Grands Vaux Primary School
At Grands Vaux Primary School we pride ourselves on our inclusive practice and on our commitment to meeting the
needs of our children and their families.
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 high attainment. Together, progress and attainment measures tell us how well children achieve at school.
We are pleased to publish our progress data for the 2014 cohort and the average attainment of the last 3 cohorts. In
addition, we would like to add some extra information so that the reader can better understand the context within
which we are reporting. We hope that this information will be helpful to our current or prospective school
community who might be reading it on our website.
As an Inclusive School, we have a skilled workforce and a range of effective interventions that we are able to match
to children’s specific needs, including Learning Support Assistants who are trained to deliver structured literacy and
numeracy programmes, specialised EAL support, Speech and Language and Occupational Therapy. Our rigorous and
accurate systems for tracking pupil’s progress enable us to respond to pupil’s individual needs in a timely and
efficient manner. We have excellent facilities, which mean that at any time, seven smaller learning rooms can be
used, as well as the classrooms.
When the youngest children enter the school, in the Nursery and the Reception classes, they are assessed using
standardised criteria and this shows that for the majority of children all areas are lower than national averages but
language acquisition and related areas such as reading and writing are particularly low. Children make very good
progress in Foundation Stage. Despite this, the majority of the children are still below that expected for the age
range, with delays in language related areas such as reading and writing. At the end Key Stage 1 the progress that
pupils make has increased significantly particularly in maths.
While overall attainment remains a school focus, great improvements have been made in the monitoring of the
progress of pupils. The school can now predict the end of key stage results for all pupils in each year group. The
collection of progress data now informs teaching, senior leadership decisions and has resulted in some remarkable
improvements. Over the last three years the progress of pupils in Key Stage 2 has increased. Attainment in the
school remains low when considered against national standards which is mainly due to some very small cohorts,
however, when progress is viewed from the starting points of pupils, Achievement overall is good.
Progress between Key Stage 1 (Year 2 and Key Stage 2 (Year 6)
2014
Pupils are expected to make two levels of progress between the end of KS1 and the end of KS2
Percentage (%) of pupils making
more than expected progress (3+
Levels)
Percentage (%) of pupils making
expected progress (2+ Levels)
Subject
School
Jersey
Reading
80
94
Writing
56
English
Maths
Subject
School
Jersey
Reading
30
39
94
Writing
22
37
78
95
English
44
38
100
93
Maths
30
37
Grands Vaux Primary School
Attainment at the end of Key Stage 2 (Year 6)
3 Year Average 2012-2014
Percentage (%) of pupils
achieving attainment level 4+
Percentage (%) of pupils
achieving attainment level 5+
Subject
School
Jersey
England
Subject
School
Jersey
England
Reading
65
90
88
Reading
15
44
48
Writing
53
84
83
Writing
10
31
31
English
65
89
N/A
English
13
40
N/A
Maths
60
87
87
Maths
20
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
The most recent (2014) cohort did better than the end of Key Stage attainment indicated by their Year 5 CATs in
English and Maths. We expect the 2015 cohort to continue this trend as they are also on track to exceed the
attainment indicated by their CATs results.
Predictions for the 2015 cohort show they are on track to do slightly better in Maths than the Jersey and England
average. In Reading, this cohort is on track to match the England average for level 4+
We expect the Writing attainment of this group to be slightly higher than the England and Jersey average.