Well-being and achievement are at the heart of Grouville School so that we can all
develop as Life Long Learners and take responsibility for ourselves and the community.
As a Rights Respecting School our philosophy is underpinned by the values and principles of the United
Nation’s Convention on the Rights of the Child (UNCRC).
OUR SCHOOL CHARTER – as decided by our children
Article 6: - Every child has the right to life
Article 19: Every child should be safe and protected from harm
Article 28: Every child has the right to learn and go to school.
Article 31: Every child has the right to relax, play and take part in a wide range of activities.
Achievement at Grouville 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 context of our school and the whole school curriculum
We set our standards high and we focus on the achievement of all children in as many ways as we can so
that they not only become skilled learners but also knowledgeable and responsible members of the
community who want to make a positive difference and have the understanding and skills to be able to do
this.
Measuring skills in learning is quite straight forward and our data shows that almost all pupils at Grouville
school make expected progress, with many making better than expected progress.
Over the past 3 years pupil’s attainment in Reading has remained high. Over the past 2 years the
percentage of pupils achieving attainment at Level 4+ in Writing and Maths has significantly improved and
is now well above the Jersey average . Predictions for this year show a continuation in this trend.
In 2014, the vast majority of pupils reached the national standard (Level 4) in our Key Stage 2 teacher
assessments and a good number achieved at a higher level. Pupils who attended our Nursery and
Reception and went through the school to Year 6 all made expected progress or more, including pupils with
Special Educational Needs.
Intervention programmes have raised achievement, especially for those pupils who find specific aspects of
learning difficult. These programmes take place on a 1:1 or small group basis and teach pupils the
strategies and techniques they need, to break down barriers to learning.
Progress between Key Stage 1 (the end of Year 2) and Key Stage 2 (the end of Year 6) in 2014
Pupils are expected to make two levels of progress between the end of Key Stage 1 and the end of Key Stage 2
Subject
Percentage (%) of pupils
making expected progress
(2 or more levels)
School
Jersey
Reading
96
94
Writing
100
English
Maths
Percentage (%) of pupils
making better than expected
progress (3+ Levels)
Subject
School
Jersey
Reading
60
39
94
Writing
43
37
100
95
English
48
38
98
93
Maths
35
37
Attainment at the end of Key Stage 2 (Year 6)
Level 4 represents attainment at the expected national standard for the end of Key Stage 2
Level 5 or above represents attainment above the expected national standard for the end of Key Stage 2
Three (3) Year Average: 2012-2014
Percentage (%) of pupils
achieving attainment level 4+
Subject
School
Jersey
England
Percentage (%) of pupils
achieving attainment level 5+
Subject
School
Jersey
England
Reading
96
90
88
Reading
72
44
48
Writing
91
84
83
Writing
32
31
31
English
94
89
N/A
English
50
40
N/A
Maths
93
87
87
Maths
37
37
42
Keeping children’s ‘well-being and achievement’ at the heart of all we do enables our children to develop as
well-rounded and responsible citizens. This is more difficult to measure but is the essence of our school
and of paramount importance to the whole community.
Within our whole school curriculum we focus on developing those key skills which are deeply embedded in
our Core Values and which empower our children to have a deep understanding of their roles and
responsibilities not only within the school community but also within the wider community.
Achievements are evident in the responses the children give when asked to share their knowledge and
understanding of fundamental issues and principles and in the way they embrace the opportunity to take
the lead, lead by example and make a difference.
We actively encourage our children to develop ‘skills for life’ such as chairing meetings, planning, running
and organising events, dealing with outside agencies, giving feedback on many issues, being part of
interview process for new members of staff, making important decisions that will affect the whole school,
applying for jobs and much more.
As the first school on the island to gain Level 1 status as a Rights Respecting School we are committed to
placing the values and principles of the United Nations Convention on the Rights of the Child at the heart of
our policies and practice. Our school charter chosen by the children shows their understanding not only of
their roles and responsibilities in school but also their understanding of the difference they can make in
school, locally and globally.
Further achievements are evident in the focussed work that we have done with the Red Cross and the
active part we play in the local community working closely with the parish, church and local businesses to
make a difference. These are often acknowledged in a variety of ways including written and verbal
feedback from members of the public.