Cheetwood outcomes in 2019-2020

Due to school closures during the Covid 19 pandemic, statutory testing in primary schools was suspended in 2019-2020, so Cheetwood’s most recent externally validated data is from the academic year 2018-2019. This data is summarised below along with school’s own internal data from 2019-2020 and 2020-2021.

Early Years Foundation Stage

Good Level of Development (GLD) = Achieved expected or exceeding in all prime areas of learning and Literacy and Maths

Prime Learning Goals x3 = Communication and Language, Physical Development, Personal, Social and Emotional Development

Specific Learning Goals x  = Literacy, Mathematics, Understanding the world, Expressive arts and design.

  • Outcomes continue to improve in EYFS and are on an upward trend. This year outcomes in GLD were above the Manchester average and remain broadly in line with the National average
  • In the specific and prime areas outcomes were above the Manchester averages

Internal Data 2019-2020

Cheetwood uses the Target Tracker assessment tool to track progress and attainment and the last data call prior to school closure was at the end of Spring 1 in 2020. At this time there was strong evidence that there was above expected progress in reading, writing and maths across the majority of cohorts resulting in an increase in the percentage of pupils meeting age related expectations. Progress for groups of vulnerable learners was especially strong indicating targeted teaching and specialist intervention was helping to close the gap for these pupils.

EYFS: Accelerated progress in all Prime Areas and RWM with the cohort on track to be in line with national average for GLD.

Internal Data 2020-2021

When pupils were assessed in the autumn term only 7 % were meeting GLD as the disruption to learning from the previous year had a significant impact on the school’s youngest learners. However, with targeted support and a skilfully planned recovery curriculum pupils made accelerated progress and by Spring 2021 the percentage of pupils on Track to meet GLD increased to 27%. During spring term school closures, a high quality blended learning offer ensured that progress continued and by the end of the year 50% of the core cohort achieved a good level of development.