Data Analysis

1.1 Standards and progress overall at LPS is excellent due to the nearly all pupils making very good progress in all areas from entry to the end of KS2.

Foundation Phase Profile Baseline

Foundation Phase Performance Data = Outcome 5+

Foundation Phase Performance Data = Outcome 6

Key Stage 2 Performance Data = Level 4+

Key Stage 2 Performance Data = Level 5+

1.2: The standard and progress of all groups of learners at LPS is excellent, due to nearly all pupils in all groups making significant progress from entry to the end of KS2.  This can be evidenced by our internal tracking system and all national data sets.

FSM Pupils: 

• Nearly all FSM pupils make good or very good progress in all areas of learning across the school.  
• Where FSM pupils do not achieve their expected outcomes and levels over time, this is related to specific learning needs.
• However, our internal tracking systems demonstrate that over recent years these pupils are making good progress.  Additionally, our external progress report from LA Inclusion Team verifies this, as nearly all pupils are highlighted green (making above average progress).
• The school receives £20,550 Pupil Deprivation Grant due to 9.5% pupils receiving Free School Meals entitlement.  This is a very low figure compared to the Local and National Average; however, we demonstrate value for money with the limited resources received. This grant provides the school with a very skilled HLTA which focuses on Intervention and Fringe Groups.

SEN Pupils:

• Nearly all SEN pupils make good or very good progress in all areas of learning across the school.  
• Where SEN pupils do not achieve their expected outcomes and levels, this is related to complex learning needs and are reflected in their level of support (School Action Plus, Statemented or currently being referred for Statutory Assessment)
• Our internal tracking systems demonstrate that our SEN pupils are making good progress.  Additionally, our external progress report from LA Inclusion Team verifies this, as nearly all pupils are highlighted green (Making above average progress).

Fringe Group Pupils:

• All Fringe Group pupils make very good progress with regard to skill application across the school.  
• Our internal tracking of pupils in these groups demonstrates that nearly all are on course to achieve their expected outcomes and levels in end of phase assessments.

EAL Pupils:

• Our EAL pupil (1 = 0.5%) is currently in KS2.  Our internal tracking system demonstrates that they are making good to very good progress.

MAT:

• Nearly all more able pupils make very good progress across the school, this is a strong feature of the school for many years.
• Our provision for More Able pupils is having a very positive impact on standards across the school.  Recent ERW and External Advisory Reports validate this.  This excellent practice is evidenced through our contribution towards the Regional ERW & NACE project.  As a result, LPS are now a Regional Lead school for supporting on MAT provision.  Our work is available on Dolan.
• Sustained end of phase and National Test performance and attainment over many years is evidence of our excellent MAT provision.

Gender:

• End of phase teacher assessments do not indicate any variance at expected levels of achievement between boys and girls.
• Historically, there were variances in gender performance particularly in Maths expected Level +1 – where boys outperform girls.  This has closed over the last 2 years.
• Science and PSD demonstrate cohort variance over time.
• Over a five-year period, there is a pattern demonstrating that when one gender is underperforming in the expected +1 level that there is a link to that same gender having a higher proportion of SEN in that cohort.

National Testing:

• LPS National Tests data demonstrates very good attainment across the school and are comparable with teacher assessment.
• Our More Able pupils perform very well in all tests.
• The average test score for each class and each test is placed in the above average score bracket for the fourth year.  
• Nearly pupils achieve a score of 85+ in all testing.
• 2019 National Tests demonstrate improved standards, as pupils who were disapplied in previous years have undertaken the 2019 tests and have scored above 85.
• LPS Performance in the Numeracy National Testing compares exceptionally well within LA including Primary & Secondary Schools:
  • Numeracy Reasoning – 1^st in above 115 category and 2^nd in SAS 
• However, reading requires further progress as highlighted with the LPS SIP
  • Reading - 22^nd in above 115 category and 13^th SAS
  • Average SAS in Reading is 107 with the 1^st position at 109.2 – therefore only 2.2 score from 1^st position in LA
• There is clear evidence of improved standards across the school as National Tests outcomes places most children in the good or excellent categories in each cohort, in each test.

LA Comparison Foundation Phase Outcomes:

• Mathematical Development: 5^th in @O5 and 2^nd @O6
• Language, Literacy & Communication: 3rd @O5 and 4^th @O6
• Personal Social Developlemt: 15^th @O5 and 5^th @O6
• 2 pupils receiving SCN support dudnt acheieve differing Areas of Learning, against a very good progress report through our internal tracking system.

LA Comparison Key Stage 2 Levels:

• Mathematics: 1^st @L4 and 1^st @L5
• English: 1^st @L4 and 2^nd @L5
• Science: 1^st @L4 and 2^nd @L5
• Welsh: 1^st @L4 and 6^th @L5
• Improved Level 6 Performance demonstrating excellent standards at LPS
  • English – 6% 
  • Maths – 27%

Llangyfelach Primary School Attendance