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SCHOOL PERFORMANCE DATA

For further details on our school performance data please follow the link:

http://www.education.gov.uk/cgi-bin/schools/performance/school.pl?urn=116288

Overview of Initial SATs Results 2017

Key Stage 2 SATS  Results  2016

 The 2016 key stage 2 assessments are the first which assess the new, more challenging national curriculum which was introduced in 2014. New tests and interim frameworks for teacher assessment have been introduced to reflect the revised curriculum. Results are no longer reported as levels, and test results are represented as scaled scores and teacher assessments based on the standards in the interim framework. Below is a summary of the provisional outcomes for our school in comparison to the provisional national figures.

 

National  data 2016

Four Marks data 2016

% of pupils achieving the expected standard in Reading

66%

89%

% of pupils reaching a high level of attainment in Reading

19%

40%

% of pupils achieving the expected standard in Writing

74%

89%

% of pupils working at Greater Depth in Writing

15%

30%

% of pupils achieving the expected standard in Grammar, Punctuation & Spelling

72%

91%

% of pupils reaching a high level of attainment in Grammar, Punctuation and Spelling

23%

34%

% of pupils achieving the expected standard in Maths

70%

79%

% of pupils reaching a high level of attainment in Maths

17%

26%

% of pupils achieving the expected standard in Reading, Writing and Maths (combined)

53%

70%

% of pupils achieving a high level of attainment in Reading, Writing and Maths (combined)

5%

17%

Average progress in Reading

 

+3.3 (Significantly above National)

Average Progress in Writing

+2.1 (Significantly Above National)

Average Progress in Maths

+0.1 (in line with National)

Average Scaled Score Reading

103

107.8

Average Scaled Score Grammar, Punctuation & Spelling

104

107.1

Average Scaled Score  Maths

103

104.6

Interpreting a school’s progress scores

A school’s progress scores in English reading, English writing and mathematics are calculated as the average of its pupils’ subject progress scores. These scores give an indication of whether, as a group, pupils in the school made above or below average progress in a subject compared with pupils with similar starting points in other schools.

Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress score will be zero.

A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores. This means that school level progress scores will be presented as positive and negative numbers either side of zero.

• A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally.

• A positive score means pupils in this school on average do better at key stage 2 than those with similar prior attainment nationally.

• A negative score would means pupils in this school on average do worse at key stage 2 than those with similar prior attainment nationally.

 

TRAVEL INFORMATION

 

At Four Marks School, we like to encourage as many children as possible to walk, at least part of the way. Walking is very beneficial to the children’s health and helps them make a good start to the day.

As you know, the school is situated close to the junction where five roads meet and this area can become very congested. We have introduced a one-way system that we ask you to use, making the area around our school as safe as possible for your children, and for others. Parking is less than 5 minutes walk away!

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HOME TO SCHOOL TRANSPORT APPLICATIONS

Home to School Transport September 2017

Please find below the link to our website which provides information for Hampshire parents who wish to apply for transport to your school. 

http://www3.hants.gov.uk/traveltoschool/sch-transport/stforms.htm

 

Applications should be submitted online to the Passenger Transport Group as soon as possible. This is to allow time for the application to be processed by the beginning of the Autumn Term. Applications received after the end of June may be subject to delay. Parents will normally be notified if their application has been approved and of transport arrangements during the summer holidays.

SCHOOL UNIFORM

MEDICAL NEEDS & ADMINISTRATION OF MEDICINE

On entry to our school you will be asked to fill in a medical questionnaire which will allow us to ensure that the correct provision is in place for your child when the start at our school.

 

If your child needs medication you will need to sign a consent form so that we can supervise your child.  Please do not send your child into school with medicine without letting us know first, so that we can make sure it is administered correctly.

 

If your child has an on-going or serious medical condition that needs specific management in school, you may need to complete a Healthcare Plan to ensure that school has the correct information to meet your child's needs.  Our new policy for Managing Children with Medical Needs can be found below, though please note this has still to be formally agreed by Governors (Jan 15). If you need further information, please call into the school office or make an appointment with Mrs. Gillard, our Inclusion Manager.

ATTENDANCE                                         

 

Children who are registered at a school are required by law to attend regularly and punctually unless there is a good reason, such as illness.  Parents or carers are responsible for notifying the school before 10.00 a.m. if their child is unable to attend.

 

Parents do not have the right to take children on holiday during term-time.  Leave of absence must be granted in advance by the school.  Application forms for leave can be obtained from the school office.  Holidays during school time are discouraged as children may miss out on some vital learning.

 

Please see our 'Leave of Absence' Page in the 'Parents' section of our website for further information about requests for Leave of Absence.

PREVENT STRATEGY

Prevent Strategy

Prevent is one of the 4 elements of CONTEST, the government's counter-terrorism strategy. It aims to stop people becoming terrorists or supporting terrorism.

The Prevent strategy:

  • responds to the ideological challenge we face from terrorism and aspects of extremism, and the threat we face from those who promote these views
  • provides practical help to prevent people from being drawn into terrorism and ensure they are given appropriate advice and support
  • works with a wide range of sectors (including education, criminal justice, faith, charities, online and health) where there are risks of radicalisation that we need to deal with.

 

 

Four Marks School Prevent Strategy

The Four Marks School Prevent Strategy has been written in response to and in line with government guidance and forms part of the government’s counter terrorism strategy which seeks to:

•Respond to the ideological challenge of terrorism and aspects of extremism, and the threat faced from those who promote these views

•Provide practical help to prevent people from being drawn into terrorism and ensure they are given appropriate advice and support

•Work with a wide range of sectors where there are risks of radicalisation which need to be addressed, including education, criminal justice, faith, charities, the internet and health

All schools are required by law to teach a broad and balanced curriculum which promotes the spiritual, moral and cultural development of students and prepares them for the opportunities, responsibilities and experiences of life.

The purpose of the Four Marks School Prevent Strategy is to protect students from harm and to ensure that they are taught in a way that is consistent with the law and British values. To this end it acts to;

•Raise awareness

•Provide information

•Enable learners to make a positive contribution

•Safeguard young people

At Four Marks School students participate in a curriculum that promotes active learning and develops critical personal thinking skills. The school’s focus on active learning and questioning enables students to explore social and emotional aspects of learning throughout the curriculum. The School actively promotes diversity and shared values between the school community, the local community, the national and global community. We do this by celebrating our own school values of Love, Integrity, Forgiveness and Equality. These School Values form the basis of our students understanding of wider communities and there are numerous academic and pastoral opportunities that embed this ethos. The school challenges all prejudices including Islamophobia and anti-Semitism recognising students who are at risk of isolation. The emphasis on pastoral care through Rewards and Consequences, assemblies, PSHE and enrichment activities ensure that the school is a safe place to learn and that anti-bullying strategies minimise hate and prejudice based bullying. The school seeks justice for incidences of such bullying and uses restorative approaches to repair harm when caused.

 

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