Siddal Primary School

Siddal Primary School
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School Information

We aim for all our pupils to achieve above the national average in all statutory assessments where possible and ensure they all fulfil their potential based on their starting points. We carefully track and monitor the progress of every pupil attending Siddal Primary, providing additional support when needed. At the end of each academic year, we evaluate our pupils’ attainment and progress against the national data. Priorities for future school improvement are then identified and actioned. In this section of the website you will find the school performance data for Early Years, Phonics, KS1 and KS2 as well as how we have used our Pupil Premium and PE and Sports funding and what difference it has made.

Attendance at Siddal Primary is broadly in line with the national average (2014, 2015, 2016, 2017 ans 2018). We really need continued support from all our parents and carers to reduce absence and taking holidays in term time.  We work closely with the Education Welfare Team to improve attendance and punctuality. We have restructured the school holidays for 2018/2019, so that they are in line with Calderdale Schools. The percentage of persistent absentees has decreased from 10.5% in 2016 to 7.3% in 2018.  

 

Attendance Summary – Siddal Primary 2017-18

 

Group

% attendance

% authorised absence (+ days)

% unauthorised absence

 (+ days)

% holiday 

(+ days)

Whole School

95.8

(95.3 including FN)

2.2

(2.8 including FN)

0.8

(0.9 including FN)

354

Boys

95.7

(95.2 including FN)

3.4

(3.9 including FN)

0.8

(0.8 including FN)

156

Girls

96

(95.6 including FN)

3

(3.5 including FN) 

0.8

(0.9 including FN)

198

Pupil Premium 

94.7

4.4

0.8

89

SEN 

94.9

4.1

0.1

44

FN

91.7

8.1

0.1

36

FR 

94.1

5.3

0.7

28

Y1

95.6

3.2

1.2

40

Y1/2

96

2.6

1.3

73

Y2

97

2.7

0.3

17

Y3

95.5

2.3

1.5

72

Y4

96.1

3.3

0.6

14

Y5

96.5

2.4

1.2

48

Y6

95.9

3.5

0.7

23

 

 

 

In the Early Years, the children are assessed in 17 areas of learning. The Government expects pupils  to achieve the early learning goals by the end of Reception year with some children exceeding those expectations. Please use an internet search to find information regarding the Early Years curriculum and the Development Matters guidance.  This document details the developmental milestones for children and the expectations of the 'Early Learning Goal' in each area of the curriculum. 

 

FR Progress and Attainment Trends

Expected progress only (3 steps) 

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

2017-18

 8/29

28%

8/29

28% 

 4/29

14%

6/29

21% 

 9/29

31%

9/29

31% 

4/29

14% 

12/29

41% 

8/29

 28%

9/29

31% 

7/29

24% 

8/29

28% 

10/29

34% 

8/29

28% 

6/29

21% 

 9/29

31%

5/29

17%

 2016-17

 11/42

26%

 11/42

26%

 16/42

38%

14/42

33% 

 13/42

31%

 5/42

12%

 13/42

31%

19/42

45% 

9/42

21% 

 8/42

19%

 12/42

29%

10/42

24% 

13/42

31% 

 13/42

31%

7/42

17%

 8/42

19%

 13/42

31%

2015 -16

 13/38

34%

 6/38

16%

 10/38

26%

4/38

11% 

 7/38

18%

 8/38

21%

8/38

21% 

 25/38

66%

4/38

11% 

5/38

13% 

8/38

21% 

11/38

29% 

15/38

39% 

 12/38

32%

3/38

8% 

 4/38

11%

 6/38

16%

2014 -15

9/44

20%

12/44

27%

14/44

32%

7/44

16%

5/44

11%

7/44

16%

11/44

25%

18/44

41%

5/44

11%

6/44

14%

8/44

18%

11/44

25%

12/44

27%

9/4

20%

1/44

2%

1/44

2%

3/44

7%

2013-14

8/29

28%

12/29

41%

11/29

38%

9/29

31%

11/29

38%

13/29

45%

9/29

31%

11/29

38%

12/29

41%

14/29

48%

12/29

41%

10/29

34%

9/29

31%

10/29

34%

7/29

24%

8/29

28%

12/29

41%

2012-13

13/31

42%

20/31

65%

17/31

55%

19/31

61%

14/31

45%

18/31

58%

17/31

55%

30/31

97%

21/31

68%

18/31

58%

15/31

48%

23/31

74%

25/31

81%

11/31

35%

19/31

61%

19/31

61%

9/31

29%

 

FR better than expected progress (4+ steps)

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

2017-18

20/29

69% 

19/29

66% 

23/29

79% 

22/29

76% 

 18/29

62%

 18/29

62%

 24/29

83%

16/29

55% 

21/29

72% 

19/29

66% 

21/29

73% 

21/29

73% 

19/29

66% 

21/29

73%

22/29

76% 

20/29

69% 

24/29

83% 

2016-17 

 30/42

71%

31/42

74% 

26/42

62% 

 27/42

64%

29/42

69% 

37/42

88% 

 29/42

69%

23/42

55% 

32/42

76% 

 33/42

79%

 30/42

71%

 32/42

76%

29/42

69% 

29/42

69% 

 35/42

83%

35/42

83% 

 29/42

69%

2015 -16

 25/38

66%

31/38

82% 

28/38

74% 

33/38

87% 

 29/38

76%

30/38

79% 

 29/38

76%

10/38

26% 

34/38

89% 

33/38

87% 

 28/38

21%

 24/38

63%

 22/38

58%

26/38

68% 

34/38

89% 

34/38

89% 

31/38

82% 

2014 -15

34/44

77%

30/44

68%

29/44

66%

33/44

75%

38/44

86%

36/44

82%

32/44

73%

25/44

57%

38/44

86%

35/44

80%

34/44

77%

33/44

75%

30/44

68%

34/44

77%

42/44

95%

42/44

95%

39/44

89%

2013-14

10/29

34%

8/29

28%

9/29

31%

11/29

38%

13/29

45%

9/29

31%

10/29

34%

5/29

17%

15/29

52%

9/29

31%

14/29

48%

7/29

24%

11/29

38%

13/29

45%

22/29

76%

21/29

72%

12/29

41%

2012-13

14/31

45%

10/31

32%

10/31

32%

12/31

74%

16/31

52%

11/31

35%

12/31

39%

1/31

3%

6/31

19%

5/31

16%

16/31

52%

5/31

16%

4/31

13%

20/31

65%

12/31

39

12/31

39%

9/31

29%

 

 Progress Trends (entry FN to exit FR) – expected progress only

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

2016-18

 

 0/17

0%

0/17

0% 

0/17

0% 

0/17

 0%

0/17

0% 

1/17

6% 

2/17

12% 

0/17

0% 

2/17

12% 

3/17

18% 

 2/17

12%

2/17

12% 

0/17

0% 

2/17

12% 

1/17

6% 

2/17

12% 

3/17

3% 

 2015-17

6/35

17% 

5/35

14% 

3/35

9% 

 4/35

11%

3/35

9% 

 2/35

6%

 5/35

14%

5/35

1% 

3/35

9% 

 4/35

11%

 6/35

17%

 2/35

6%

 4/35

11%

4/35

11% 

3/35

9% 

 2/35

6%

3/35

9% 

2014 -16

1/17

6% 

3/17

18% 

1/17

6% 

1/17

6% 

2/17

12% 

 1/17

6%

 0/17

0%

 5/17

29%

1/17

6% 

1/17

6% 

1/17

6% 

1/17

6% 

1/17

6% 

5/17

29% 

1/17

6% 

1/17

6% 

 1/17

6%

2013 - 15

1/27

4%

5/27

19%

1/27

4%

6/27

22%

3/27

11%

3/27

11%

10/27

37%

6/27

22%

7/27

26%

3/27

11%

7/27

26%

6/27

22%

4/27

15%

2/27

7%

2/27

7%

6/26

22%

3/27

11%

2012-14

3/19

16%

1/19

5%

4/19

21%

3/19

16%

3/19

16%

3/19

16%

3/19

16%

2/19

11%

2/19

11%

3/19

16%

2/19

11%

8/19

42%

9/19

47%

2/19

11%

2/19

11%

5/19

26%

6/19

32%

 

EYFS Progress Trends (entry FN to exit FR) – exceeding expected progress

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

2016-18

 

 17/17

100%

17/17

100% 

 17/17

100%

17/17

100% 

17/17

100% 

16/17

94% 

15/17

88% 

17/17

100% 

 15/17

88%

14/17

82% 

 15/17

88%

15/17

88% 

17/17

100% 

15/17

88% 

16/17

94% 

15/17

88% 

14/17

82% 

 2015-17

21/35

60% 

24/35

69% 

26/35

74% 

 27/35

77%

25/35

71% 

27/35

77% 

 25/35

71%

 24/35

69%

 26/35

74%

 27/35

77%

 24/35

69%

28/35

80% 

26/35

74% 

26/35

74% 

 30/35

86%

28/35

80% 

 26/35

74%

2014 -16

 16/17

94%

 13/17

76%

16/17

94% 

 15/17

88%

 15/17

88%

 16/17

94%

 17/17

100%

 12/17

71%

16/17

94% 

14/17

82% 

13/17

76% 

11/17

65% 

 14/17

82%

 11/17

65%

 12/17

71%

 16/17

94%

 14/17

82%

2013 -15

14/27

52%

5/27

19%

20/27

74%

8/27

30%

20/27

74%

20/27

74%

14/27

52%

3/27

11%

19/27

70%

22/27

81%

12/27

44%

12/27

44%

19/27

70%

19/27

70%

18/27

67%

19/27

70%

18/27

67%

2012-14

1/19

5%

2/19

11%

6/19

32%

4/19

21%

9/19

47%

8/19

42%

8/19

42%

2/19

11%

2/19

11%

2/19

11%

7/19

37%

4/19

21%

8/19

42%

13/19

68%

11/19

58%

10/19

53%

7/19

37%

 

 FR Attainment Trends – % Achieving Expected Level of Development

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

2017-18

21/29

72%

22/29

76%

23/29

79%

20/29

69%

20/29

69%

20/29

60%

21/29

72%

26/29

90%

20/29

69%

20/29

69%

17/29

59%

17/29

59%

21/29

72%

18/29

62%

19/29

66%

19/29

66%

26/29

90%

 2016-17

35/42

83% 

 31/42

81%

 34/42

81%

 31/42

74%

 30/42

71%

31/42

74% 

33/42

79% 

39/42

93% 

38/42

90% 

38/42

90% 

30/42

71% 

 28/42

67%

26/42

62% 

31/42

74% 

35/42

83% 

35/42

83% 

40/42

95% 

2015 -16

30/38

79% 

31/38

82% 

28/38

74% 

27/38

71% 

 30/38

79%

31/38

82% 

33/38

87% 

32/38

84% 

31/38

82% 

 32/38

84%

20/38

53% 

22/38

58% 

24/38

63% 

 27/38

71%

29/38

76% 

29/38

76% 

 32/38

84%

2014-15

34/44

77%

35/44

80%

37/44

84%

31/44

70%

31/44

70%

31/44

70%

33/44

75%

34/44

77%

32/44

72%

31/44

70%

23/44

52%

25/44

57%

29/44

66%

34/44

77%

34/44

77%

34/44

77%

40/44

90%

2013-14

21/29

72%

22/29

76%

20/29

66%

20/29

69%

19/29

66%

19/29

66%

24/29

83%

20/29

69%

18/29

62%

19/29

66%

17/29

49%

13/29

45%

17/29

59%

21/29

72%

17/29

59%

16/29

55%

23/29

79%

2012-13

18/31

58%

19/31

61%

13/31

42%

12/31

39%

15/31

48%

19/31

61%

25/31

81%

12/31

39%

15/31

48%

11/31

35%

15/31

48%

11/31

25%

14/31

45%

20/31

65%

12/31

68%

13/31

42%

10/31

32%

 

FR Attainment - % Exceeding Expected Level of Development

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

2017-18

 

0/29

0%

1/29

3.4%

1/29

3.4%

3/29

10%

2/29

7%

2/29

7%

2/29

7%

0/29

0%

0/29

0%

0/29

0%

2/29

7%

0/29

0%

3/29

10%

0/29

0%

2/29

7%

2/29

7%

3/29

10%

 2016-17

 0/42

0%

 1/42

2%

 0/42

0%

 3/42

7%

 5/42

12%

 4/42

10%

 0/42

0%

 0/42

0%

 0/42

0%

 0/42

0%

 1/42

2%

 0/42

0%

 5/42

12%

 0/42

0%

 0/42

0%

 0/42

0%

 0/42

0%

2015 -16

 0/38

0%

1/38

3% 

0/38

0% 

2/38

5% 

0/38

0% 

0/38

0% 

0/38

0% 

 0/38

0%

0/38

0% 

0/38

0% 

3/38

8% 

1/38

3% 

 0/38

0%

 0/38

0%

0/38

0% 

0/38

0% 

0/38

0% 

2014 -15

2/44

5%

2/44

5%

0/44

0%

5/44

11%

5/44

11%

5/44

11%

2/44

5%

2/44

5%

1/44

2%

1/44

2%

4/44

9%

1/44

2%

2/44

5%

0/44

0%

0/44

0%

0/44

0%

0/44

0%

2013-14

0%

1/30

3%

0%

0%

3/30

10%

3/30

10%

1/30

3%

1/30

3%

2/30

7%

0%

3/30

10%

3/30

10%

1/30

3%

0%

3/30

10%

3/30

10%

0%

2012-13

0%

1/31

3%

0%

1/31

3%

0%

0%

0%

1/31

3%

1/31

3%

0%

2/31

6%

3/31

10%

1/31

3%

0%

0%

0%

0%

 

FN Progress and Attainment Trends

Expected progress only (3 steps)

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

2017-18

 3/14

21%

5/14

36% 

4/14

29% 

3/14

21% 

4/14

29% 

1/14

7% 

2/14

14% 

8/14

57% 

 4/14

29%

 2/14

29%

 6/14

43%

4/14

29% 

 5/14

36%

5/14

36% 

4/14

29% 

6/14

43% 

3/14

21% 

 2016-17

3/19

16% 

2/19

11% 

 6/19

32%

 0/19

0%

 3/19

16%

 7/19

37%

 4/19

21%

 5/19

26%

4/19

21% 

5/19

26% 

8/19

42% 

4/19

21% 

2/19

11% 

2/19

 11%

2/19

11%

8/19

42% 

11/19

58% 

2015 -16

 7/30

23%

 18/30

60%

15/30

50% 

 7/30

23%

11/30

36% 

15/30 

50%

 17/30

57%

 11/30

37%

6/30

20% 

13/30

43% 

15/30

50% 

 8/30

27%

9/30

30% 

0/30

0% 

 12/30

40%

7/30

23% 

0/30

 0%

2014-15

11/32

34%

10/32

31%

7/32

22%

13/32

41%

6/32

19%

8/32

25%

12/32

38%

11/32

34%

7/32

22%

4/32

13%

7/32

22%

10/32

31%

10/32

31%

12/32

38%

7/32

22%

8/32

25%

7/32

22%

2013-14

4/23

17%

4/23

16%

8/23

35%

6/23

26%

10/23

43%

10/23

43%

7/23

30%

1/2

34%

4/23

17%

9/23

39%

5/23

22%

8/23

35%

6/23

26%

9/23

39%

8/23

35%

14/23

61%

13/23

57%

2012-13

9/19

47%

4/19

21%

5/10

26%

4/19

21%

6/19

32%

5/19

26%

5/19

26%

1/1

95%

3/19

16%

7/19

37%

4/19

21%

5/19

26%

7/19

37%

5/19

26%

5/10

26%

6/19

32%

8/19

42%

 

FN Better than expected progress (+3 steps)

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

2017-18

 

5/14

36% 

 6/14

43%

 6/14

43%

5/14

36% 

 5/14

26%

 7/14

50%

6/14

43% 

3/14

21% 

2/14

14% 

3/14

21% 

 4/14

29%

 7/14

50%

5/14

36% 

 3/14

21%

4/14

29% 

5/14

36% 

 3/14

21%

 2016-17

 16/19

84%

17/19

89% 

13/19

68% 

19/19

100% 

 16/19

84%

 12/19

63%

 15/19

79%

14/19

74% 

15/19

79% 

14/19

74% 

 11/19

58%

13/19

68% 

 17/19

89%

 17/19

89%

17/19

89% 

 11/19

58%

 7/19

37%

2015 -16

 23/30

77%

 12/30

40%

 15/30

50%

23/30

77% 

 19/30

63%

15/30

50% 

 13/30

43%

 19/30

63%

 24/30

80%

15/30

50% 

15/30

50% 

22/30

73% 

 20/30

67%

 30/30

100%

 18/30

60%

 23/30

77%

30/30

100% 

2014-15

16/32

50%

11/32

34%

21/32

66%

14/32

44%

21/32

66%

22/3

269%

14/3

244%

18/32

56%

5/32

16%

9/3

228%

11/32

34%

7/32

22%

10/32

31%

9/32

28%

5/32

16%

6/32

19%

8/32

25%

2013-14

6/23

26%

1/23

4%

9/23

39%

0/2

30%

2/2

39%

2/2

39%

6/23

26%

0/2

30%

11/23

48%

5/23

22%

5/23

22%

3/23

13%

14/23

61%

9/23

39%

12/23

52%

6/23

26%

5/23

22%

2012-13

1/1

95%

2/19

11%

6/19

32%

3/19

16%

8/19

42%

8/1

42%

10/19

53%

3/19

16%

2/19

11%

1/19

5%

9/19

47%

13/19

68%

9/19

47%

12/19

63%

9/19

47%

9/19

47%

7/19

37%

 

 FN Expected or better than expected progress

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

2017-18

 

 8/14

57%

 11/14

79%

 10/14

71%

 8/14

57%

 9/14

64%

 8/14

57%

 8/14

57%

 11/14

79%

 6/14

43%

 5/14

36%

 10/14

71%

 11/14

79%

 10/14

71%

 8/14

57%

 8/14

57%

 11/14

79%

 6/14

43%

 2016-17

 19/19

100%

 19/19

100%

 19/19

100%

 19/19

100%

 19/19

100%

 19/19

100%

 19/19

100%

 19/19

100%

 19/19

100%

 19/19

100%

 19/19

100%

 17/19

89%

 19/19

100%

 19/19

100%

 19/19

100%

 19/19

100%

 18/19

95%

2015 -16

30/30

100% 

30/30

100% 

30/30

100% 

30/30

100% 

30/30

100% 

30/30

100% 

 30/30

100%

30/30

100% 

30/30

100% 

28/30

93% 

30/30

100% 

 30/30

100%

 29/30

97%

30/30

100% 

 30/30

100%

30/30

100%

30/30

100% 

2014-15

27/32

84%

21/32

66%

28/32

88%

27/32

84%

27/32

84%

30/32

94%

26/32

81%

29/32

91%

12/32

38%

13/32

41%

18/32

56%

17/32

53%

20/32

63%

21/32

66%

12/32

38%

14/3

44%

15/32

47%

2013-14

10/23

43%

5/23

22%

17/23

74%

6/23

26%

12/23

52%

12/23

52%

13/23

57%

1/2

34%

15/23

65%

14/23

61%

10/23

43%

11/23

48%

20/23

87%

18/23

78%

20/23

87%

20/23

87%

18/23

78%

2012-13

10/19

53%

6/19

2%

11/19

8%

7/19

37%

14/19

74%

13/19

68%

15/19

79%

4/19

21%

5/19

 27%

8/19

42%

13/19

68%

18/19

94%

16/19

86%

17/19

89%

14/19

73%

15/19

79%

15/19

79%

 

GLD (%)

Good Level of Development

2018

59 (71.5)

2017 

66.7 (70.7)

2016

 61 (69.2)

2015

65 (66)

2014

48 (61)

2013

16 (52)

The phonics screening check is a short, simple assessment to make sure that all pupils have learned phonic decoding to an appropriate standard by the age of 6. All year 1 pupils in maintained schools, academies and free schools must complete this check.

The phonics check will help teachers identify the children who need extra help so they can receive the support they need to improve their reading skills. These children will then be able to retake the check in year 2. The check comprises a list of 40 words and non-words that the child will read one-to-one with a teacher. Your child's results will be reported to you in the summer term report.

Y1 % passing

All Pupils

Boys/Girls

PP/Non PP

SEN/Non SEN

2017-2018

82 (82.6)

85/79

90/79

40/90

2016-2017 

 79 (81.4)

86/80

86/78

60/83  

2015-2016 

73.8 (80.6) 

66/83 

66/69 

 37/91

 

Y2 re-take

% passing

All Pupils

Boys/Girls

PP/Non PP

SEN/Non SEN

2017-2018

78

50/100

50/86

75/80

 2016-2017

42 

60/29 

 0/50

25/50 

 2015-2016

40 

33/50

0/50 

 33/50

In this section you will find our KS1 (year 2) progress and attainment results.  The red figures in brackets are the national results achieved in that year. 

2018 Key Stage One compared to national average.

 

Over time - Pupils at the expected standard at the end of Year 2


 

 %  Reading  Writing  Maths
 2017-2018 (32)  69.7 (75.5) 60.6 (69.9)  66.7 (76.1) 
  2016-2017 (39)   72 (76)  72 (68.3)  69 (75.2) 
 2015-2016 (26)   84.6  73  80.7


 

Overtime -Pupils exceeding standard- Greater Depth 

 

 %  Reading  Writing  Maths
 2017-2018  3 6.1 
  2016-2017  11 
 2015-2016  19  7.6 

 

 

Average Scale Score

 

 % All  Reading  Writing  Maths
 2017-2018    100.6 n/a  
  2016-2017 103.5 102 n/a 105 
 2015-2016 100.85 99 n/a 102.7 

 

 

Expected progress + from GLD to KS1

 
 %  Reading  Writing  Maths
 2017-2018 (32) 94   91 97 
  2016-2017 (39) 93.4  96.5  86.2 
 2015-2016 (26) 88.4  70  92.3 

 

 

Better than expected progress from GLD to KS1

 
 %  Reading  Writing  Maths
 2017-2018 (32) 16   6 13 
  2016-2017 (39) 24  21  14 
 2015-2016 (26) 23  23  27 

 

 

 

 

 

 

 

 

In this section you will find our KS2 (year 6) progress and attainment results.  The red figures in brackets are the national results achieved in that year.

 

Expected standard 2018 compared to national and Calderdale

 

Expected standard over time 

 % Reading Writing Maths GPS Combined
 2017-2018 (32) 57 (75) 57 (78) 64 (75) 57 (77) 50 (64)
  2016-2017 (39)  39 (71) 57 (76) 50 (75) 46 (77) 36 (61)
 2015-2016 (26) 46.4 50 60.7 50 28.6

 

 Expected standard 2018 compared to national and Calderdale

 

Greater Depth over time  

 % Reading  Writing   Maths GPS
 2017-2018 (32) (27.8) (19.7) 14 (23.3) 11 (34.1)
  2016-2017 (39) 14 (18.4) 11 (14.6)  7 (16.2)  11 (22.3)
 2015-2016 (26) 0 7.1 0 0

 

 Progress at the end of KS2 

 %  Reading  Writing  Maths
 2017-2018 (32) -3.1 -2.5 -1.1
  2016-2017 (39) -4.6 -2.5 -3.4
 2015-2016 (26) -1.33 -0.53 +2.1

 

 Average Scaled Score 

% Reading  Writing   Maths GPS
 2017-2018 (32) 99 (105) - 101 (104) 100 (106)
  2016-2017 (39) 98 (104) - 100 (104) -
 2015-2016 (26) 98.4 (102) - 103 (102) 101 (101)

 

For the purpose of section 65(3)(a) of the Act the SEND information, the Governing Body must include a report containing SEND information.

Information to be included in the SEND information report should be:

  • The kinds of special educational need and disability for which provision is made at the school.
  • Information, in relation to mainstream schools and maintained nursery schools, about the school's policies for the identification and assessment of pupils with special educational need and disability.
  • Information about the school’s policies for making provision for pupils with special educational needs whether or not pupils have EHC plans, including:-
    • how the school evaluates the effectiveness of its provision for such pupils;
    • the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs;
    • the school’s approach to teaching pupils with special educational needs;
    • how the school adapts the curriculum and learning environment for pupils with special educational needs;
    • additional support for learning that is available to pupils with special educational needs;
    • activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum;
    • support that is available for improving the emotional and social development of pupils with special educational needs.
    • In relation to mainstream schools and maintained nursery schools, the name and contact details of the SEND coordinator.
    • Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secure.
    • Information about how equipment and facilities to support children and young people with special educational needs will be secured.
    • The arrangements for consulting parents of children with special educational needs about and involving such parents in the education of their child.
    • The arrangements for consulting young people with special educational needs about and involving them in their education.
    • Any arrangements made by the Governing Body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.
    • How the Governing Body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.
    • The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32.
    • The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.
    • Information on where the local authority’s local offer is published.

Below you can find links to our SEND policy and SEND Information Report/Local Offer document

                 

SEND Policy

 

 

SEND Information Report 

(Local Offer)

           

Please click on the link below which will take you to the Local Offer from Calderdale.

 

If you have any queries, please do not hesitate to contact our Inclusion Coordinators, Mrs Howarth or Mrs Wood. 

Primary Sports Funding


What is Primary Sports Funding?
The government is providing additional funding of £150 million per annum for each academic year improve provision of physical education (PE) and sport in primary schools. This funding - provided jointly by the Departments for Education, Health and Culture, Media and Sport - will be allocated to primary school head teachers.
This funding is ring-fenced and therefore can only be spent on provision of PE and sport in schools.

 

PE and Sports Premium impact statement for 2014 to 2018.  PE and Sports Premium funding proposal for 2018-19. Please click on the attached documents to view. 

 

 

Pupil Premium: the facts

Introduced in April 2011, the pupil premium is allocated to children who are looked after by the local authority, those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the armed forces.

The level of premium for 2016-17 was £1320 per primary pupil. From April 2014 children who were 'looked after' attracted a higher rate of funding than children from low-income families - the ‘Pupil Premium Plus’, which was £1,900 per pupil for 2016-17. This was to reflect the unique challenges they face at school where they often struggle to keep up with their peers at both primary and secondary level.  Children who have parents in the armed forces were supported through the service child premium which for 2016-17 was £300 per pupil.

More information on pupil premium can be found here.

Reports which evaluate the spending of our pupil premium funds and the impact achieved as a result can be found below. 

 

Parent View gives you the chance to tell Ofsted what you think about your child’s school, from the quality of teaching, to dealing with bullying and poor behaviour.  Ofsted will use the information you provide when making decisions about which schools to inspect, and when. The school also regularly collects your views through consultation and questionnaires. 

Click here to be redirected to the Parent View website.

Siddal Primary was inspected in October 2010.  Much has been improved at the school since then and all the areas for improvement identified by the inspector have been addressed.  We are currently exempt from Ofsted inspection but they can choose to re-inspect under section 8 at any time following a risk assessment of the school's achievement data and the chool website.  We will be pleased to show them just how much all aspects of school life have been further developed and improved. 

Our lastest inspection and monitoring reports can be viewed by clicking the image below.

Image result for ofsted images