammer

Year 5 Teacher

Mrs T Stringman

Learning Mentor

Mrs S Beeley

Teaching Assistant

Mrs M Burns Ms M Byrne Mrs S Charman Mrs J Clarke Mrs P Cushion Mrs A Regan Miss E Hughes Mrs A Maguire

Teaching Assistant / HLTA Teaching Assistant Teaching Assistant Teaching Assistant Teaching Assistant Teaching Assistant Teaching Assistant Teaching Assistant

Designated Senior Leader for Child Protection Health and Safety Lead Special Educational Needs Co-ordinator Gifted and Talented leader Assessment and Tracking ICT Co-ordinator Educational Visits Co-ordinator KS 2 Leader Maths Co-ordinator Art Co-ordinator P.E. Co-ordinator KS1 Leader Humanities Co-ordinator Literacy Co-ordinator SCITT Mentor Foundation Stage Leader R.E. Leader NQT Mentor SCITT NQT (Maternity Leave) Science Co-ordinator Design Technology Co-ordinator Staff Well-being Leader M.F.L. Co-ordinator Music Co-ordinator Designated Senior Leader for Child Protection Breakfast Club SEAL / PSHE Co-ordinator Attendance and Punctuality Leader Family Liaison First Aid Co-ordinator Breakfast Club GRT Liaison Display Co-ordinator 1:1 Support / Integration Removing Barriers to Learning

Mrs A Wylie

Bursar

Mrs C Caren Mrs L Dwyer Mrs J Steen Mrs C Watts Mrs J Worrall Mr M Atkinson

Lunchtime Welfare Assistant Lunchtime Welfare Assistant Lunchtime Welfare Assistant Lunchtime Welfare Assistant Lunchtime Welfare Assistant Site Manager

Mrs K Brown Mrs D Lightfoot Mrs J Burns

Cook in Charge Kitchen assistant Kitchen assistant

Early Literacy Support Making Maths Meaningful Display Co-ordinator Responsibility for Library School Business Manager Data transfer / Statutory Returns KS1 KS2 KS1 / 1:1 Support KS2 KS1 Health and Safety Officer Cleaning Supervisor

THE SCHOOL GOVERNING BODY Foundation Governors

Mrs. M. Callaghan Mr. S. Conley Mr. A. Egerton (Vice Chair) Mr. R.A. Wilson

Mrs. A. Forster Mrs. F. Hopkins (Chair) Mrs. S. Oates

Elected Parent-Governor 2013/17

Mrs. E. Heywood

Elected Teacher-Governor 2013/17

Miss F. Vause

Elected Staff-Governor 2011/15

Mrs. P. Cushion

Headteacher

Mr. D. Hennigan

Mrs J. Jackson

Co-Opted Associate Members

Sr Eileen Ryan

Clerk to the Governors

Mrs. A. Wylie

2014/18

Foundation-Parent Governors 2014/18

Local Authority Governor

2013/17

What are Governors and what do they do? Governors are like a Board of Directors and make decisions about how the school is run. They meet at least once each term, usually at school.

Governors are appointed to help: (i) (ii) (iii) (iv) (v) (vi)

Decide what is taught Set standards of behaviour Interview and select staff Decide how the school budget is spent Monitor the performance of our school Monitor the performance of the headteacher

SCHOOL TERM DATES AND TIMES 2014/15

All dates are inclusive

Term Dates

School Closed for Half-term

AUTUMN TERM 2014

8th Sept – 24th Oct. 4th Nov – 19th Dec.

27th Oct– 31st Oct

22ndDecember – 2ndJanuary

School closed for Christmas Holiday SPRING TERM 2015

5th Jan – 13th Feb. 23rd Feb – 26th March

16th – 20th February

School closed for Spring Holiday SUMMER TERM 2015

13th Apr – 22nd May 1st June – 23rd July

Additional closures for INSET & Bank Holidays Thursday 4th Sept. Friday 5th Sept. Monday 3rd Nov.

Friday 27th March

30th March – 10th April

25th – 29th May.

Monday 4th May Thursday 7th May

Summer Closure begins after School on 23rd July 2015

SCHOOL TIMES

First Session Morning Break Second Session Lunch Time Third Session Afternoon Break Fourth Session

Key Stage 1

Key stage 2

Infants

Juniors

8.50 – 10.45am

8.50 – 11.00am

10.45 – 11.00am

11.00 – 11.15am

11.00 – 12.05pm

11.15 – 12.15pm

12.05 – 1.05pm

12.15 – 1.05pm

1.05 – 2.15pm

2.15 – 2.30pm

No afternoon break

2.30 – 3.15pm

2.15 – 3.15pm

SCHOOL UNIFORM BOYS: White shirt School Tie Grey shorts/trousers School sweatshirt (round neck or V-neck) Black shoes

GIRLS: White blouse School Tie Grey or Tartan skirt/pinafore School cardigan Black shoes SUMMER UNIFORM: Gold polo shirt Grey shorts / skirt or Yellow gingham dress FOR PHYSICAL EDUCATION LESSONS: Maroon shorts White round neck t-shirt. Black Pumps

Ideally, children should not wear any jewellery in school. Stud earrings are permitted, but must be removed for P.E. and Swimming lessons as there are obvious dangers when children are taking part in these activities. It is much simpler to leave the earrings at home on the days when your child has a P.E. or swimming lesson.

DETERMINED ADMISSION POLICY AND ARRANGEMENTS FOR 2015-2016 1

St. Edmund’s is a Catholic Primary School situated in the Archdiocese of Liverpool and is maintained by the Lancashire Local Authority.

The Governing Body of the school is responsible for determining and administering the policy relating to the admission of pupils to the school. It is guided in that responsibility by:  the requirements of the law  the advice of the Archdiocesan Trustees on the nature and purpose of its duties  its duty towards the school and the Catholic community it serves  the Catholic character of the school and its Mission Statement  recognition of the Parish boundary

The school serves in the first instance baptised Catholic children living in the Parish of Skelmersdale.

Our principal role as a Catholic school is to participate in the mission of the Catholic Church by providing a framework which will help children to grow in their understanding of the Good News and in the practice of their faith. The school will help the children develop fully as human beings and prepare them to undertake their responsibilities as Catholics in society. The school asks all parents applying for a place here to respect this ethos and its importance to the school community. This does not affect the rights of parents who are not of the faith of this school to apply for and be considered for a place here.

Having consulted with the LA and others in accordance with the requirements of the law, the Governing Body has published its admissions limit at 21 pupils for the school year commencing September 2015.

Parents must complete the Local Authority application form (ADM2). Parents who wish their application to this Catholic school to be considered against the priority faith criteria

should also complete the supplementary form. If the school is oversubscribed, failure to complete the supplementary form may result in your application for a place in this school being considered against lower priority criteria, as the Governing Body will have no information upon which to assess the application on the basis of the applicant’s baptism and/or membership of a faith community. The ADM 2 should be forwarded to the Pupil Access Team at East Cliff JDO by 15 January 2015. The SIF should be returned to the school no later than 15 January 2015. Notes The Governing Body has delegated responsibility for determining admissions to its Admissions Committee which will consider all applications made in accordance with the criteria set out below. Pupils who are admitted to the school will enter the reception class in September 2015. As required by the law the Governing Body will not admit more than 30 pupils to any one reception or infant class. Parents may wish to know that for entry in September 2014, the school was over subscribed. St. Edmund’s Catholic Primary School Over-subscription Criteria

Where the number of applications exceeds the number of places available the Governing Body will apply the following over-subscription criteria 1.

Baptised Catholic looked after children.

Baptised Catholic Skelmersdale.

Baptised Catholic children who have a brother or a sister at the school at the time of likely admission. This includes full, half or stepbrothers and sisters, adopted and foster brothers and sisters or children of the parent/carer’s partner, and in every case who are living at the same address and are part of the same family unit.

children

living

the

Parish

Baptised Catholic children living in other Catholic parishes.

Looked after children who are other than Catholic.

Children who are other than Catholic who have a brother or a sister at the school at the time of likely admission. This includes full, half or stepbrothers and sisters, adopted and foster brothers and sisters or children of the parent/carerâ&#x20AC;&#x2122;s partner, and in every case who are living at the same address and are part of the same family unit.

Children from other Christian denominations. Proof of Baptism in form of Baptismal Certificate or confirmation in writing that the applicant is a member of their Faith community from an appropriate Minister of Religion is required.

Children of other faiths. An appropriate Faith Leader would need to confirm in writing that the applicant is a member of their faith group.

Children whose parents express a preference for a place at the school.

In the event of any over-subscription in the number of applications made under any of the categories above then the admissions committee will offer places first to children living nearest to the school measured in a straight line from the front door of the house/flat to the main front door of the school with those living closer to the school receiving higher priority. In the event of a tied distance measurement between address points the local authorityâ&#x20AC;&#x2122;s system of a random draw will determine which address(es) receive the offer(s). In rare cases where the distance tie break does not assist, for example due to twins/triplets in the same house or where there are two or more children with an exact distance measurement, where to admit further pupils would have class size implications, random selection will be used to determine the allocation of places.

OUR RESTORATIVE APPROACH The restorative approach is based on the belief that the people best placed to resolve a conflict or a problem are the people directly involved, and that imposed solutions are less effective, less educative and possibly less likely to be honoured. In order to engage in a restorative approach to conflict and challenging behaviour, staff and children need certain attitudes and skills. Staff and children at St Edmund’s have undergone training to develop both restorative skills and attitudes. In our school we work to identify a variety of applications of these skills to meet the needs of the whole school community. The ultimate aim in our school is to build a strong, mutually respectful, safe and inclusive school community in which everyone feels valued and heard. The advantages of restorative approaches in our school setting include:  A safer, more caring environment  A more effective teaching and learning environment  A greater commitment by everyone to taking the time to listen to one another  A reduction in bullying and other interpersonal conflicts  Reductions in fixed term and permanent exclusions  A greater confidence in the staff team to deal with challenging situations  An increased belief in the ability of young people to take responsibility for their choices, and more people giving them opportunities to do so. We have a dedicated group of children in the juniors who work as Peer Mediators. All of these children have been trained by an accredited provider to give them the skills and knowledge that help children resolve their conflicts in school. This program promotes restorative justice and allows children to come together in a calm and non-judgemental atmosphere. The Peer Mediators work hard to create harmony throughout our school both at playtimes and in the classroom.

CURRICULUM At St Edmund’s our children experience a curriculum that is broad and rich but always with a focus on high standards. R.E., Reading, Writing and Maths are the foundations of our pupils’ success in learning and are also threaded through all the other curriculum areas. Our children enjoy work in Science, Geography, History, Art, Drama, Music, P.E., Design Technology, Computing and Spanish as well as lessons in Personal Social Health Education (PSHE), Relationship Education and Circle Time. All the teaching in our school is designed to support our children’s enquiring minds and stimulate their enjoyment and creativity.

EXTRA CURRICULAR ACTIVITIES We feel that extra curricular activities are important both from an educational and a social point of view, to the life of the school. As they progress through the school the children are encouraged to participate in a variety of after school clubs. There is no charge made for any of these activities. The following are available to the children at various points throughout the year; Football, Rugby, Netball, Cross Country, Choir, Cricket, Athletics, Chess, Boxercise, Reading Club, Science, Craft Club, Rounders, Homework Support.

SPORTING ACTIVITIES St Edmundâ&#x20AC;&#x2122;s school has a strong tradition of competitive sports, competing in team sports with schools throughout Skelmersdale and beyond. By the time a child leaves us in Year 6 it is expected that they will have represented the school in at least one competition. The children in Year 5 and 6 go swimming every week throughout the year to the Nye Bevan Pool in Skelmersdale and have the chance to represent our school in the annual Swimming Gala.

OUTDOOR AND ADVENTUROUS ACTIVITIES Every other year, children in Year 5 and 6 are offered the opportunity of a residential activity holiday. This usually takes place at Robinwood Activity Centre at Dobroyd Castle. The children get to experience climbing, abseiling, canoeing, archery, raft building, caving and many other exciting activities.

EDUCATIONAL VISITS Each year all the children in the school are given the chance to go on at least one educational visit. It is normally necessary to ask for a small voluntary contribution for these visits to cover the cost of admission and transport. We work hard to keep these costs as low as possible and are happy for the school to subsidise each visit. If parents feel they are unable to make a contribution they are asked to come into school to discuss the matter with the Headteacher and Learning mentor.

ASSESSMENT When they join us in Foundation Stage, children’s progress is measured in Prime Areas of Learning (Communication and Language, Physical Development, Personal, Social and Emotional Development) and Specific Areas of Learning (Literacy, Maths, Understanding the World, Expressive Arts and Design). As the child progresses through school, further assessments at the end of each year give an ongoing measure of the child’s progress. The children in Year 1 undergo a phonics screening check to identify areas needing more support and the children in Year 2 (age 7) take National Curriculum Tests in Reading, Writing and Maths.

Children in Years 3 to 5 are also tested in relation to the National Curriculum in Reading, Writing and Mathematics using published test materials.

In May of Year 6 (age 11), the children take the Statutory Assessment Tests to measure their performance in Maths, Reading and Spelling, Punctuation and Grammar. The results of the on-going assessment and the statutory assessments are reported to parents. These are on an individual basis and form part of the discussions at Parents Evening in the Autumn and Spring term, and the written report given towards the end of the Summer term. The latest test results can be found on-line on our ‘Data Dashboard’ or in the appendix of this prospectus.

WHAT PEOPLE SAY ABOUT OUR SCHOOL Pupils’ engagement in and enjoyment of their learning is outstanding as shown by their interest, enthusiasm and excellent behaviour. (Inspection report 2012)

St Edmund’s is a good school with many outstanding features. It provides the highest possible quality of care for its pupils. (OFSTED 2009)

St Edmund’s is a good school where pupils are highly valued as individuals. It is a calm, well-ordered and very welcoming community. (OFSTED 2012)

The Quality of teaching is outstanding in ensuring that the pupils are interested and engaged and make outstanding progress. (Inspection report 2012)

The children are very friendly, polite and enthusiastic about what they do. (OFSTED 2012)

WHAT PEOPLE SAY ABOUT OUR SCHOOL My child loves coming to school and enjoys every minute. (Parent of child in Y2)

My child enjoys school and is learning a lot. She feels very happy to come every day. (Parent of child in Nursery)

I love representing our school in the sports teams. There are so many teams that everyone gets a chance to participate. (Tayla Y6)

The teachers are phenomenal because they really look after us and help us if we get stuck. (Josh Y6)

I like to read the books in the library and the teachers help me to choose the best ones. (Emily Y4)

The Purple Mash website is the best thing in the world. I love using the netbooks and the iPads. (Jen Y5)

St Edmund's Catholic Primary School (URN: 119592 , DfE No.: 8883618 ) - Key Stage 1 How are pupils doing in assessments? (Attainment) Reading

Writing

Mathematics

In 2013, 64% of pupils attained Level 2 or above in the Key Stage 1 reading assessment. This is a decrease of 24 percentage points since 2012.

In 2013, 64% of pupils attained Level 2 or above in the Key Stage 1 writing assessment. This is a decrease of 11 percentage points since 2012.

In 2013, 82% of pupils attained Level 2 or above in the Key Stage 1 mathematics assessment. This is a decrease of 18 percentage points since 2012.

Percentage of pupils who attained Level 2 or above in the Key Stage 1 reading assessment

Percentage of pupils who attained Level 2 or above in the Key Stage 1 writing assessment

Percentage of pupils who attained Level 2 or above in the Key Stage 1 mathematics assessment

National level

In 2013, the school was in the bottom 20% of all schools.

Comparison with other schools

All schools

Highest

2nd quintile

3rd quintile

4th quintile

Lowest

The data presented in this report are Key Stage 1 and are final. Data source: Department for Education. Similar schools are those schools which have a similar prior attainment score to this one. More information can be found in the accompanying guidance document.

Page 1 of 4

St Edmund's Catholic Primary School (URN: 119592 , DfE No.: 8883618 ) - Key Stage 1 How good is attendance?

Closing the gap between disadvantaged and other pupils

Overall attendance

Reading

Writing

In 2013, the attendance rate at this school was 95.4%. The attendance rate has decreased by 1.2 percentage points since 2012. The attendance rate is in the middle 20% of all schools.

In 2013 there are no data available for this section.

Percentage of pupils who attained Level 2 or above

Level of attendance at this school

Comparison with other schools All schools Highest 2nd quintile 3rd quintile 4th quintile Lowest

Disadvantaged pupils Other pupils National level

National level

Disadvantaged pupils Other pupils National level

Mathematics

In 2013 there are no data available for this section. Percentage of pupils who attained Level 2 or above

Disadvantaged pupils Other pupils National level

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St Edmund's Catholic Primary School(URN: 119592, DfE No.: 8883618 ) - Key Stage 1 Context Contextual data are provided at school level and at year group level for those pupils reflected in the dashboard measures. Quintiles are provided for the latest year of data to enable users to view the school's position when compared nationally. The data presented in this section are taken from the January Schools Census. 2011 2012 2013 Comparing your school to the national picture in 2013 Number of pupils School (All pupils) National average

127 245

118 251

117 257

Year 2 pupils (KS1)

School (all pupils) National average

47.2 49.0

50.0 49.0

50.4 49.0

Year 2 pupils (KS1)

44.4

81.8

Lowest

4th quintile

3rd quintile

2nd quintile

Highest

4 - 132

133 - 206

207 - 259

260 - 380

381 - 1130

Lowest

4th quintile

3rd quintile

2nd quintile

Highest

0.0 - 46.0

46.1 - 48.1

48.2 - 49.8

49.9 - 51.9

52.0 - 100.0

Lowest

4th quintile

3rd quintile

2nd quintile

Highest

0.0 - 9.2

9.3 - 15.6

15.7 - 25.4

25.5 - 41.5

41.6 - 89.2

% of girls

% of pupils eligible for Free School Meals (FSM) School (all pupils) National average

46.8 19.2

62.0 26.2

Year 2 pupils (KS1)

44.4

*please see note

59.8 26.7 63.6

*FSM data for 2011 are not comparable to data for 2012 due to a change in methodology. See help for further information. % of pupils supported by school action plus or with a statement of SEN School (all pupils) National average

9.4 8.0

5.1 7.9

12.0 7.7

Year 2 pupils (KS1)

27.8

22.2

54.5

Lowest

4th quintile

3rd quintile

2nd quintile

Highest

0.0 - 4.0

4.1 - 6.0

6.1 - 8.0

8.1 - 11.1

11.2 - 50.0

SEN year group data includes school action, school action plus and statement of SEN. These data are not comparable to the school or national level data as they do not include school action pupils.

Page 3 of 4

Explanatory notes

Attainment

Data stage

Key Stage 1 attainment measures are presented as the percentage of pupils achieving National Curriculum Level 2 or above in reading, writing and mathematics. It is expected that pupils will reach at least Level 2 by the end of Key Stage 1.

Data will be published as validated and final. A footnote on the dashboard is used to specify which data are contained in the PDF.

Missing data There are three explanations for why data are missing from the dashboard: Data are not available. Data are zero. Data have been suppressed due to small pupil numbers. Information on the reasons behind missing data may be found later in this document or in the interactive version of the report where it can be accessed via the question mark symbol (?)

National levels The national level for the attainment and closing the gap sections includes maintained state nursery, primary, middle and secondary schools (including academies) along with city technology colleges and special schools. The national level for attendance includes state nursery, primary, middle and secondary schools (including academies) and city technology colleges, but special schools are excluded.

Attendance Attendance data relate to the percentage of sessions (mornings and afternoons are classified as sessions) attended by the whole school, not just the key stage. Attendance is calculated as (100% - percentage of overall absence).

Closing the gap Closing the gap measures compare the gap between the performance of pupils in the disadvantaged pupil category and those in the other pupil category. Disadvantaged pupils are those pupils who were eligible for free school meals at any point during the last six years and children looked after (for example, in the continuous care of the local authority for at least six months). Data for 2010 and 2011 are not available as the measure did not exist for Key Stage 1.

Quintiles Quintiles are used to split a dataset into five groups, each representing 20% of the values contained in the dataset. The groups are not necessarily evenly split, as there may be several identical scores in the dataset and these would be placed in the same quintile.

All schools The "all schools" measure allows the user to view where the school of interest is ranked, compared with all the maintained schools in England that offer the key stage of interest. The relative position of the school can be viewed as its quintile position. For example, schools in the "middle 20%" are performing around average. For a more detailed breakdown of this measure please see the guidance document.

Similar schools Schools are grouped together as similar based upon the prior attainment of pupils in the cohort. Each school has its own group of similar schools for each measure shown on the Dashboard. For Key Stage 4, the prior attainment of pupils at Key Stage 2 is used to predict the outcomes for these pupils at Key Stage 4, and the 54 schools with the most similar prediction are selected. The 54 schools selected are likely to differ for each measure, for example, for mathematics the schools identified may differ from English. For Key Stage 2, the prior attainment at Key Stage 1 is used, and the most similar 124 schools are chosen. There is no similar school comparison for Key Stage 1 data. The data presented in this report are Key Stage 1 and are final. Data source: Department for Education. Similar schools are those schools which have a similar prior attainment score to this one. More information can be found in the accompanying guidance document.

Page 4 of 4

St Edmund's Catholic Primary School(URN: 119592, DfE No.: 8883618) - Key Stage 2 How are pupils doing in exams? (Attainment) English grammar, punctuation and spelling

Reading

Writing

Mathematics

In 2013, 90% of pupils attained Level 4 or above in the key stage 2 grammar, punctuation and spelling test. No comparison is possible with the previous year.

In 2013, 100% of pupils attained Level 4 or above in the Key Stage 2 reading test. This has not changed since 2012.

In 2013, 90% of pupils attained Level 4 or above in the Key Stage 2 writing assessment. This is an increase of 13 percentage points since 2012.

In 2013, 100% of pupils attained Level 4 or above in the Key Stage 2 mathematics test. This is an increase of eight percentage points since 2012.

Percentage of pupils who attained Level 4 or above in the key stage 2 grammar, punctuation and spelling test

Percentage of pupils who attained Level 4 or above in the Key Stage 2 reading test

Percentage of pupils who attained Level 4 or above in the Key Stage 2 writing assessment

Percentage of pupils who attained Level 4 or above in the Key Stage 2 mathematics test

National level

In 2013, the school's result was in the top 20% of similar schools' results, and in the top 20% of all schools.

In 2013, the school's result was in the top 40% of similar schools' results, and in the top 40% of all schools.

In 2013, the school's result was in the top 20% of similar schools' results, and in the top 20% of all schools.

Comparison with other schools

Similar schools

All schools

Similar schools

All schools

Similar schools

All schools

Similar schools

All schools

Highest

2nd quintile

3rd quintile

4th quintile

Lowest

The data presented in this report are Key Stage 2 and are validated. Data source: Department for Education. Similar schools are those schools which have a similar prior attainment score to this one. More information can be found in the accompanying guidance document.

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St Edmund's Catholic Primary School(URN: 119592, DfE No.: 8883618) - Key Stage 2 Are pupils making progress?

How good is attendance?

Reading

Writing

Mathematics

Overall attendance

In 2013, 100% of pupils achieved expected progress in reading. This has not changed since 2012.

In 2013, 90% of pupils achieved expected progress in writing. This is an increase of 13 percentage points since 2012.

In 2013, 100% of pupils achieved expected progress in mathematics. This is an increase of eight percentage points since 2012.

In 2013, the attendance rate at this school was 95.4%. The attendance rate has decreased by 1.2 percentage points since 2012. The attendance rate is in the middle 20% of all schools

Percentage of pupils who achieved expected progress in reading

Percentage of pupils who achieved expected progress in writing

Percentage of pupils who achieved expected progress in mathematics

Level of attendance at this school

National level

In 2013, the school's result was in the top 20% of similar schools' results, and in the top 20% of all schools.

In 2013, the school's result was in the top 40% of similar schools' results, and in the bottom 40% of all schools.

In 2013, the school's result was in the top 20% of similar schools' results, and in the top 20% of all schools.

Comparison with other schools

Similar schools

All schools

Similar schools

All schools

Similar schools

All schools

Highest

2nd quintile

3rd quintile

4th quintile

Lowest

Page 2 of 5

St Edmund's Catholic Primary School(URN: 119592, DfE No.: 8883618) - Key Stage 2 Closing the gap between disadvantaged and other pupils Reading expected progress

Writing expected progress

Mathematics expected progress

In 2013 there are no data available for this section.

Percentage of pupils who achieved expected progress

Disadvantaged pupils Other pupils National level

Grammar, Punctuation and Spelling

Reading attainment

Writing attainment

Mathematics attainment

In 2013 there are no data available for this section. Percentage of pupils who attained Level 4 or above

In 2013 there are no data available for this section.

Percentage of pupils who attained Level 4 or above

Disadvantaged pupils Other pupils National level

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Context Contextual data are provided at school level and at year group level for those pupils reflected in the dashboard measures. Quintiles are provided for the latest year of data to enable users to view the school's position when compared nationally. The data presented in this section are taken from the January Schools Census. 2011 2012 2013 Comparing your school to the national picture in 2013 Number of pupils School (All pupils) National average

127 245

118 251

117 257

Year 6 pupils (KS2)

School (all pupils) National average

47.2 49.0

50.0 49.0

50.4 49.0

Year 6 pupils (KS2)

38.5

71.4

Lowest

4th quintile

3rd quintile

2nd quintile

Highest

4 - 132

133 - 206

207 - 259

260 - 380

381 - 1130

Lowest

4th quintile

3rd quintile

2nd quintile

Highest

0.0 - 46.0

46.1 - 48.1

48.2 - 49.8

49.9 - 51.9

52.0 - 100.0

Lowest

4th quintile

3rd quintile

2nd quintile

Highest

0.0 - 9.2

9.3 - 15.6

15.7 - 25.4

25.5 - 41.5

41.6 - 89.2

% of girls

% of pupils eligible for Free School Meals (FSM) School (all pupils) National average

46.8 19.2

Year 6 pupils (KS2)

62.0 26.2 53.8

*please see note

59.8 26.7 64.3

9.4 8.0

5.1 7.9

12.0 7.7

Year 6 pupils (KS2)

40.9

38.5

Lowest

4th quintile

3rd quintile

2nd quintile

Highest

0.0 - 4.0

4.1 - 6.0

6.1 - 8.0

8.1 - 11.1

11.2 - 50.0

SEN year group data includes school action, school action plus and statement of SEN. These data are not comparable to the school or national level data as they do not include school action pupils.

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Explanatory notes

Similar schools

Data stage

Schools are grouped together as similar based upon the prior attainment of pupils in the cohort. Each school has its own group of similar schools for each measure shown on the Dashboard. For Key Stage 4, the prior attainment of pupils at Key Stage 2 is used to predict the outcomes for these pupils at Key Stage 4, and the 54 schools with the most similar prediction are selected. The 54 schools selected are likely to differ for each measure, for example, for mathematics the schools identified may differ from English. For Key Stage 2, the prior attainment at Key Stage 1 is used, and the most similar 124 schools are chosen. There is no similar school comparison for Key Stage 1 data.

Data will be published as unvalidated, validated and final. A footnote on the dashboard is used to specify which data are contained in the PDF.

National levels The national level for the attainment and closing the gap sections includes maintained state nursery, primary, middle and secondary schools (including academies), along with city technology colleges and special schools. The national level for attendance includes state nursery, primary, middle and secondary schools (including academies) and city technology colleges, but special schools are excluded.

Quintiles Quintiles are used to split a dataset into five groups each representing 20% of the data. For the "all schools" measure the quintiles are constructed using by ranking the results across all schools. For the "similar schools" measure the quintiles are constructed by ranking the unique results within the grouping. The groups are not necessarily evenly split as there may be several identical scores in the dataset and these would be placed in the same quintile. The "all schools" measure allows the user to view where, amongst all the maintained schools in England that offer the key stage of interest, the school of interest is ranked. The relative position of the school can be viewed as its quintile position, for example, schools in the "middle 20%" are performing around average. The "similar schools" measure shows the user where, amongst the results of the schools in the group, the result of the school is ranked. For a more detailed breakdown of these measures please see the guidance document.

All schools The "all schools" measure allows the user to view where the school of interest is ranked, compared with all the maintained schools in England that offer the key stage of interest. The relative position of the school can be viewed as its quintile position, for example, schools in the "middle 20%" are performing around average. For a more detailed breakdown of this measure please see the guidance document.

Attainment Key Stage 2 attainment measures are presented as the percentage of pupils achieving National Curriculum Level 4 or above in English grammar, punctuation and spelling , reading, writing and mathematics. It is expected that pupils will reach at least Level 4 by the end of Key Stage 2. Data for 2011 and 2012 are not available for English grammar, punctuation and spelling as the measure did not exist.

Expected progress Expected progress refers to the percentage of pupils progressing through two National Curriculum levels between the end of Key Stage 1 and the end of Key Stage 2, with data presented for reading, writing and mathematics. In 2011, the measure of expected progress was changed to include teacher assessments where no appropriate test data are available. Data for 2011 are not available for reading and writing as this measure did not exist.

Closing the gap Closing the gap measures compare the gap between the performance of pupils in the disadvantaged pupil category and those in the other pupil category. Disadvantaged pupils are those pupils who were eligible for free school meals at any point during the last six years and children looked after (for example, in the continuous care of the local authority for at least six months). Data for 2011 and 2012 are not available for reading and writing as this measure did not exist.

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