Achievement at Bel Royal School in 2014
Our school focuses on the achievement of all children. We measure achievement in the same way as
schools across Jersey and the U.K. Pupils’ achievement is measured in two ways: their progress and
their attainment. Progress measures how far the child achieves from their starting point. Attainment
measures how high they achieve. For example, a child with a low starting point may make far more
progress in their learning than a child who finishes the year with higher attainment. Together, progress
and attainment measures tell us how well children achieve at school.
“The core purpose of Bel Royal School is to provide engaging opportunities so that children develop
their own learning skills within an inclusive community”.
Bel Royal school, within its community, has a Resource Base Provision with additional facilities to
allow children with a range of physical, medical, learning and specific speech and language needs to
be educated with and alongside their peer group. Success is measured by all pupils showing
progressions from their initial and individual starting points.
We are aware that comparisons across different schools may not reflect this inclusive nature. We are
proud that all our pupils make at least expected progress, with many achieving better than this.
Almost all Y6 pupils at Bel Royal School, where data was available to allow comparisons to be
measured, made the 2 or more expected levels of individual progress in 2014, including some pupils
achieving better than expected 3+ Levels of progress in the measured subjects of Reading, Writing,
Overall English and Maths
The Year 6 cohort for 2014 attained higher than Island results for Reading, and the overall English
levels were a particular strength of the school, this includes 36% of pupils with EAL. Newly arrived
pupils made up 14% of the year group with 50% of these achieving L5+ in English and Maths. Pupils
with Special Education Needs all made expected progress or better.
Most classes at Bel Royal have an even number of girls and boys but unusually 28% of the 2014
cohort were girls .The class achieved the Island floor platform of 70% or higher for all the assessed
aspects. Girls outperformed the boys in both English, achieving 100% of L4 and above, and Maths
88% L4 and above.
The increased intervention of a focus on levelling and moderation skills for all Year group teachers
across the last 3 years continues to provide a fully rounded evidence base from which levelling
judgements are made. These accurate professional judgements are supporting planning, and regular
pupil progress meetings are helping to develop consistency of pupil outcomes and progress across all
year groups, targeting both under achievement, and ensuring expected progress or better for all
pupils.
All pupils at Bel Royal School made progress over the past 3 years with Reading, Writing, English and
Maths, percentages all being above the minimum expected for Jersey but slightly below the national
average for Jersey and England for L4+. Within these percentages there were a consistent core of
pupils achieving L5+ which again was slightly below the Jersey and England averages for this level of
attainment.
Progress between Key Stage 1 (Year 2) and Key Stage 2 (Year 6)
2014
Percentage (%) of pupils making
more than expected progress (3+
Levels)
Percentage (%) of pupils making
expected progress (2+ Levels)
Subject
Reading
School
Jersey
School
Jersey
94
Subject
Reading
96
17
39
Writing
74
94
Writing
17
37
English
91
95
English
13
38
Maths
83
93
Maths
35
37
 Pupils are expected to make two levels of progress between the end of Key Stage 1 and the end
of Key Stage 2
Attainment at the end of Key Stage 2 (Year 6)
3 Year Average 2012-2014
Percentage (%) of pupils
achieving attainment level 4+
Subject
Reading
School
Jersey
England
83
90
Writing
71
English
Maths
Percentage (%) of pupils
achieving attainment level 5+
School
Jersey
England
88
Subject
Reading
29
44
48
84
83
Writing
18
31
31
78
89
N/A
English
26
40
N/A
71
87
87
Maths
31
37
42
 Level 4 represents attainment at the expected national standard for end of Key Stage 2
 Level 5 represents attainment above the expected national standard for end of Key Stage 2