We have always prided ourselves on our family feel and know that this is the right way to develop the whole child. This is what creates the right environment for learning and serves the children and the community best.
We believe that by keeping class sizes below 25 where possible, we strike the right balance in terms of staffing and personal tuition. Because of this we consider learning to be good in our school.
Progress means every child reaching beyond their potential.
Progress underpins everything we do. We recognise that a when a child makes accelerated progress s/he will achieve well, regardless of where s/he might appear in the league tables. It is quite possible to fail a child by letting them make average progress. Only with the drive to accelerate progress, to beat government expectations, do we feel that we can bring the best opportunities to our children.
And don’t take our word for it, our results speak for themselves. For the last few years running The William Amory has consistently come in the top 20% of schools nationally for progress whilst in school. Click on the pictures to download Ofsted’s own figures, particularly those on page two. Or visit their website by clicking here.
Active not passive learning
We recognise the value of the children playing an active role in their learning. Our focus on ensuring that we do not deliver a curriculum, but rather teach a child means that children don’t just encounter learning, they experience it.
The effective use of resources, even as simple as individual whiteboards, means that we can instantly check children’s understanding and put an end to the hands up strategies of old. Now, every child needs to think and not sit passively letting other children answer all the questions.
This focus over the past few years has had a clear impact on learning standards. Our school’s adjusted average scores compare as follows:
Reading – Number of children reaching expected standards or higher
School – 91%
National – 66%
Writing – Number of children reaching expected standards or higher
School – 82%
National – 74%
Maths – Number of children reaching expected standards or higher
School – 86%
National – 70%
Our school’s performance details are a matter of public record. Please use the following sites to allow examination of our data and comparison of our schools to the national data and local schools. We would advise you to avoid third party websites (such as those found during searches etc) as data can be very out of date and unreliable.
Government Performance Tables – Full of raw data that can be useful and a good site to compare schools.
Schools are required by the DfE to provide Key Stage data. However, under the new interim assessment our school remains unsure as to the content required. We refer you to the national tables here.
Progress Data for The William Amory Primary School:
Reading – +1.9
Writing – -2.5
Maths – +1.4
However, if you would like to know more about our school’s performance data, please feel free to contact Mr Wilken who will be happy to provide information and explanation about any of our data, current or historical.
Our data for the previous year can be found below.
Percentage of KSII children who achieved level 4 or above (Summer 2015):
- Grammar, Spelling and Punctuation…100%
Percentage of KSII children who improved by 2 or more levels between KSI and KSII (School’s own data Summer 2015):
Percentage of children in KSII who achieved level 5 or above (Summer 2015):
- Grammar, Spelling and Punctuation…72%
Percentage of children in KSII who achieved Level 6 (Summer 2015):
- Grammar, Spelling and Punctuation…6%