Archived decisions

Educational standards at the seven schools in Table 2.

General comments

The performance in National Curriculum tests and assessments of children attending all the schools is below the national average. This is typical of schools serving communities of relative disadvantage such this part of Andover. However, nationally all schools are expected to reach a `floor target of at least 65% of children gaining level 4 or better in English and mathematics by the end of Key Stage 2. It should be noted that some variation in performance of successive cohorts of schools is to be expected.

Knights Enham Infant School

The performance at the end of Key Stage 1 of children attending the school has been consistently in line with, or better, than that of children attending similar schools. Attainment in reading has been particularly strong when compared with similar schools. Based on county `value added' analyses, in 2005, children made, on average, more rapid progress than is normal in the county's schools. The school's results for the last three years are as follows:

Knights Enham Junior School

The performance at the end of Key Stage 2 of children attending the school has improved from the start of the decade and by 2004 was in line with, and in some respects better, than that of children attending similar schools. This upward trend was maintained in mathematics in 2005 but not in English and science. In 2005, the `floor targets' for English were exceeded by 4% and for mathematics by 7%. Based on county `value added' analyses, in 2004 (the last year for which this analysis is available), children made, on average, typical progress for Hampshire schools in mathematics and science and better progress in the case of English. The national analysis for `value added' in 2005 suggests typical progress was made by children in English and mathematics but progress was not as good in science. The school's results for the last three years are as follows:

Roman Way Primary School

The performance at the end of Key Stage 1 of children attending the school has been broadly in line with that of children attending similar schools in recent years, with some variations from year to year.. A notable exception was children's attainment in mathematics in 2005 which was below that of children attending similar schools. Based on county `value added' analyses, in 2005, children made, on average, progress that is typical in the county's schools except in the case of science where they make less progress in the infant years.

The performance at the end of Key Stage 2 of children attending the school has improved since 2000 and is broadly in line with that of children attending similar schools.. This improvement was broadly speaking sustained in 2005 for English and science but mathematics results in 2005 were well below the `floor target' with 52% of children reaching level 4. Based on county `value added' analyses, in 2004 (the last year for which this analysis is available), children made, on average, typical progress for Hampshire schools in English, mathematics and science. The national analysis for `value added' in 2005 suggests typical progress was made by children in English and mathematics but progress is not as good in science.

Shepherds Spring Infant School

The performance at the end of Key Stage 1 of children attending the school has been generally in line with, or worse, than that of children attending similar schools. Attainment in reading has been particularly weak when compared with similar schools. Based on county `value added' analyses, in 2005, children made, on average, more rapid progress in science than is normal in the county's schools, typical progress in reading but not as good progress in mathematics as is typical of the county's children. The school's results for the last three years are as follows:

Shepherds Spring Junior School

The performance at the end of Key Stage 2 of children attending the school declined between 2002 and 2004 from being better than that of children attending similar schools to be worse. Results recovered from this low point in 2005 but the `floor targets' for English were missed by 8% and for mathematics by 11%. Based on county `value added' analyses, in 2004 (the last year for which this analysis is available), children made, on average, typical progress for Hampshire schools in mathematics but for English and science their progress was less than the county average. The national analysis for `value added' in 2005 suggests typical progress was made by children in mathematics but progress is not as good in English and science. The school's results for the last three years are as follows:

Vigo Infant School

The performance at the end of Key Stage 1 of children attending the school has been consistently in line with that of children attending similar schools for most years since 2001 but was below that of similar schools in 2005. Based on county `value added' analyses, in 2005, children made, on average, progress that is typical in the county's schools with there being a tendency for the progress of lower attaining children to be a little more rapid than is typically the case. The last Ofsted inspection took place in April 2006 and judged the school to be satisfactory with some good features.

Vigo Junior School

The performance at the end of Key Stage 2 of children attending the school has fluctuated since the start of the decade: in some years it has been better than that of children attending similar schools, in other years it has been worse. Improved performance in 2004 was broadly sustained in 2005 for English and science but mathematics results in 2005 were well below the `floor target' with 49% of children reaching level 4. Based on county `value added' analyses, in 2004 (the last year for which this analysis is available), children made, on average, typical progress for Hampshire schools in English, mathematics and science with progress in reading being particularly good. The national analysis for `value added' in 2005 suggests typical progress was made by children in science but progress is not as good in English and mathematics. The last Ofsted inspection took place in March 2006 and the school was judged to have made significant progress in terms of children's behaviour and attendance but to be inadequate because children's progress in writing and mathematics is inadequate.