ARE In 2017, the results show that the number of disadvantaged children achieving the ARE was 43% in reading, writing and maths which is above the percentages achieved in the previous year and reflects the impact of interventions across school Compare to the whole school data, disadvantaged children were behind non Disadvantaged children and this varied from year group to year group Y1, Y4 and Y5 there is a narrowing of the gap in reading, Y2 and Y6 in writing and the gap remaining above 20% in all year groups in maths. Greater Depth At Greater Depth, disadvantaged children perform slightly better the previous year with 29 % achieving the Greater Depth Standard in reading (2/7 children). In writing 3% of children were awarded the Greater Depth standard which represents 1 child in the class. No disadvantaged children were awarded greater depth. KS2 (Year 6) – Disadvantaged Pupils 2015-2016
ARE In 2017, the results show that the number of disadvantaged children achieving the ARE was 43% in reading, writing and maths which is above the percentages achieved in the previous year and reflects the impact of interventions across school Compare to the whole school data, disadvantaged children were behind non Disadvantaged children and this varied from year group to year group Y1, Y4 and Y5 there is a narrowing of the gap in reading, Y2 and Y6 in writing and the gap remaining above 20% in all year groups in maths. Greater Depth At Greater Depth, disadvantaged children perform slightly better the previous year with 29 % achieving the Greater Depth Standard in reading (2/7 children). In writing 3% of children were awarded the Greater Depth standard which represents 1 child in the class. No disadvantaged children were awarded greater depth. KS2 (Year 6) – Disadvantaged Pupils 2015-2016
PP_strategy_2017_2018_.docx