The Department for Children, Schools and Families (DCSF) produces performance tables so you can see how your local school compares.
You can compare with levels of performance in schools elsewhere, with average levels in the local education authorities and across the country as a whole.
The tables cannot give a complete picture of a school, but they do provide a guide to how well a school or college is doing.
Ofsted Key Stage 2 Results
There have been pleasing improvements this year at the end of Key Stage 2 with provisional SAT test results indicating positive rises at L4+ in reading and writing individually and combined reading, writing and maths.
|Grammar, punctuation and spelling||79%||76.4%||75%|
Our Boroughwide challenge has been to significantly improve our achievement amongst our more able pupils and I am pleased to share tremendous increase at L5+
|Grammar, punctuation and spelling||55%||52.2%||46%|
|Reading, writing & maths combined||21%||23.6%|| 17%|
* Please note that National figures are subject to change. These figures were provided 12/08/14.
What to look for
Probably the best guide to school performance of the figures shown on the tables is Value Added.
Rather than showing how many pupils reached a particular level, Value Added figures show how pupils have improved in their time in that school.
When looking into which school you would like your child to attend, we would recommend considering the ethos of the school as well as results, which can never give a full picture taken alone.
We want all schools in the Rochdale borough to perform to their full potential. To help achieve this we have a School Improvement Team who provide:
- Support and monitoring for schools causing concern.
- Support for headteacher recruitment, induction and newly qualified teachers.
- An annual cycle of link officer visits.
- Management and implementation of statutory requirements.
- Management and implementation of Education Development Plan activities.
The role of the School Improvement Officer
Each School Improvement Officer is attached to a group of schools. For each school the officer will:
- Monitor school performance.
- Make a half day visit in the Autumn Term to carry out a Joint Annual Review discussion involving representatives of governors and members of the Senior Management Team to review progress and set challenging targets.
- Make a half day visit in the summer term to support school self-evaluation
- Attend post-OFSTED feedback to governors.
- Co-ordinate the implementation of CSA support plans where schools are allocated additional CSA support.
- Provide telephone advice on curriculum and management issues.
- Act as the Chief Education Officer's representative in Headteacher appointments and where appropriate Deputy Headteacher appointments.
- Provide advice and support in relation to capability or underperformance issues.
- Provide support and advice to new and acting headteachers.
In addition, each School Improvement Officer will support the implementation of the national strategies by making a half-day strategy monitoring visit every term to a targeted sample of schools focusing on:
- Autumn term – Primary numeracy and literacy.
- Spring term – Key Stage 3 strategy and ICT.
- Summer term - Primary numeracy and literacy.
The role of the Strategy Consultant
Consultants provide support to schools for the implementation of CSA and national strategies for literacy, numeracy, ICT and Key Stage 3. Each consultant will:
- Provide support and training for a specified group of schools through a programme of whole school
INSET, demonstration lessons, team teaching, lesson observations and work scrutiny
- Provide support for schools identified as warranting additional support
- Deliver CSA wide INSET based on national and local priorities
- Contribute to network meetings of heads of department and subject co-ordinators.
The role of Advisory Teachers and Co-ordinators
The Advisory Teacher (ICT) provides support for schools at primary level. The Advisory Teacher for Assessment provides information and advice on assessment issues, including statutory assessment, at primary level. The Teaching Assistant Development Officer is responsible for developing a co-ordinated approach to induction, training and support for teaching assistants working in schools maintained by the borough.