We have always prided ourselves on our family feel and know that this is the right way to develop the whole child. This is what creates the right environment for learning and serves the children and the community best.
We believe that by keeping class sizes below 25 where possible, we strike the right balance in terms of staffing and personal tuition. Because of this we consider learning to be good in our school.
Progress means every child reaching beyond their potential.
Progress underpins everything we do. We recognise that a when a child makes accelerated progress s/he will achieve well, regardless of where s/he might appear in the league tables. It is quite possible to fail a child by letting them make average progress. Only with the drive to accelerate progress, to beat government expectations, do we feel that we can bring the best opportunities to our children.
Active not passive learning
We recognise the value of the children playing an active role in their learning. Our focus on ensuring that we do not deliver a curriculum, but rather teach a child means that children don’t just encounter learning, they experience it.
The effective use of resources, even as simple as individual whiteboards, means that we can instantly check children’s understanding and put an end to the hands up strategies of old. Now, every child needs to think and not sit passively letting other children answer all the questions.
This focus over the past few years has had a clear impact on learning standards. Our school’s adjusted average scores compare as follows:
Our school’s performance details are a matter of public record. Please use the following sites to allow examination of our data and comparison of our schools to the national data and local schools. We would advise you to avoid third party websites (such as those found during searches etc) as data can be very out of date and unreliable.
Data for The William Amory Primary School for 2018/2019 (the last set of National Data):
Key Stage II
Reading, Writing & Maths
Percentage of pupils who achieving expected standards in reading, writing and maths: 84%
Percentage of pupils who achieving expected standards in reading: 97%
Percentage of pupils who achieving expected standards in writing: 87%
Percentage of pupils who achieved above expected standards in maths: 93.5%
However, if you would like to know more about our school’s performance data, please feel free to contact Mr Wilken who will be happy to provide information and explanation about any of our data, current or historical.
Updated July 2021
Our Current Ofsted Inspection (2017) can be downloaded here.
Our previous Ofsted inspection (2013) can be downloaded here.
Ofsted’s website can be found here.
Government Performance Tables – Full of raw data that can be useful and a good site to compare schools.
Data from previous years can be found at this website.