expectations at end of Key Stage 1 and Key Stage 2. There are also National benchmarks available for prior attainment and other significant groups, against which the school can measure its own results. The pattern, over time, has been that children typically enter St. Francis' School with a ttainment well below that expected for their age, make good progress, especially in Key Stage 2, and leave close to National benchmarks. Amongst other things this is indicative of a cohort with a high proportion of EAL. This forms our understanding of good attainment at St. Francis', though in recent years, attainment at the end of Key Stage 2 has been higher than National benchmarks.

## Progress

All children, regardless of starting points, are expected to make good progress over time. School expectations are that at least 80% of all children in each year group will make good progress, and that at least 15% of each year group will make outstanding progress.

Progress is judged against two measures:-

- 1. Progress within the year group curriculum, teacher assessed against the objective records/Development Matters bands (or against the ITP continuum for those not able to access the year group curriculum)

Good progress within the year group curriculum is understood as making (on the objective tracker) four or five columns progress per term. More than this is regarded as outstanding progress. In order to provide a different measure to attainment, and to allow different starting points, the first term assessment point is used as a baseline, and progress is judged against this for the remaining two terms. For children not able to access the year group curriculum, it is important that they make progress which will close their achievement gaps. Therefore, good progress is understood as making 3 bands of progress on the ITP continuum per year (approximately one per term). More than this is regarded as outstanding progress. In Reception, good progress is understood as making one 'band' of progress per term (eg from emerging to expected within one development matters band, or from exceeding to emerging within the next). Outstanding progress is understood as making an average of >1 band per term (5 or more bands over 3 terms).

- 2. Continuous progress over time, summative assessment of mathematics and reading using PUMA and PiRA tests - which can continue from year to year.

Good progress over time is understood as maintaining an age standardised score, - see 'PiRA and PUMA' below . Outstanding progress is understood as improving the age standardised score by 5 or more points (yearly averages provide more reliable data) or maintaining a standardised score >110

These provide ongoing and up to date progress data for the current cohort. For purposes of self- evaluation, with regard to progress over time, the school also makes use of progress data for end of KS2, which includes national benchmarks and relative progress of different groups.

Target Setting Foundation Stage - Targets are set in terms of percentage of cohort achieving GLD (Good Level of Foundation Stage - Targets are set in terms of percentage of cohort achieving GLD (Good Level of development) by end of Reception.* Phonics - targets are set to balance the imperative to make attainment more closely aligned with national performance and end of Foundation Stage outcomes. Year 1 to Year 6 - Attainment 1 to Year 6 - Attainment - For each year group (Yr1 to Yr6), targets are set based on the outcomes from the year before and an additional 'ambitious target' based on a proportion of those children previously not achieving age-related outcomes but who, with additional intervention, are being targeted to achieve age-related outcomes. These targets for each year group are published in the annual School Development Plan. Where previous attainment is below that outlined in