Luddendenfoot Academy

Luddendenfoot Academy
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We aim for all our pupils to achieve above the national average in all statutory assessments where possible and ensure they all fulfil their potential based on their starting points. We carefully track and monitor the progress of every pupil attending Luddendenfoot Academy, providing additional support when needed. At the end of each academic year, we evaluate our pupils’ attainment and progress against the national data. Priorities for future school improvement are then identified and actioned. In this section of the website you will find the school performance data for Early Years, Phonics, KS1 and KS2 as well as how we have used our Pupil Premium and PE and Sports funding and what difference it has made.

 

Attendance at Luddendenfoot Academy is above the national average (2016).  We are very proud of this achievement. The children are keen to attend school and the parents and carers are very supportive. They ensure that their children attend school unless genuine illness prevents. Well done everyone! I'm sure we can maintain this 2018-19! 

 

Attendance Summary – Luddendenfoot Academy 2017-18

Group

% attendance

% authorised absence (+ days)

% unauthorised absence

 (+ days)

% holiday 

(+ days)

Whole School

97.1 2.2 0.7

0.5% 

Boys

 96.9

2.3 0.8 0.6%

Girls

97.2 2.2 0.6 0.5%

Pupil Premium ()

95.2 3.8 1.0 0.4%

SEN (K)

 97.3 2.3 0.4 0.3%

SEN St (3)

 95.9  2.5  1.4 1.4%

FR

96.7 2.3 1.0 0.9%

Y1

 97.1 2.4 0.4 0.4%

Y2

 97.5 1.9 0.6 0.6%

Y3

 96.8 2.3 0.9 0.8%

Y4

 96.7 2.6 0.8 0.2%

Y5

 97.4 2.2 0.5 0.5%

Y6

97.7 1.8 0.5 0.4%

 

 

 In the Early Years, the children are assessed in 17 areas of learning. The Government expects pupils  to achieve the early learning goals by the end of Reception year with some children exceeding those expectations. Please click here to find information regarding the Early Years curriculum and the Development Matters guidance.  This document details the developmental milestones for children and the expectations of the 'Early Learning Goal' in each area of the curriculum.  If you are interested in finding out more about the Early Years please click on the links below.

 

 
EYFS Parents' Guide   Early Years Matters

 

Good Level of Development

This is the assessment at the end of the reception year. GLD is based on teacher assessment of the children’s achievements against the Early Learning Goals.

Reception class have done really well and are well above the national average again.

 

Percentage achieving the GLD 2018

  Cohort      School      Nat/LA
All Pupils 29 83% (Nat) 71.5
Girls 14 79%  (LA)
Boys 15 87%  (LA)
FSM 33%  (LA)
Non FSM 26  88%  (Nat)

 

Typical progress

                                 

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 
 

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

 

2017-2018 (29)

 100 100   100 100 100   100 100  100  100  100  100  100  100  100  100  100   100  

2016-2017 (21)

 91

 100

100 

96 

96 

96 

100 

100 

100 

100 

100 

100 

82

96 

100 

100 

 100

 

2015 -2016 (16)

81

94

81

100

100

100

88

94

100

100

94

94

94

100

100

100

100

 
                                     

Accelerated Progress

                                 

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

 

2017-2018 (29)

 70 79  62  79  52   70 70  59  90  93  72  72  76  72  86  83  72   

 

2016-2017 (21)

 43

82 

62

72

53 

 58

 77

43 

62 

77 

86 

62 

62 

62 

62 

77 

62 

 

2015 - 2016 (16)

35

47

18

82

82

65

41

18

47

53

82

76

59

59

53

53

47

 
                                     

FR Attainment Trends – % achieving at least Expected Level of Development

                         

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

 
2017-2018 (29) 88

86

92

88

82

89

92

91

95

95

85

85

82

82

89

88

91

 
2016-2017 (21) 82

96 

91 

 91 

91 

91 

91 

91 

91 

91 

91

91 

86 

86 

91 

91 

96 

 

2015 - 2016 (17)

83

88

82

82

82

82

88

94

88

82

88

82

82

82

94

94

94

 
                                     

 FR Attainment - % Exceeding Expected Level of Development

                           

 

PSED

Communication and Language

Physical Development

Expressive Art and Design

Literacy

Maths

Understanding the World

 

 

MR

SCSA

MFAB

LAA

U

S

MAH

HASC

EMAM

BI

R

W

N

SSM

PAC

TW

T

 

2017-2018 (29)

10 15 14 20 17 24 10 20 27 27 20 14 17 17 24 20 20  

2016-2017 (21)

 19 34 19  24  24  24  19  14  34  29  24  24  24  43  34  14  19   

2015 - 2016 (17)

 0 29  53  29  12  35  12  12  12  12  24  53  18  18  24   

 

 

 

 

The phonics screening check is a short, simple assessment to make sure that all pupils have learned phonic decoding to an appropriate standard by the age of 6. All year 1 pupils in maintained schools, academies and free schools must complete this check.

The phonics check will help teachers identify the children who need extra help so they can receive the support they need to improve their reading skills. These children will then be able to retake the check in year 2. The check comprises a list of 40 words and non-words that the child will read one-to-one with a teacher. Your child's results will be reported to you in the summer term report.

 

 

Phonics Screening Trend Data

Y1 % passing

All Pupils

Boys

Girls

PP/Non PP

SEN/Non SEN

2017-2018

100 (82.6)

100

100

100/100

100/100

2016-2017(17)

 88 (81.4)

70 

100 

 33(1/3)/100

66(2/3)/ 92

2015 - 2016

100 (80.6)

100

100

100

100

2014 - 2015

100 (77)

100 

100

100/100

100/100

2013 - 2014

81 (74)

82

80

100/79

0/88

2012 - 2013

80 (69)

71

88

100/79

0/87

 

Y2 

 % passing

All Pupils

Boys/Girls

PP/Non PP

SEN/Non SEN

2017-2018

 100%  100%  100  100%

2016-2017 

All children passed the previous year. 

     

2015 - 2016

All children passed the previous year.

     

2014 - 2015

92 (90)

100 (88)/86 (92)

100 (84)/91 (92)

50 (67)/95 (95)

2013 - 2014

60 (66)

67 (64)/50 (70)

NA(60)/60(70)

0/100

2012 - 2013

75

75/NA

100/67

0/100

In this section you will find our KS1 (year 2) progress and attainment results for the past 3 years.  The red figures in brackets are the national results achieved in that year.  We are extremely proud of the children's achievements and results are now either in line or above the national average, which shows that they are well on their way to achieving their full potential. Well done to all pupils in year 2. 

 Luddendenfoot Academy – KS1 trend data

 

For an overview of all this years SAT results please click this link

 

Pupils at the expected standard at the end of Year 2

 

 %

 Reading  Writing Maths

2017-2018

94(75.5)

77.8(70)

77.8(76.1)

 2016-2017

93 (76)

85 (68.3)

85 (75.2)

2015-2016

 86   82  82 

 

 

Exceeding standards at the end of Year 2

 %

 Reading

 Writing  Maths

2017-2018

28(28.5) 16.7(15.9) 22.2(21.8)

 2016-2017

 19  15  22 

 

Average scaled score at end of Year 2

   Reading

 Writing

 Maths  All R/W/M
2017-2018 107.6 109.25 107.75

108.2

 2016-17 106.5  NA  106.78

 106.6

 

 

 

 

 

 

 

 

 

 

In this section you will find our KS2 (year 6) progress and attainment results for the past 3 years.  The red figures in brackets are the national results achieved in that year.  We are extremely proud of the children's achievements and results are now above the national average, which shows that they are achieving their full potential.

 

Attainment from 2017-2018

 

% (cohort size)

Reading, Writing & Maths ( national %)

Maths

Reading

Writing

SPAG

2017-2018 (20)

% achieving expected standard

 95% 95%  100%  100%  95% 

2017-2018 (20)

% achieving above expected standard

30

60

75

35

70

2016-17 (09)

% achieving expected standard

100 (61)

100 (75)

100 (71)

100 (76)

100 (77)

2016-17 (19)

% achieving above expected standard

52.6 (18.4) 

 52.6 (16.2)  52.6 (18.4)  10.5 (14.6) 73.7 (22.3)

 

Average Progress Reading, Writing and Maths

 

Maths

Reading

Writing

2017-2018 (20)

+5.2

+5.8

+3.2

2016-2017

(19)

+6.2

+7.2

+1.4

 

  Average Scaled Score

 

All

SPAG

Maths

Reading

2017-2018

111.5 (105)

111(106)

111(104.3)

112(105)

2016-2017

111.9 (104.6)

113.5 (106)

110.4 (104)

111.8 (104)

2015-2016

(13)

105.6 (103.2)

106 (104)

101.9 (103)

108.8 (102.6)

 


 

 

 

 

 

 

For the purpose of section 65(3)(a) of the Act the SEN information, the Governing Body must include a report containing SEN information.

Information to be included in the SEN information report should be:

  • The kinds of special educational needs for which provision is made at the school.
  • Information, in relation to mainstream schools and maintained nursery schools, about the school's policies for the identification and assessment of pupils with special educational needs.
  • Information about the school’s policies for making provision for pupils with special educational needs whether or not pupils have EHC plans, including:-
    • how the school evaluates the effectiveness of its provision for such pupils;
    • the school’s arrangements for assessing and reviewing the progress of pupils with special educational needs;
    • the school’s approach to teaching pupils with special educational needs;
    • how the school adapts the curriculum and learning environment for pupils with special educational needs;
    • additional support for learning that is available to pupils with special educational needs;
    • activities that are available for pupils with special educational needs in addition to those available in accordance with the curriculum;
    • support that is available for improving the emotional and social development of pupils with special educational needs.
    • In relation to mainstream schools and maintained nursery schools, the name and contact details of the SEN co-ordinator.
    • Information about the expertise and training of staff in relation to children and young people with special educational needs and about how specialist expertise will be secure.
    • Information about how equipment and facilities to support children and young people with special educational needs will be secured.
    • The arrangements for consulting parents of children with special educational needs about and involving such parents in the education of their child.
    • The arrangements for consulting young people with special educational needs about and involving them in their education.
    • Any arrangements made by the Governing Body or the proprietor relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school.
    • How the Governing Body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils.
    • The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32.
    • The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.
    • Information on where the local authority’s local offer is published.

Below you can find links to our SEND policy, Local Offer document and our SEND reports for 2013-14 and 2014-15.

Please click on the link below which will take you to the Local Offer from Calderdale.

 

If you have any queries, please do not hesitate to contact our SENDCo, Mrs Webb. 

Pupil Premium: the facts

Introduced in April 2011, the pupil premium is allocated to children who are looked after by the local authority, those who have been eligible for FSM at any point in the last six years (also known as Ever 6 FSM) and for children whose parents are currently serving in the armed forces.

The level of premium since 2016-17 is £1320 per primary pupil. From April 2014 children who were 'looked after' attracted a higher rate of funding than children from low-income families - the ‘Pupil Premium Plus’, which is £1,900 per pupil. This was to reflect the unique challenges they face at school where they often struggle to keep up with their peers at both primary and secondary level.  Children who have parents in the armed forces are supported through the service child premium which for is £300 per pupil.

More information on pupil premium can be found here.

Reports which evaluate the spending of our pupil premium funds and the impact achieved as a result can be found below. 

Primary Sports Funding


What is Primary Sports Funding?
The government is providing additional funding of £150 million per annum for academic years 2013 to 2014 and 2014 to 2015 to improve provision of physical education (PE) and sport in primary schools.  This funding - provided jointly by the Departments for Education, Health and Culture, Media and Sport - will be allocated to primary school head teachers.
This funding is ring-fenced and therefore can only be spent on provision of PE and sport in schools.

 

How will the funding be spent?


At Luddendenfoot Academy, we have developed an action plan to ensure that the money is spent on initiatives which will have a long lasting impact on the future learning and physcial development of children within our school. View our initiative grid here.

A proportion of the funding has been spent on becoming premium members of the Calderdale Schools Sport Programme (Hipperholme and Lightcliffe High School and Brooksbank High School). As well as joining with other local schools, to form a cluster employing a school sports coordinator to organise a range of sporting festivals and competitions

The following is a summary of how Luddendenfoot Academy has spent the Sport Funding over the last two years. The priorities were designed to develop and support the school’s strength and weaknesses in relation to PE, Healthy Active Lifestyles and Competitive School Sport.

Please click on the image below to access our PE and Sports Premium impact statement for 2017-18

 

2017-2018 Sport Premium Report

 

We have also planned how we are to spend the 2018-19 PE and Sports grant.  Please click on the image below to see our plan.

2018-2019 Sports Premium Report

Parent View gives you the chance to tell Ofsted what you think about your child’s school, from the quality of teaching, to dealing with bullying and poor behaviour.  Ofsted will use the information you provide when making decisions about which schools to inspect, and when. The school also regularly collects your views through consultation and questionnaires. 

Click here to be redirected to the Parent View Website.

Luddendenfoot Academy was inspected in December 2015 and the report was published in January 2016. Our new report will be avaliable on the Ofsted website from 22.01.16.

Our lastest inspection reports can be viewed by clicking the attachment below.

Image result for ofsted images

 

Ofsted provides data dashboards for school providers.  This provides you with information regarding the performance of the school compared to all schools and similar schools nationally. 

Click on the image below to find the information about Luddendenfoot Academy.  This information currently refers to 2017. 

FES Data Dashboard

We are required to provide you with a link to the Department for Education school performance website.  Please click here to direct you to the website.

The governors, trustees and senior leadership team's evaluation of  performance and effectiveness was very thorough last year.  They examined the progress that pupils had made across the curriculum in all year groups as well as considering statutory changes to primary education in order to prioritise what needed further work and development in 2017-18. 

Each year group has clear priorities to address which are relevant for those children in that class.  The teacher and teaching assistant are aware of these plans.  They will be implemented and reviewed termly to make sure they are making a difference for individuals and groups of children.

In addition, we have a number of priorities that the whole staff are working on.  Some of the priorities and actions spread across the whole academy trust and staff benefit from working within a larger team, supporting each other and sharing good practice. 

The following areas are priorities for 2017/18:

To provide a creative curriculum that is rich in learning experiences, which gives children a thirsty for knowledge and a love of learning.

To commit becoming a right-respecting school.  For adults and children to decide how to develop a whole-school rights-respecting approach.