Results and Achievements at Chidham

Results and achievements here at Chidham are extremely important to us.  We pride ourselves in doing our best at all times.  Each week we celebrate our achievements in our Achiever’s Assembly.

Ofsted Report – our latest Ofsted report from January 2024

Chidham SIAMs Report – our latest inspection from the Diocese on our Christian Distinctiveness

The results from the KS2 SATs results and comparison to national averages are shown below, for further details and our previous results please see www.education.gov.uk/schools/performance

Key Performance Measures

KEY PERFORMANCE MEASURES Summer 2024

When looking at our percentages, please remember that in a one form entry school like ours, in each year group, a child typically represents about 3.5%.

END OF KS2 RESULTS (Y6)

Our KS2 scores at the end of 2024, were extremely pleasing, and demonstrated the progress made by our children from their starting points in reading, writing, and maths. Our results are significantly higher than the county and national picture. Scaled scores are a helpful measure in seeing how well a cohort does collectively because they include every child’s performance.

 Scaled scores are another important measure as they include every child’s performance.

END OF KS1 RESULTS (Y2)

In KS1, our results also showed improvement and were above national outcomes. (We had 29 children in Chestnut Class last year – each child was approximately 3.5%)

PHONICS (Y1)

Our phonics outcomes in Apple Class recognise the positive impact that the Little Wandle Phonics Programme.

EYFS (RECEPTION)

Our GLD scores are in line with the national figures. (The GLD outcomes do not demonstrate the progress made by each child over the year in Cherry Class, just the final outcome against national expectations.)

WHOLE SCHOOL SUMMARY

There is much to celebrate from our 2024 data. The Chidham Team continues to demonstrate commitment and hard work to enable all our children to succeed and achieve their best. Like all other schools, we continue to evolve and strive to improve and so enable our children to receive the best education they rightly deserve. Having conducted some initial analysis, some of our next steps for continued improvement during 2024/25 are:

• To improve writing. This will be supported by the school actively engaging in the delivery of the curriculum using oracy strategies (which builds on ideas learnt, having been previously involved in the Disadvantaged Project run by Marc Rowland)
• To further embed the mastery approach to teaching mathematics to deepen the children’s mathematical understanding from YR upwards – results show the impact being have.
• Embedding the teaching of reading across key stages to develop the children’s love for reading and to uplevel their reading skills
• To ensure the curriculum is adapted to meet all learners needs and to ensure all intervention/support initiatives enables those pupils to make good or better progress

ARE means working at Age Related Expectations.

GDS means working at Greater Depth within the Standard.

GPS refers to an English test on Grammar, Punctuation and Spelling.

RWM Combined means those pupils achieving a pass or better in Reading and Writing and Mathematics

Scaled Scores convert pupils actual test scores into a ranking system, whereby 100 is considered the pass mark.