Scroll down the page for Ofsted reports.
At Brookfield, we challenge all children to strive for academic, creative, sporting and personal accomplishment within a broad, vibrant and enriched curriculum. With this in mind we are pleased to share with you last year’s results from KS1 and KS2.
Key Stage 2 (Year 6) SATs 2018
This year we were delighted with our KS2 results which were above National and Camden in all areas. Each year at Brookfield, the children are assessed against a set of nationally agreed criteria. The national curriculum tests at the end of key stage 2 (often referred to as SATs) are administered in mathematics, reading and grammar punctuation and spelling. Children are also assessed by their teachers for writing, which is moderated by the local authority.
|Reading – expected or above||87%||75%||82%|
|Reading – greater depth||49%||28%||35%|
|Writing – expected or above||84%||78%||82%|
|Writing – greater depth||27%||20%||25%|
|Maths – expected or above||89%||76%||83%|
|Maths – greater depth||42%||24%||30%|
|SPAG (Spelling, punctuation and grammar)– expected or above||91%||77%||85%|
|SPAG – greater depth||55%||34%||44%|
|Science – expected||85%||82%||84%|
|Reading, writing and maths combined – expected or above||76%||64%||72%|
|Reading, writing and maths combined – greater depth||22%||10%||14%|
Key Stage 1 (Year 2) Assessments 2018
At the end of Key Stage 1 (Year 2) children sit some tests which are teacher assessed.
|Reading – expected or above||80%||75%||77%|
|Reading – greater depth||23%||26%||25%|
|Writing – expected or above||68%||70%||71%|
|Writing – greater depth||17%||16%||14%|
|Maths – expected or above||77%||76%||76%|
|Maths – greater depth||22%||22%||22%|
|Science – expected or above||93%||83%||82%|
|Reading, writing and maths combined – expected or above||tbc||tbc||tbc|
|Reading, writing and maths combined – greater depth||tbc||tbc||tbc|
Year 1 Phonics Test 2018
At the end of Year 1, children take part in the Phonics Screening Check.
|Y1 Phonics passed in Y1||75%||82%||83%|
|Y1 phonics passed by the end of Y2||98%||92%||93%|
Performance Tables are also produced by the Department for Education (DfE). They give information on the achievements of pupils in primary, secondary and 16-18 provision in schools and colleges, and how they compare with other schools in the Local Authority (LA) area and in England as a whole. From 2011 the scope of the tables was changed to display a wider range of key performance measures including information on finance, absence, school workforce and the most recent Ofsted reports.
More details available: https://www.compare-school-performance.service.gov.uk/school/100011
You can find the latest and previous Ofsted reports here on the Ofsted website.
The latest Ofsted report was May 2018.
We were very pleased with the positive outcome of our 2018 Ofsted inspection. The inspector judged the school to be ‘good‘ and identified several areas of strength within his report. This was our first experience of Ofsted’s new ‘short inspection’ for good schools. Ofsted use these lighter touch inspections to ensure that good schools remain good, sending in just one inspector for a day. During the inspection, the inspector focused on three ‘lines of enquiry’ – Early Years (a previous Ofsted point for development), disadvantaged children, and persistent absence. In all three areas he noted good / strong progress and identified two areas for further development.
Here were some of the key strengths from the report:
- Senior and middle leaders are improving the quality of teaching effectively. They help teachers plan and deliver successful lessons, support their professional development and hold them to account for pupils’ progress.
- In 2017, the proportion of Year 6 pupils attaining greater depth was above average. Notably, progress in reading was significantly above average.
- The school continues to give pupils many exciting and stimulating enrichment activities that make a strong contribution to their learning and personal development. This year’s Shakespearean initiative is having a positive impact on pupils’ understanding of great literary works and on their writing and articulacy. Performances make a positive contribution to building pupils’ oracy skills and their confidence.
- The arrangements for safeguarding are effective. Leaders work closely with parents and carers and with external agencies, to make sure that pupils’ safety and welfare are assured.
- The Reception outdoors provision has been expanded. There are plentiful opportunities for children to develop their gross motor skills and to experiment with water, mud kitchens and art, for example. The Nursery outdoor area covers all areas of learning, with a strong emphasis on the garden, where children plant and tend vegetables, and then use them for cooking.
- Visits to some classes, discussions with disadvantaged pupils and book sampling across year groups support the school’s view that pupils eligible for pupil premium, including late joiners, are now making good progress overall.
- The success in improving overall attendance has been down to leaders raising the profile of the importance of regular attendance among pupils and their parents. The headteacher takes personal overall responsibility for attendance, supported by a designated member of the administrative team. Last year, the school’s persistent absence figure was 9.6% against the national 8.7%. This year so far it has dropped to 7.56%.
Next steps were as follows:
- To ensure that the early years indoor provision is stimulating in all classes and there is increased opportunities for broadening and deepening children’s learning outdoors, especially in literacy and numeracy
- To ensure that Leaders and governors continue their work to diminish differences so that disadvantaged pupils make the progress they need to reach similar standards to other pupils nationally.