Best – and worst – performing primary schools in North East Lincolnshire revealed in Department of Education data
FIGURES released today reveal the best – and the worst – performing primary schools in the area.
The Department for Education has today released data ranking primary schools in every local authority in the UK according to their Key Stage 2 SATS results.
Results are based on the number of students reaching the benchmark level four in English and maths, which they take in year six.
Top of the list of 44 schools in North East Lincolnshire was Stallingborough Church of England Primary School and headteacher Jo Everitt said she was "very proud".
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She added: "I am delighted that our staff and children's hard work is evident in our results and am proud of our continuing achievements.
"We are continually striving to achieve the very best we can for our children and enhancing both our teaching and learning, and our environment. The children know where they need to be in their learning and how to get there."
North East Lincolnshire's worst primaries seemed to be in the area's most deprived communities, with the bottom three in the Nunsthorpe, East Marsh and Willows areas.
However, of the bottom five, Strand Community School, Nunsthorpe Primary and Weelsby Primary have already converted to academies – which they are forced to do if judged inadequate by inspectors – and Willows, which is in special measures after an Ofsted report in July, is due to convert this year.
Heather Hawkes, principal of Weelsby Academy, said that the school, situated in Britain's second most deprived area, "has many challenges to overcome".
It converted to an academy with sponsors the Schools Partnership Trust, earlier this year.
Mrs Hawkes added: "The progress children make from very low starting points is good and is in line with national expectations.
"Weelsby has many challenges – 60 per cent of our children are eligible for free school meals, and 30 per cent are on the Special Educational Needs Register.
"Our last Ofsted in May recognised that pupils' achievement is satisfactory, that the school presents as a warm and welcoming place and that pupils are cared for exceptionally well.
"We are always striving to provide the best education possible for our children and we are confident that with help from the Schools Partnership Trust we will continue to improve."
However, some of the top performing schools have also converted to academy status, such as Middlethorpe Primary Academy, ranked third in North East Lincolnshire.
Jaimie Holbrook, headteacher at Middlethorpe, said that it gives schools more funding and autonomy – although he pays little attention to league tables.
He is also working with Strand Academy – which, this year, converted from Strand Community School, ranked 40 out of 44 – in a drive to improve standards. Mr Holbrook added: "There is so much more to the educational experience than test results in English and maths at the end of year six.
"Our job is to produce well-rounded kids who do well in tests but who are also great people who have the skills they need for life. I was obviously pleased that Middlethorpe did well and can say that Strand is making improvements.
"It won't be in the top five next year but things are taking shape and it is definitely on an upward trajectory."
In Lincolnshire, Legsby Primary School near Market Rasen was the best performer in our area, ranked 18th, with 100 per cent of their eight pupils reaching the benchmark.
Mablethorpe Community Primary was the worst, ranking 227 on the list.
School league tables should provide a guide for parents as to how individual establishments are performing.
But that is where the judgement, solely on league tables, should stop.
All responsible parents or carers of young children will want to make the correct choice when it comes to education.
And as said, yes tables are useful in their ability to point where good results are coming from. They indicate that a school is being well run and that the appropriate measures are being put into place to ensure success in core subjects.
But read between the lines and there is more to a successful school – much more.
It is vitally important that the values and beliefs that parents have are shared by any school or teaching staff.
And, of course, the teachers must be right for the pupils – relationships in the classroom can make all the difference between success and failure.
Parents have a duty to investigate all the options for their children and understand the needs of the individual.
They can then be matched against the different schools to ensure their children will be happy and learn in an environment that is as suitable for them as possible.
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