The Great Iom Primary School League Table Postcode Lottery

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THE GREAT IOM PRIMARY SCHOOL LEAGUE TABLE POSTCODE LOTTERY

A Parent's Personal Thoughts on IOM Primary School Academic Attainment 2014-2018 and Why Your Postcode Matters by David Watts

This is a follow-on Paper from an initial work published on the Positive Action Group's website in March 20181. I believe this article provides the most comprehensive, publicly available guide to the “higher-level” academic performance of our Island’s 32 primary schools in one accessible document. The data herein includes Curriculum Level 5 (+) academic results together with allied context data for the last 5 academic years culminating with the most recent academic year ending July 2018. It also contains each school’s Reception Year Good Level of Development (GLD) results with corresponding benchmarking against the English results published in October 2018. Importantly the KS2 data allows readers to view trends in a school’s academic performance. It has been compiled despite resistance from the Department of Education, Sport & Culture (DESC), through analysis of responses to a succession of Freedom of Information requests, data published on numerous on and off-Island websites (including the 32 websites – one for each of the Isle of Man’s primary schools) and replies to oral and written questions posed in Tynwald and the House of Keys and subsequently published in Hansard.

My original Paper (referenced above) contained National Curriculum L5 (+) attainment league tables by subject for the Island's 32 primary schools. I readily acknowledged how such tables were not perfect. For example, the individual subject tables focused on only one year (2017), the emphasis was on attainment at National Curriculum Level 5 (+) and above, and of course no such tables could take into account how a pupil's individual level of attainment was affected by such factors as Special Educational Needs (SEN), having English as an Additional Language (EAL), the degree of parental engagement in their child's education or indeed whether a pupil was receiving additional external private tuition. Neither could it consider those personal circumstances and socio-demographic factors that could influence a pupil's performance, behaviour and attainment. The DESC’s response to my Paper was predictively dismissive - hardly surprising from a Department which endeavoured not to release the data that was used to construct the tables and only did so when placed under a legal obligation to do so by the Island's Information Commissioner2 who found that their attempts to block publication by seeking an exemption had no merit. Indeed, in the author’s opinion, the Department has sought to obfuscate performance data both through replies to Freedom of Information requests (which can take up to 40 working days (and these exclude school holidays) allowing for an upheld review or longer if the Information Commissioner is called upon to adjudicate) and through responses to questions in Tynwald. The DESC have published an article entitled "Arguments Against League Tables"3 in which they cite such issues as suicide rates amongst school children in Singapore to support their stance. In my view such a dismissive approach was also mirrored by the Executive Headteacher (Mr. Max Kelly) of two of the Island’s primary schools (Dhoon & Laxey) in an Island newspaper feature (published July 2018).4

1 http://www.positiveactiongroup.org/index.php?option=com_attachments&task=download&id=214 2 https://www.inforights.im/media/1446/2017_0003_dept_education_children_12dec2017.pdf 3 https://www.gov.im/media/1359585/arguments-against-league-tables-december-2017.pdf 4 http://www.iomtoday.co.im/article.cfm?id=41835&headline=To%20the%20Max!%20How%20head%20teacher%20Ke lly%20runs%20two%20schools§ionIs=news&searchyear=2018

This article states: “Rather like the Department of Education, Culture and Sport itself Mr Kelly is not an advocate of league tables and does not appear keen on the publication of detailed data on a school-by-school basis - something that has happened in response to political questions tabled on everything from attainment standards to obesity.

He said statistics used to create league tables relied on a “very narrow method” that did not give a full picture. The recent publication of attainment results and good level of development statistics, broken down into schools, had not been helpful. He warned against using isolated data to create the league tables and the risk of children being used to make a political point in education debates.

“That is not what it is about. It is about enhancing childhood, making people better than what they currently are, building character,” he said. “That is what matters to me.” Instead of relying on data, he urged family members who want to find out what their children’s school was really like to actually visit and talk to the teachers . “A successful school is not measured on a narrow basis in the way a league table is put together,” he said.”

I agree with the third paragraph (immediately above) directly quoted from the referenced newspaper article. But I also assert that good manners and behaviour, the ability to distinguish between right and wrong, the ability to develop an inquiring mind, to be reflective, resilient, able to foster good relationships with their peer group and others, to develop various skills such as critical thinking, to gain a love of learning, be happy in a school environment where pupils can experience an innovative and challenging curriculum etc is, most certainly, NOT mutually exclusive to good academic attainment.

As a parent of school aged children, I expect schools to have, as a matter of routine, an excellent pastoral care regime, to be able to create an environment such that a child looks forward to going to school and feels safe in its environs and that all schools can accept that bullying does take place in many forms and can proactively, robustly and effectively deal with such. I have no reason to doubt that Dhoon Primary School is a prime example of all of the above especially the balance between academic attainment and the other areas highlighted. But what of other Island schools where performance is, for example, below the Island averages year after year? Why do some schools ride a roller coaster of performance? My overriding reason for collating school performance data is because I resolutely believe that parents and other stakeholders have a right to necessary detail concerning the academic performance of our Island's schools. Academic attainment forms but one part of a school’s “persona” but for many parents it is a very important aspect. The feedback I have received from my original paper has been phenomenal, with over 4,200 downloads/hits from the PAG website, references on social media, personal contact from parents both on and off Island etc. Contrary to Mr Kelly’s opinion I believe that many of the people who have read my previous Paper have found the information helpful (as I hope many of them will with this extended and more comprehensive work). If it has assisted in promoting healthy debate on this contentious and divisive subject, then I regard that as a positive outcome. It is parents who are in the best position to determine what is best for their child but, I submit, it helps if they have explicit information on which to make an informed decision, based on the criteria that matter to them. To this end the Freedom of Information Act (FOIA) is a valuable tool in eliciting data and other information regarding school performance and management. Ironically, in spite of his reservations re the publishing of individual school performance data Mr. Kelly has published the Year R, Key Stage 1 & 2 attainment results for his Primary Schools on their respective websites. Unfortunately, he provides no contextual background for readers or explanatory notes regarding his reservations above, and limits the data 2

published to the 2017-18 academic year5 6. Dhoon has had outstanding academic results over a number of years. However other Island schools, in my opinion, fall well short.

I hope this Paper will be of interest to parents contemplating moving to the Island as well as those parents resident here. The Department publishes “Advice for Parents Relocating to the Island.”7 One of the FAQs therein asks “I am taking schooling into account when deciding where to live. What are the best schools?” The answer given is “All our schools have significant strengths but all are distinctive and we would recommend you arrange with Headteachers to visit schools to see which would best suit the needs of your child”. I hope that some of the information within this Paper will provide prospective parents with some questions they may wish to pose. The DESC advice does not provide any detail on primary school academic attainment (and it glosses over Secondary School academic detail). Where parents choose to live will impact on available choice of schools at both primary and secondary levels.

As stated above this Paper’s primary purpose is to provide, in one accessible place, (rather than haphazardly scattered around Parliamentary, Departmental and school websites) relative performance data for each of the Island’s primary schools enabling those parents who regard academic performance as important for their children to make direct Island school by school comparisons based on the factors I have selected. Unashamedly the emphasis is on academic attainment with the focus on results for Year 6 (those children completing their primary education) and the new Good Level of Development performance metric which measures the development of children completing their first year of primary education (Reception Class). For the first time the author believes that parents and others have, in a single document, the means of directly comparing academic performance and allied contextual data for each of the Island’s 32 primary schools.

The key elements of this Paper are:

IOM Primary School 2018 Key Stage 2 (KS2) (specifically Year 6 – the last year of primary school) Subject League Tables by L5 (+) attainment in literacy (broken down by the three component subjects – Reading, Writing and Speaking and Listening), Mathematics and Science (Tables 3-8, Pages 18-23);

IOM Primary School GLD League Tables 2017 & 2018 (Table 10, Page 28);

An analysis of IOM Primary School Reception Class GLD performance compared to that achieved Local Education Authorities (LEAs) in England (Table 11 Page 29); and

For each Island primary school, a one page illustrated “Dashboard” guide (App. 1 – Pages 38-69 – one dedicated page to each school) detailing:

5-year (2014-18) KS2 L5 (+) attainment trend data by subject compared to IOM averages;

5 https://dhoon.sch.im/pages/index/view/id/26/Additional%20School%20Information 6 https://laxey.sch.im/pages/index/view/id/24/Additional%20School%20Information

7 https://www.gov.im/media/509644/advice_for_parents_relocating_to_the_island.pdf

5-year (2014-18) L5 (+) league table positions by subject;

2017-18 Reception Class (GLD) levels (with IOM and England average data as comparators);

Whole school context and socio-demographic trend data including class cohort size, school roll numbers and the percentage of each school’s pupils who have English as an Additional Language (EAL), Special Educational Needs (SEN) and the percentage in receipt of Free School Meals (FSM).

Given that many parents and other readers will have social connections and bonds with England reference will be made to historic attainment levels in that jurisdiction, although Readers should note that as England moved away from reporting Key Stage attainment by traditional levels from 2016 onwards, direct comparisons become increasingly difficult. I have produced data and provided links highlighting some differences in the current Island primary curriculum (using Island Primary School level descriptors sourced via a Freedom of Information request) and that used in England. Should they so wish parents and other interested parties can review and assess the comparative differences between what is expected of the Island’s children and those in England.

The League Table Debate

I highlighted above how the Department is resistant to the concept and publication of league tables. This has been an ongoing debate. IOM Newspapers have also addressed the issue of school league tables in various articles and through editorial comment. Following the publication of my initial tables, the Isle of Man Examiner (3rd April 2018) highlighted "School Bosses Reject League Tables" and drew attention to my FOI data analysis (including its limitations) and the Department's response. In that edition the Examiner Comment stated:

"One perhaps unexpected consequence of Freedom of Information is the do-it-yourself league table on which we report today. The educational establishment is horrified about the whole idea of school league tables.

It argues that these would not necessarily reflect everything that goes on in each school and that figures would be skewed, especially for schools with small rolls. All of this is true. But what is also true is that, as Mr Watts says in our lead story, parents compare anyway. And, frankly, don't we all deserve to know which schools are performing well and which are letting our pupils down?

The Department of Education, Culture and Sport now has a choice. It can either produce league tables that have been properly thought out and transparent. Or it can do nothing and parents will judge for themselves based on Freedom of Information drip feeds.

England has had league tables for many years now. The educational establishment was horrified at their introduction. But the world didn't end. Indeed, it is now the norm for parents to compare. That should be the case here as well."

Almost six months later, The Manx Independent (27th September 2018) highlighted failings at St Mary's Roman Catholic Primary School: "Action plan is drawn up for troubled school".

That newspaper's "Comment" section stated the following under the title "This will harden case for league tables":

"… St. Mary's in Douglas is going through an external validation report after an external inspection found it wanting. The educational establishment seems to like to close ranks when there might be criticism of their work - but shouts from the rooftops when they have good news. For all the platitudes we hear about transparency and having responsibility, the reality is that parents at the school - and the wider community - would have been kept in the dark if we hadn't heard that something was up at the school and did some investigating.

There are good reasons why people in the educational world believe that school league tables would do more harm than good. But it's no wonder many are suspicious of a culture of secrecy.

As it is, the situation at St. Mary's will only fuel calls for school league tables to be introduced".

Conversely, newspaper columnist Paul Speller has detailed his concerns about league tables and various issues with school performance data8.

I am not discussing here the pros and cons of league tables. Individuals can assess for themselves the merits of the respective arguments. To that end footnotes 3 and 4 highlight arguments against whilst the former Children’s Champion, Daphne Caine MHK highlighted to the local media why she has been proactive in seeking, in both Tynwald and the House of Keys, school performance data.9 Needless to say, the author is in favour of league tables albeit recognising their limitations. The fundamental point for me is that citizens have the right to know how schools are performing. To quote again from the Isle of Man Examiner comment “… parents deserve to know which schools are performing well and which are letting our pupils down”. Of course, this raises many further questions e.g. when a school is consistently below average in a particular subject compared to others why is this so? Is class streaming of pupils rigorous to ensure that some higher achieving pupils are not “on-hold” whilst focus is on raising standards elsewhere? How much external moderation of pupil assessment has taken place in each school, in each academic year? Indeed, the author hopes others will seek to use the FOIA to access specific information that may be of use them either on a school level or a larger scale within the education orbit.

What is the Relevance of your Postcode?

Quite simply your address governs which school you will be able to send your child to. This is defined in legislation by the Schools Catchment Areas Order 201010 . The DESC has produced accompanying policy guidance11 which highlights that:

“All children living within the catchment area of a school must be admitted to that school unless:

8http://www.iomtoday.co.im/article.cfm?id=42006&headline=Comment%20by%20Paul%20Speller%3A%20They%20a re%20our%20children%2C%20not%20data%20weapons%20for%20politicians§ionIs=news&searchyear=2018 9http://www.iomtoday.co.im/article.cfm?id=42518&headline=Daphne+Caine%3A+Why+I+believe+schools%27+perfor mance+data+should+be+made+public§ionIs=news&searchyear=2018 10 https://www.gov.im/media/185996/catchmentareasorder2010_1_.pdf 11 https://www.gov.im/media/1352045/admissions-primary-schools-2016-update.pdf 5

the child has special educational needs which cannot reasonably be provided for at the school or the child has been expelled from the school and has not since been re-admitted.

Since 29 of the Island’s 32 primary schools have designated catchment areas and all primary schools have an indicative maximum number of pupils approved by the Department, the primary school a child attends will normally be determined by the parents’ place of permanent residence (as shown on the Electoral Roll and at the Isle of Man Government’s Treasury Rates Office)”.

Parents do have a limited alternative in that they can apply for a place at the Bunscoill Ghaelgagh (Manx Language School) or one of the two faith schools - Church of England (St. Thomas’) or Roman Catholic (St. Mary’s). Additionally, there is the option for private education, the current costs of which range between £9,810 - £12,420 for a full academic year12. Out of catchment area requests can be made to the Department. These may be granted in such circumstances as there being a clear physical or emotional threat to a child attending the school in his/her catchment area or where a child’s sibling already attends the requested out of catchment school13. The author understands that, once in a school, a child can remain there even if his/her parents/guardians move out of the school catchment area, and of course subsequent siblings can also attend the out of catchment school.

How successful are out of catchment area requests? At the June 2018 sitting of Tynwald the Minister gave a breakdown by each Island primary and secondary school of the number of out of catchment applications received and declined over each of the last full 5 academic years14. In relation to the primary sector, analysis of the Minister’s response shows that:

Over the five-year period, 396 applications for out of catchment places were made across 29 of the Island’s schools (excluding faith and Manx language schools). Of these, 242 were approved (61%) and 154 were declined (38.8%).

The top 6 schools in terms of the number of out of catchment area requests were: Sulby (36); Ballacottier (32); Cronk-y-Berry (31); and Ashley Hill, Henry Bloom Noble (HBN), Scoill Phurt le Moirrey (SPLM) each with 21 requests.

The lowest number of applications were received by: Manor Park (1); Victoria Road (2); Ballaugh (2); Andreas and Braddan (4 each).

In terms of the popular schools (top 6) for out of catchment requests, 22/36 requests at Sulby were successful (61%); at Ballacottier 14/32 were successful (43.75%); at Cronk-y-Berry 16/31 were successful (51%); at both Ashley Hill and HBN 15/21 were successful (71.4%); at SPLM 9/21 were successful (42.8%).

The reasons for out of catchment area requests will be many and varied but note up until 2017, the author understands that no individual Island primary school performance data was readily available in the public domain, unlike in other neighbouring jurisdictions. Now with the publication of attainment data parents will be able to consider this factor, should they be so inclined. If so, this may well be helpful to them when considering potential

12 https://www.kwc.im/buchan/payment-methods 13 https://www.gov.im/media/1352047/out-of-catchment-guidance-2018-updated2.pdf 14 http://www.tynwald.org.im/business/hansard/20002020/k180626.pdf 6

schools. My work here will also show parents how each primary school has performed over a five-year period. This mitigates reliance on a single year’s performance data. Readers will be able to judge for themselves which schools are consistently good, which struggle to get pupils above the minimum level (Level 4) and which schools ride a “roller coaster” in terms of Level 5 (+) attainment.

2018 Key Stage 2 L5(+) Attainment Data & League Tables

In my previous paper I highlighted why I chose to base the league tables on National Curriculum Level 5(+). I will re-iterate that here and also show – with reference to primary school mathematics - how the updated curriculum in England differs from the Island. England ceased reporting levels in July 2015 and, from September 2014, primary school children were taught an updated and more demanding curriculum.

The following (blue text) is the online guidance given to parents of pupils at Peel Clothworkers’ School15 (and replicated on other island school websites):

A Guide for Pupil Assessment and Attainment at Peel Clothworkers Primary School At Peel Clothworkers’ School we use the National Curriculum Levels to assess a child’s progress. The levels at the primary age range from Level 1 to Level 5 (and possibly Level 6). All children are individuals and so for some children starting school below the national average, achieving a Level 3 at the end of Y6 would be a success. When a child is in YR they work towards achieving a good level of development. After that (Year 1) we use p scale points to monitor progress until they reach a Level 1c. This is how the levels build up: GLD -> 1c -> 1b -> 1a -> 2c -> 2b -> 2a -> 3c -> 3b -> 3a -> 4c -> 4b -> 4a -> 5c -> 5b -> 5a -> 6 The levels are then divided into sub-levels, e.g. 2c, 2b, 2a Sub Level C - the child has just met the required standard B - the child is working well within the level A - the child has reached the top of the level and is working towards the next level Sub-dividing the levels means that teachers can monitor progress on a term-by-term basis. The end of year expectations as set by the IOM DEC for each year group are shown below: Year Group National Curriculum Level 1 - 1a / 2c 2 - 2b 3 - 2a / 3c

15 https://peelclothworkers.sch.im/pages/index/view/id/12/Data%20

4 - 3b 5 - 3a / 4c 6 - 4b The children working at Level 5 in Year 6 are working at a better than expected level. It is important, of course, to recognise that pupils will not always progress in a straight-forward, linear manner and that there may not be even amounts of progress each academic year.

Note the expectations of level for Island pupils by the DESC. The UK Government (when it used National Curriculum levels as a method of recording attainment highlighted that Level 4 was the minimum level required to access the secondary curriculum). In many English Local Education Authorities (LEAs) the number of children reaching L5 (+) was in the majority of that LEA’s primary school population. For example, in 2015 (the last broadly comparable year we can make before alterations to the English curriculum raised standards there) the Local Authority and Regional report16 shows that for Reading, in 107 of the 152 English LEAs, the percentage of pupils reaching Teacher Assessed Level 5(+) matched or exceeded 50%. The overall Reading L5 (+) average for England’s state funded schools was 49%. The corresponding reading average Isle of Man figure for 2015 was 42.6%. Table 1 (page 10) shows how the Island has, on average, performed in terms of the percentage of pupils attaining Level 5 (+) over the last five years including the most recent academic year 2017-18 (the 2018 Island data was sourced via a FOI request as schools published individual data on their respective websites, with no recourse to Island averages as a useful comparator for parents - although Bunscoill Rhumsaa did publish 2018 Island Level 4 average data). Readers will note that last year’s Island L5 (+) results are the highest in a five-year period although with the exception of the 2018 science result all others rank behind the historic levels of L5 (+) attainment in England (noting 2015 was the last year England reported using levels). For readers interested in even longer-term trends the Department published, in response to a Tynwald question graphs which are reproduced on page 11. Note these graphics also show L4 (+) attainment (4 being the minimum level expected).

For several years, The Sunday Times has produced an annual “Parent Power” report which provides a database by which parents can search and compare the leading 650 state and independent primary schools in England, all ranked by their Standard Assessment Test (SATs) results. Before the change from NC levels across, the Sunday Times, in producing this guide, focussed on Level 5 (+) attainment – presumably because they placed strong emphasis on academic attainment (?) an approach the author wholeheartedly agrees with especially given the fact that for many areas of England Level 5 attainment matches or exceeds 50% of the pupil population, as highlighted for Reading above.

But what does Level 5 actually mean in terms of what is expected of a pupil in specific subjects? Further to one of my Freedom of Information Requests (22nd August 2018) the DESC published (FOI Disclosure Log) the assessment level descriptors for mathematics, science and literacy17 (readers wishing to access these should search the Log under DESC for “assessment guides”). As a consequence of this FOI request, these level descriptors are now available for parents and others to view at will. They can determine for themselves just how demanding a given level is. Of course, children develop at different rates – some

16 https://www.gov.uk/government/statistics/national-curriculum-assessments-at-key-stage-2-2015-revised

17 https://services.gov.im/freedom-of-information/search 8

will be more academic than others. Some will have sporting prowess or be strong in the performing arts etc. The author submits though that schools should have a rigorous system of pupil differentiation and setting (streaming by ability) so that pupils with a propensity towards academic achievement are stretched, work at a pace that is right for them and can reach their full potential (as indeed should all pupils). Knowing several parents, from a variety of schools, who seek/have sought additional private tutorial support I have personal reservations that streaming may not be being used as effectively as it could.

I have highlighted that England no longer report Key Stage 2 attainment results by levels but parents who wish to make some form of comparison between jurisdictions can access the relevant curriculum and ascertain what standards are expected of England’s pupils and make comparisons with the IOM level descriptors. Taking the Island’s Level Descriptors and using mathematics as an example, Table 2 (pages 12-13) provides a comparison between the on-Island expected level (4) and the English Year 6 programme of study.18

Of course, there are similarities where some areas appear to be duplicated but the author was interested to note, for example, that regarding the core operations of mathematics (addition, subtraction, multiplication and division) according the Island’s Seven Strands Mathematics Level Descriptors (available through the FOI Disclosure Log as indicated above) a Level 5b denotes a pupil who “can begin to understand the rules of BODMAS/BIDMAS”. Conversely, Year 6 pupils in England are expected to “use their knowledge of the order of operations to carry out calculations involving the 4 operations”. I submit there is quite some difference between using knowledge to carry out calculations involving 4 operations and beginning to understand the rules. Furthermore, reference to the Peel Clothworkers’ School guidance on levels reporting (printed earlier on pages 7 and 8) shows that a child is expected to progress one full level (3b- 4b passing through 3a and 4c), every 2 years. Hence to move from 4b (the DESC Year 6 expectation) to Level 5b (the level at which pupils here “begin to understand the rules of BODMAS”) should take 2 school years i.e. in Year 8 (the second year of secondary school). Again, compare that with England’s Year 6 expectations re BODMAS calculations.

Although Level 4 was historically deemed to be the minimum level expected of pupils completing Year 6 (and 4b is deemed the expected IOM level) reference to individual school websites which can be accessed here19 (use the drop-down Primary School menu) will also show how well each school meets this expectation. The performance of some Island schools raises questions in this respect e.g. at Manor Park (in the academic year ending July 2018 and with a Year 6 class size of 15) 33% failed to reach Level 4 in Maths and Science, 26.7% failed to do so in Reading and for Writing the proportion not reaching Level 4 was 73.3%.

Parents who wish to make further comparisons may find this website of interest which has a year by year breakdown of programmes of study across various subjects20. Note for example that a Modern Foreign Language is a compulsory primary school curriculum subject in England – not so on Island. The Department’s peripatetic modern foreign language service was discontinued in July 2012 for budgetary reasons21.

18 https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of- study/national-curriculum-in-england-mathematics-programmes-of-study#year-6-programme-of-study 19 https://www.sch.im/ 20 http://www.primarycurriculum.me.uk/ 21 http://www.tynwald.org.im/business/hansard/20002020/t181120.pdf 9

TABLE 1 – PERCENTAGE OF IOM YEAR 6 PUPILS ATTAINING LEVEL 5 (+) BY SUBJECT

L5 (+) figures given for England are Teacher Assessed (not SATs) and relate to state funded schools only.

SUBJECT 2014 2015 2016 2017 2018

READING 41.32% 42.60% 43.05% 41.13% 46.7% England 49% England 53% WRITING 27.86% 26.54% 27.78% 27.26% 33.7% England 33% England 36% MATHEMATICS 36.0% 33.1% 38.7% 34.08% 39.3% England 44% England 46% SCIENCE 35.54% 30.52% 36.28% 35.72% 44.3% England 39% England 40%

IOM PRIMARY SCHOOLS - KEY STAGE 2 (Yr. 6) TEN YEAR (2009-2018) ATTAINMENT L4 (+) & L5 (+) TRENDS (2009-2018) READING, WRITING, MATHEMATICS & SCIENCE

Source: http://www.tynwald.org.im/business/hansard/20002020/t181016%20Q30.2.pdf (NB: In each case the right hand graphs indicate Level 5 (+) attainment in the respective subjects – the original Tynwald graphics omitted this in the Writing and Maths graphics, inserting a + sign). 11

TABLE 2: ISLE OF MAN vs ENGLAND PRIMARY CURRICULUM (Level 4 Mathematics Curriculum for Isle of Man Compared with English Mathematics Curriculum Year 6) The DESC states a child is expected to be at Level 4b by the end of Year 6 (no mention of this being the minimum level required to access the Secondary curriculum)

ISLE OF MAN (From Seven Strands Document (Updated ENGLAND Year 6 Curriculum December 2016) PNS Strand: Calculating) (Curriculum Updated 2014 – NB. Traditional Levels abolished) Level 4c Addition, Subtraction Multiplication & Division I can write my calculations down in columns to help me subtract 2 Multiply multi-digit numbers up to 4 digits by a two-digit whole numbers HTU - HTU with exchange (decomposition). number using the formal written method of long multiplication. I can write my calculations down in columns to help me add 2 Divide numbers up to 4 digits by a two-digit whole number using the numbers ThHTU ± ThHTU. formal written method of long division, and interpret remainders as I can write my calculations down in columns to help me subtract 2 whole number remainders, fractions, or by rounding, as appropriate numbers ThHTU ± ThHTU. for the context. I can write my calculations down in columns to help me add 3 or Divide numbers up to 4 digits by a two-digit number using the formal more four-digit numbers. written method of short division where appropriate, interpreting I can use informal and standard written methods to multiply TU x U. remainders according to the context. I can use informal and standard written methods to divide TU x U. Perform mental calculations, including with mixed operations and I can find simple fractions of numbers (1/3 1/4 1/5 etc.) and relate this large numbers. to what I know about division. Identify common factors, common multiples and prime numbers I can work out 10% , 25% or 50% of numbers and know their Use their knowledge of the order of operations to carry out connections to fractions I know that * or * can be used to represent calculations involving the 4 operations. an operation. Solve addition and subtraction multi-step problems in contexts, I know that symbols can be used to represent missing digits or deciding which operations and methods to use and why. numbers Solve problems involving addition, subtraction, multiplication and I can talk about relationships between numbers. division. I can use a variety of strategies to help me calculate mentally. Use estimation to check answers to calculations and determine, in I understand that if I multiply by zero the answer is zero. the context of a problem, an appropriate degree of accuracy. I understand that if I divide a number by 1 the answer is the original Fractions (Decimals & Percentages) number. Use common factors to simplify fractions; use common multiples to Level 4b express fractions in the same denomination. I can write my calculations down in columns to help me add and Compare and order fractions, including fractions >1. subtract 2 numbers ThHTU +/- ThHTU. Add and subtract fractions with different denominators and mixed I can use informal and standard written methods to multiply HTU x U. numbers, using the concept of equivalent fractions. I can use informal and standard written methods to divide HTU x U. 12

I can work out the relationships between fractions, decimals and Multiply simple pairs of proper fractions, writing the answer in its percentages. simplest form. I can find fractions of numbers (2/3, ¾, 4/5 etc.) and relate this to Divide proper fractions by whole numbers. what. Associate a fraction with division and calculate decimal fraction I know about division and multiplication. equivalents for a simple fraction. I can order a set of mixed numbers. Identify the value of each digit in numbers given to three decimal I can solve simple problems involving “in every” or “for every”. places and multiply and divide numbers by 10, 100 and 1,000 giving I know that a letter can be used to represent a missing number. answers are up to three decimal places. I can talk about relationships between numbers and I can write about Multiply one-digit numbers with up to 2 decimal places by whole it in words. numbers. Level 4a Use written division methods in cases where the answer has up to 2 I can write my calculations down in columns to help me add and decimal places. subtract 2 numbers ThHTU ± ThHTU. Solve problems which require answers to be rounded to specified I can use informal and standard written methods to multiply and degrees of accuracy divide HTU x TU I can work out that 2/8 is equivalent to 1/4, 2/5 = Recall and use equivalences between simple fractions, decimals and 4/10 etc. percentages, including in different contexts. I can reduce a fraction to its simplest by cancelling common factors. Algebra I understand the difference between ratio and proportion and I can Use simple formulae. use ratio notation. Generate and describe linear number sequences. I know that terms such as 4a means a+a+a+a and/or 4xa. Express missing number problems algebraically. I sometimes use simple formulae to help me solve problems. Find pairs of numbers that satisfy an equation with two unknowns. I can write about relationships between numbers using symbols. Enumerate possibilities of combinations of 2 variables. I can begin to identify the sequence rule for number, increasing or Ratio & Proportion decreasing in whole number steps. Solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts. Solve problems involving the calculation of percentages and the use of percentages for comparison. Solve problems involving similar shapes where the scale factor is known or can be found. Solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

Isle of Man Level Descriptors sourced from response to FOI Request (Reference 554141) submitted 22.08.18 which sought Primary School Assessment Guides for Mathematics, Literacy and Science. These have been published via the FOI Disclosure Log (https://services.gov.im/freedom-of-information/search)..

Of course, the DESC will argue that comparisons with England are not like for like and with the change in curriculum content and the move away from traditional levels in that jurisdiction, this is increasingly becoming so. According to their Service Delivery Plan22, the DESC vision is to have a world class education system – but, it appears, with no comparable benchmark or way of ascertaining if the Island’s system is indeed world class or even remotely approaching it. The Department will also cite “teaching to the test” and “off-rolling” as factors that skew English results. Note, however, that SATs results compared with Teacher Assessment levels are invariably lower (the IOM uses Teacher Assessments (no SATs), so a direct English LEA vs Isle of Man comparison based on respective Teacher Assessed levels of attainment could be made up until 2015. Irrespective of the teaching to the test and off rolling arguments, as it is becoming increasingly difficult for cross-jurisdictional comparisons to be made in the primary sector, the work and tables which follow will allow parents to make direct comparisons between the Island’s 32 primary schools - with no so-called teaching to the test or off rolling to cloud the argument. I will assume that the IOM does not teach to the test or off-roll pupils (deregister them so as to manipulate performance data). It is the author’s opinion that direct academic comparison is exactly what the Department is averse to, notwithstanding the fact that parents do compare and engage in debate on the relative merits of schools – from attainment to perceived quality of leadership and teaching. Again, parents with an interest in academic attainment at L5 (+) can see which schools are performing well and which schools less so. Of course, the Department is entirely capable of a developing a strategy that will allow for more or less like for like comparisons with other jurisdictions but choose not to. Interestingly when it suits the Government and other bodies, they are most keen to highlight comparative statistics in such areas as crime, health and recently (House of Keys 6th November 2018) the Department of Infrastructure drew comparisons between the average weekly rents for public sector tenants on Island compared to England23 (for those interested it is IOM - £82.37 whilst the average English local authority rent is £85.31).

The following 6 ranking tables (Tables 3-8 pages 18-23) show, for each Island school, the percentage of pupils completing their primary education (KS2, Yr6) in July 2018 who achieved L5 (+) in Literacy (broken down into Reading, Writing and Speaking and Listening), Mathematics and Science. Reference to my earlier Paper published on the PAG website24 will show how this compares with results published in the first such league tables (this can also be done over the full 5-year period (2014-18) on each school’s single page “Dashboard” which forms the bulk of this document. The respective school “Dashboards” are attached in alphabetical order (Appendix 1) at the end of this Paper). Notably for the academic year 2017-18 the Island averages have risen in all of the following assessed areas:

L5 (+) Mathematics 2017 Island Av.= 34.0% 2018 Av.= 39.3% (+5.3%)

L5 (+) Science 2017 Island Av.= 35.7% 2018 Av.= 44.3% (+8.6%)

22 https://www.gov.im/media/156940/department-of-education-and-children-service-delivery-plan-2016- 2021.pdf 23 http://www.tynwald.org.im/business/hansard/20002020/k181106.pdf 24 http://www.positiveactiongroup.org/index.php?option=com_attachments&task=download&id=214

L5 (+) Reading 2017 Island Av.= 41.1% 2018 Av.= 46.7% (+5.6%)

L5 (+) Writing 2017 Island Av.= 27.3% 2018 Av.= 33.7% (+6.4%)

L5 (+) Speaking & Listening 2017 Island Av. = 31.6% 2018 Av.= 38.7% (+7.1%)

Perhaps the publication of performance data and ongoing debate and coverage in the Island’s media and on social networking sites has played some part in driving up standards? Of course, it would be wrong to take a one-year difference in isolation but with the ability to access school performance data through the FOIA we may witness the start of continually rising standards. In terms of L5 (+) some schools, in 2017, struggled in terms of even approaching island averages e.g. Laxey achieved 0% in Speaking & Listening and Writing, St Thomas CE’ achieved 0% in writing so the improvements in 2018 which saw these 2 schools achieve above the Island L5 (+) averages in these respective subjects is commendable.

Reference to Table 3 (page 18) – the alphabetical listing of each school’s Year L5 (+) results highlights the following:

12 schools are above the Island L5 (+) average in all of the assessed areas (Speaking & Listening, Reading, Writing, Mathematics and Science). These are (in alphabetical order and with cohort sizes in brackets):

Arbory (20), Ballacottier (33), Ballaugh (11), Braddan (27), Bunscoill Ghaelgagh (9), Bunscoill Rhumsaa (67), Dhoon (13), Foxdale (2), Kewaigue (24), Laxey (32), Peel Clothworkers’ (52), Scoill Vallajeelt (33).

1 school is above the Island average in 4 out of 5 of the assessed areas: St. Thomas’ CE (9 – below average in reading).

9 schools are below the Island L5 (+) average in all of the assessed areas (Speaking & Listening, Reading, Writing, Mathematics and Science). These are (in alphabetical order and with Year 6 cohort sizes in brackets):

Anagh Coar (26), Ashley Hill (43), Henry Bloom Noble (36), Jurby (8), Manor Park (15), Michael (18), St Johns (22), St. Mary’s RC (35), Willaston (22)

5 schools are below the Island average in 4 out of 5 of the assessed areas: Andreas (17 – above average in maths), Ballasalla (19 – above average in reading), Marown (29 – above average in maths), Scoill yn Jubilee (33 – above average in reading), Sulby (20 – above average in maths).

When looking at the individual subject tables parents will note the varying cohort sizes for Year 6 at different schools ranging from 2 at Foxdale to 70 at Onchan. Accordingly, they will realise that in schools with low cohorts one pupil will represent a large percentage and thus one pupil’s results could well determine if a school is above or below average. Of course, parents will have a view on just how beneficial a small class size is in terms of the individual attention that can be given to students. I re-iterate that the data in this Paper allows readers to form their own conclusions when

making direct school comparisons including whether they believe the Isle of Man average levels are indicative of a world class education system.

I have, in this article and elsewhere, continually highlighted that attainment results are but one aspect of a school (albeit, I believe, one of considerable importance to many parents). Of course, many factors impact on attainment and studies show that these include such issues as parental/guardian engagement with a child’s education, out of school private tuition, having English as an Additional Language (EAL), being deemed to have Special Educational Needs (SEN) and socio-demographic factors such as the eligibility for Free School Meals (FSM). In order to place the results in some context Table 9 (page 24) lists, for each Island primary school, the 2018 data regarding the percentage of the overall school population with EAL, SEN or in receipt of FSM.

EAL

Unsurprisingly for the Island's 32 primary schools there is considerable variation in terms of the percentage of each school's roll who have English as an Additional Language (EAL). Note EAL pupils cover a wide range of ability in terms of the level of fluency they are at in the English language – from those beginning to learn the language to those fluent in it. For the five academic years ending July 2014-18, 21 schools never had more than 4.8% of the roll with EAL (Anagh Coar, Andreas, Arbory, Ashley Hill, Ballaugh, Bunscoill Ghaelgagh, Dhoon, Foxdale, Jurby, Kewaigue, Laxey, Manor Park, Marown, Michael, Onchan, SPLM, Rushen, St Johns, St. Thomas' CE, Victoria Road and Willaston). Indeed 6 (of these 21 schools) - Ballaugh, Bunscoill Ghaelgagh, Foxdale, Jurby, Manor Park and Michael Primary Schools, recorded 0% across each year of the period 2014-18. By reference to the contextual data on each school's "Dashboard" page readers will note the variation of attainment at Level 5 (+) across these 21 schools (also noting the low school population in particular cases). For the aforementioned schools it appears that where this L5 (+) attainment is low, EAL is unlikely to be a factor in explaining this. Conversely other schools have a much higher percentage of pupil numbers with EAL. At Henry Bloom Noble this percentage has never fallen below 26.6%; for 2 of the years, (2015-16, and 2016-17), that school's figure was over one third of pupils with EAL. St Mary's RC Primary School also has a relatively high EAL population - in 4 out of the 5 years (2014-18) it exceeded one fifth.

SEN

As with EAL schools also show much variation in terms of the percentage of their roll classified as having SEN. For 5 schools (Ballasalla, Henry Bloom Noble, Jurby, Manor Park, Willaston) in each of the 5-year period under study, the population with SEN was over one fifth - in some years figures over one third were recorded). Many schools record SEN figures in the teens whilst schools with percentages at the lower end of the submitted figures include ( Ballacottier 8.7% - 12.0%; Dhoon 6.7% - 10.5% and Marown, 4.9% - 8.4%). As ever, parents and others will be able to review the data themselves should they so wish forming their own conclusions, noting the corresponding contextual levels of school size, cohort size, EAL, SEN and FSM with corresponding levels of attainment at Level 5 (+).

FSM

Another contextual factor that varies significantly across the Island is that of the percentage of the school roll in receipt of Free School Meals (FSM). Many studies have been published examining the relationship between FSM and attainment. Rolling five-year figures are given on respective school “Dashboards” (Appendix 1). Dashboards are so designed such that readers will note for themselves the schools with traditionally high percentage of their school roll in receipt of FSM and corresponding attainment data. Looking at 2018 as a specific example three of the schools which are at the lower end of the L5 (+) attainment range (in 3,4 or 5 of the assessed disciplines – maths, science etc) have, as a percentage of their school roll on FSM, figures ranging from 32-51%. It would be interesting to see what analysis the DESC has conducted into the relationship between year group attainment and year group FSM and, correspondingly, what strategies they have in place to address this.

TABLE 3: IOM KEY STAGE 2 LEVEL 5 (+) ATTAINMENT JULY 2018

Figures in green indicate above IOM average; Figures in red indicate below IOM average

SCHOOL LITERACY MATHS SCIENCE (Numbers in brackets SPEAKING READING WRITING indicate total number of & pupils completing KS2) LISTENING

IOM Average 2018 38.7% 46.7% 33.7% 39.3 44.3%

Anagh Coar (26) 38% 23% 4% 12% 0% Andreas (17) 23.5% 29.4% 17.6% 47.1% 29.4% Arbory (20) 47.6% 66.7% 57.1% 52.4% 85.7 Ashley Hill (43) 32.6% 37.2% 23.3% 37.2 34.9 Ballacottier (33) 58% 61% 52% 61% 70% Ballasalla (19) 31.6% 52.6% 31.6% 31.6% 42.1% Ballaugh (11) 64% 73% 55% 73% 73% Braddan (27) 46% 65% 42% 42% 58% Bunscoill Ghaelgagh (9) 44.4% 55.6% 66.7% 55.6% 44.4% Bunscoill Rhumsaa (67) 56.7% 55.2% 37.3% 44.8% 62.7% Cronk-y-Berry (58) 34.5% 43.1% 41.4% 39.7% 60.3% Dhoon (13) 69% 77% 69% 69% 84% Foxdale (2) 100% 100% 50% 50% 100% HBN (36) 24.2% 24.2% 27.3% 18.2% 27.2% Jurby (8) 25% 37.5% 25% 25% 0% Kewaigue (24) 54% 62% 41% 41% 50% Laxey (32) 53% 59% 38% 47% 56% Manor Park (15) 0% 6.7% 0% 0% 0% Marown (29) 36.7% 43.3% 30.0% 46.7 43.3 Michael (18) 5.6% 38.9% 27.8% 33.3 27.8% Onchan (70) 31% 49% 27% 46% 44% Peel Clothworkers’ (52) 44.2% 53.8% 34.6% 50% 59.6% Rushen (25) 40% 60% 40% 24% 24% Scoill Phurt le Moirrey (20) 25% 30% 25% 40% 45% Scoill Vallajeelt (33) 48.5% 60.6% 45.5% 57.6% 78.8% Scoill yn Jubilee (63) 32% 52% 32% 33% 14% St Johns (22) 31.8% 31.8% 22.7% 31.8% 27.3% St Mary’s RC School (35) 25% 28% 22% 14% 31% St Thomas’ CoE (9) 55.5% 44.4% 55.5% 77.7% 77.7% Sulby (20) 35% 35% 30% 40% 35% Victoria Road (23) 45.8% 41.7% 37.5% 20.8% 33.3% Willaston (22) 31.5% 36.4% 31.8% 31.8% 40.9%

IOM Average 2018 38.7% (TA) 46.7% 33.7% 39.3% 44.3% (Teacher Assessed) (TA) (TA) (TA) (TA) England Average 2015 49% (SAT) 42% (SAT) England Average 2015 53% (TA) 36% (TA) 46% (TA) 40% (TA)

England 2015 average data inserted as this was the last year England used traditional levels to assess attainment.

TABLE 4 - 2018 LEVEL 5 (+) READING RANKING TABLE

2017-18 ISLAND AVERAGE = 46.7% (901) 2016-17 ISLAND AVERAGE = 41.13% (851) 2015-16 ISLAND AVERAGE = 43.05% (871) 2014-15 ISLAND AVERAGE = 42.60% (878) 2013-14 ISLAND AVERAGE = 41.32% (847) 2012-13 ISLAND AVERAGE = 39.45% (915)

2014 - 2015 ENGLAND STATE FUNDED SHOOLS AVERAGE = 49% (Table 13 2015) 2013 - 2014 ENGLAND STATE FUNDED SHOOLS AVERAGE = 50% (Table 13 2014) 2012 - 2013 ENGLAND STATE FUNDED SHOOLS AVERAGE = 45%(Table 12 2013)

POSN SCHOOL (Pupils L5+ / Yr6 Cohort) % PUPILS READING (L5+) 2018 1 Foxdale (2/2) 100.0 2 Dhoon (10/13) 77.0 3 Ballaugh (8/11) 73.0 4 Arbory (13/20*) (66.7% of 20 = 13.3) 66.7 5 Braddan (18/27*) (65% of 27 = 17.5) 65.0 6 Kewaigue (15/24) 62.0 7 Ballacottier (20/33) 61.0 8 Scoill Vallajeelt (20/33) 60.6 9 Rushen (15/25) 60.0 10 Laxey (19/32) 59.0 11 Bunscoill Ghaelgagh (5/9) 56.0 12 Bunscoill Rhumsaa (37/67) 55.2 13 Peel Clothworkers’ (28/52) 53.8 14 Ballasalla (10/19) 52.6 15 Scoill yn Jubilee (33/63*) 52% 0f 63 = 32.7 52.0 16 Onchan (34/70) 49.0 IOM L5 (+) 2018 ISLAND READING AVERAGE = 46.7% 17 St Thomas’ CE (4/9) 44.4 18 Marown (13/29*) (43.3% of 29 = 12.5) 43.3 19 Cronk-y-Berry (25/58) 43.1 20 Victoria Road (10/23*) (41.7% of 23 = 9.5) 41.7 21 Michael (7/18) 38.9 22 Jurby (3/8) 37.5 23 Ashley Hill (16/43) 37.2 24 Willaston (8/22) 36.4 25 Sulby (7/20) 35.0 26 St Johns (7/22) 31.8 27 SPLM (6/20) 30.0 28 Andreas (5/24) 29.4 29 St Mary’s RC (10/35) 28.0 30 Henry Bloom Noble (9/36*) (24.2% of 36 = 8.7) 24.2 31 Anagh Coar (6/26) 23.0 32 Manor Park (1/15) 6.7

TABLE 5 - 2018 LEVEL 5 (+) WRITING RANKING TABLE

2017-18 ISLAND AVERAGE = 33.7% (901) 2016-17 ISLAND AVERAGE = 27.26% (851) 2015-16 ISLAND AVERAGE = 27.78% (871) 2014-15 ISLAND AVERAGE = 26.54% (878) 2013-14 ISLAND AVERAGE = 27.86% (847) 2012-13 ISLAND AVERAGE = 23.06% (915)

2014-15 ENGLAND STATE FUNDED SHOOLS AVERAGE = 36% TA (Table 16)* 2013-14 ENGLAND STATE FUNDED SHOOLS AVERAGE = 33% TA (Table 16 2014) 2012-13 ENGLAND STATE FUNDED SHOOLS AVERAGE = 30% TA (Table 13 2013)

POSN SCHOOL (Pupils L5+ / Yr6 Cohort) % PUPILS WRITING (L5+) 2018 1 Dhoon (9/13) 69.0 2 Bunscoill Ghaelgagh (6/9) 67.0 3 Arbory (11/20*) (=57.1% of 20 = 11.42) 57.1 4 St Thomas’ CE (5/9) 55.5 5 Ballaugh (6/11) 55.0 6 Ballacottier (17/33) 52.0 7 Foxdale (1/2) 50.0 8 Scoill Vallajeelt (15/33) 45.5 9 Braddan (11/27*) 42.0 10 Cronk-y-Berry (24/58) 41.4 11 Kewaigue (10/24) 41.0 12 Rushen (10/25) 40.0 13 Laxey (12/32) 38.0 14 Victoria Road (9/23*) (37.5% of 23 = 8.6) 37.5 15 Bunscoill Rhumsaa (25/67) 37.3 16 Peel Clothworkers’ (18/52) 34.6 IOM L5 (+) 2018 ISLAND WRITING AVERAGE = 33.7% 17 Scoill yn Jubilee (20/63) 32.0 18 Willaston (7/22) 31.8 19 Ballasalla (6/19) 31.6 20= Marown (9/29*) 30.0 20= Sulby (6/20) 30.0 22 Michael (5/18) 27.8 23 Henry Bloom Noble (10/36) 27.3 24 Onchan (19/70) 27.0 25= SPLM (5/20) 25.0 25= Jurby (2/8) 25.0 27 Ashley Hill (10/43) 23.3 28 St Johns (5/22) 22.7 29 St Mary’s RC (8/35*) (22% of 35 = 7.7) 22.0 30 Andreas (3/17) 17.6 31 Anagh Coar (1/26) 4.0 32 Manor Park (0/15) 0.0

TABLE 6 LEVEL 5 (+) 2018 SPEAKING & LISTENING RANKING TABLE

2017-18 ISLAND AVERAGE = 38.7% (901) 2016-17 ISLAND AVERAGE = 31.61% (851) 2015-16 ISLAND AVERAGE = 37.20% (871) 2014-15 ISLAND AVERAGE = 31.09% (878) 2013-14 ISLAND AVERAGE = 35.18% (847)

POSN SCHOOL (Pupils L5+ / Yr6 Cohort) % PUPILS S&L (L5+) 2018 1 Foxdale (2/2) 100.0 2 Dhoon (9/13) 69.0 3 Ballaugh (7/11) 64.0 4 Ballacottier (19/33) 58.0 5 Bunscoill Rhumsaa (38/67) 56.7 6 St Thomas’ CE (5/9) 55.5 7 Kewaigue (13/24) 54.0 8 Laxey (17/32) 53.0 9 Scoill Vallajeelt (16/33) 48.5 10 Arbory (9/20*) (47.6% of 20 = 9.52 <50% so 9) 47.6 11 Braddan (12/27*) (46% of 27 = 12.4) 46.0 12 Victoria Road (11/23*) (45.8% of 23 = 10.5) 45.8 13 Peel Clothworkers’ (23/52) 44.2 14 Bunscoill Ghaelgagh (4/9) 44.0 15 Rushen (10/25) 40.0 IOM L5(+) = 2018 ISLAND SPEAKING & LISTENING AVERAGE = 38.7% 16 Anagh Coar (10/26) 38.0 17 Marown (11/29*) (36.7% of 29 = 10.6) 36.7 18 Sulby (7/20) 35.0 19 Cronk-y-Berry (20/58) 34.5 20 Ashley Hill (14/43) 32.6 21 Scoill yn Jubilee (20/63) 32.0 22 St Johns (7/22) 31.8 23 Ballasalla (6/19) 31.6 24 Willaston (7/22) 31.5 25 Onchan (22/70*) (31% of 70 = 21.7) 31.0 26= SPLM (5/20) 25.0 26= St Mary’s RC (9/35*) (25% of 35 = 8.75) 25.0 26= Jurby (2/8) 25.0 29 Henry Bloom Noble (9/36*) (24.2% of 38 = 8.7) 24.2 30 Andreas (4/17) 23.5 31 Michael (1/18) 5.6 32 Manor Park (0/15) 0.0

TABLE 7 2018 LEVEL 5 (+) MATHS RANKING TABLE 2017-18 ISLAND AVERAGE = 39.3% (901) 2016-17 ISLAND AVERAGE = 34.08% (851) 2015-16 ISLAND AVERAGE = 38.7% (871) 2014-15 ISLAND AVERAGE = 33.1% (878) 2013-14 ISLAND AVERAGE = 36.0% (847) 2012-13 ISLAND AVERAGE = 30.6% (915)

2014-15 ENGLAND STATE FUNDED SHOOLS AVERAGE = 42% (Table 15 2015) 2013-14 ENGLAND STATE FUNDED SHOOLS AVERAGE = 42% (Table 15 2014) 2012-13 ENGLAND STATE FUNDED SHOOLS AVERAGE = 41%(Table 15 2013) 2011-12 ENGLAND STATE FUNDED SHOOLS AVERAGE = 39%

POSN SCHOOL (No. of Pupils L5+ / Yr6 Cohort) % PUPILS MATHS (L5+) 2018 1 St Thomas’ CE (7/9) 77.7 2 Ballaugh (8/11) 73.0 3 Dhoon (9/13) 69.0 4 Ballacottier (20/33) 61.0 5 SVJ (19/33) 57.6 6 Bunscoill Ghaelgagh (5/9) 56.0 7 Arbory (11/20*) (52.4% of 20 = 10.48) 52.4 8= Foxdale (1/2) 50.0 8= Peel Clothworkers’ (26/52) 50.0 10 Andreas (8/17) 47.1 11 Laxey (15/32) 47.0 12 Marown (14/29*) (46.7% of 29 = 13.5) 46.7 13 Onchan (32/70) 46.0 14 Bunscoill Rhumsaa (30/67) 44.8 15 Braddan (11/27*) (42% of 27 = 11.3) 42.0 16 Kewaigue (10/24) 41.0 17= SPLM (8/20) 40.0 17= Sulby (8/20) 40.0 19 Cronk-y-Berry (23/58) 39.7 IOM L5 (+) 2018 ISLAND MATHEMATICS AVERAGE = 39.3% 20 Ashley Hill (16/43) 37.2 21 Michael (6/18) 33.3 22 Scoill yn Jubilee (21/63) 33.0 23= Willaston (7/22) 31.8 23= St Johns (7/22) 31.8 25 Ballasalla (6/19) 31.6 26 Jurby (2/8) 25.0 27 Rushen (6/25) 24.0 28 Victoria Road (5/23*) (20.8% of 23 = 4.7) 20.8 29 HBN (7/36*) (18.2% of 36 = 6.5) 18.2 30 St Mary’s (5/35) 14.0 31 Anagh Coar (3/26) 12.0 32 Manor Park (0/15) 0.0 Arbory L5+/Yr 6 Cohort Figures rounded up/down as calculations based on L5 data published on Arbory Primary School Website do not give precise figures (e.g. 52.4% of 20 = 10.48 pupils)

TABLE 8 2018 LEVEL 5 (+) SCIENCE RANKING TABLE

2017-18 ISLAND AVERAGE = 44.3% (901) 2016-17 ISLAND AVERAGE = 35.72% (851) 2015-16 ISLAND AVERAGE = 36.28% (871) 2014-15 ISLAND AVERAGE = 30.52% (878) 2013-14 ISLAND AVERAGE = 35.54 % (847) 2012-13 ISLAND AVERAGE = 29.07% (915)

2014 - 15 ENGLAND STATE FUNDED SHOOLS AVERAGE = 40% TA (Table 18 2015) 2013- 14 ENGLAND STATE FUNDED SHOOLS AVERAGE = 39% TA (Table 18 2014) 2012 - 13 ENGLAND STATE FUNDED SHOOLS AVERAGE = 38% TA (Table 16 2013)

POSN SCHOOL (Pupils L5+ / Yr6 Cohort) % PUPILS SCIENCE (L5+) 2018 1 Foxdale (2/2) 100.0 2 Arbory (17/20) 85.7 3 Dhoon (11/13) 84.0 4 Scoill Vallajeelt (26/33) 78.8 5 St Thomas’ (7/9) 77.7 6 Ballaugh (8/11) 73.0 7 Ballacottier (23/33) 70.0 8 Bunscoill Rhumsaa (42/67) 62.7 9 Cronk-y-Berry (35/58) 60.3 10 Peel Clothworkers’ (31/52) 59.6 11 Braddan (16/27*) (58% of 27 = 15.6) 58.0 12 Laxey (18/32) 56.0 13 Kewaigue (12/24) 50.0 14 SPLM (9/20) 45.0 IOM L5 (+) 2018 ISLAND SCIENCE AVERAGE = 44.3% 15= Bunscoill Ghaelgagh (4/9) 44.0 15= Onchan (31/70) 44.0 17 Marown (13/29*) (43.3% of 29 = 12.5) 43.3 18 Ballasalla (8/19) 42.1 19 Willaston (9/22) 40.9 20 Sulby (7/20) 35.0 21 Ashley Hill (15/43) 34.9 22 Victoria Road (8/23*) (33.3% of 23 = 7.6) 33.3 23 St Mary’s RC (11/35) 31.0 24 Andreas (5/17) 29.4 25 Michael (5/18) 27.8 26 St Johns (6/22) 27.3 27 Henry Bloom Noble (10/36*) (27.2% of 36 =9.7) 27.2 28 Rushen (6/25) 24.0 29 Scoill yn Jubilee (9/63*) (14% of 63 = 8.8) 14.0 30= Anagh Coar (0/26) 0.0 30= Jurby (0/8) 0.0 30= Manor Park (0/15) 0.0

TABLE 9: ISLE OF MAN PRIMARY SCHOOL CONTEXTUAL DATA 2017-18

FREE SCHOOL MEALS SEN PUPILS EAL PUPILS SCHOOL (No. On Roll) % SCHOOL (No. on Roll) % SCHOOL (No. on Roll) % Jurby (58) 55% Manor Park 34.7% Henry Bloom Noble 31.7% Manor Park (96) 51% Jurby 30.0% St Mary’s RC 22.1% Anagh Coar (122) 49% Willaston 26.9% Scoill yn Jubilee 16.2% Willaston (196) 37% Anagh Coar 25.8% Scoill Vallajeelt 15.0% Ballasalla (107) 32% Ashley Hill 24.1% Peel Clothworkers’ 7.9% Henry Bloom Noble (326) 32% Ballasalla 21.8% Braddan 7.5% Victoria Road (246) 31% St Johns 21.3% Ballacottier 5.9% Braddan (169) 28% Henry Bloom Noble 20.7% Cronk-y-Berry 5.4% Cronk-y-Berry (354) 27% Victoria Road 19.7% Kewaigue 4.7% Bunscoill Rhumsaa (519) 24% Bunscoill Ghaelgagh 17.9% Sulby 4.6% Peel Clothworkers’ (449) 22% Onchan 17.7% Marown 4.2% Rushen (258) 21% Braddan 16.7% Ballasalla 4.0% Scoill yn Jubilee (413) 21% Foxdale 16.7% Rushen 3.5% St Johns (138) 21% Michael 15.3% Victoria Road 3.3% Ballacottier (252) 19% Rushen 15.2% Anagh Coar 3.2% Onchan (442) 19% Peel Clothworkers’ 13.7% Willaston 3.0% SPLM (154) 19% Cronk-y-Berry 13.0% Arbory 2.2% St Mary’s RC (287) 17% Andreas 12.5% Laxey 2.1% Ballaugh (68) 16% Kewaigue 12.4% SPLM 2% Andreas (106) 18% Bunscoill Rhumsaa 12.1% Bunscoill Rhumsaa 1.9% Arbory (182) 18% SPLM 11.2% St Thomas’ CE 1.7% Ashley Hill (259) 14% Scoill Vallajeelt 11.0% Ashley Hill 1.6% Laxey (190) 12% Ballacottier 10.4% Onchan 1.6% Foxdale (74) 11% Arbory 9.9% St Johns 0.7% Michael (117) 11% St Mary’s RC 8.7% Andreas 0% Dhoon (70) 10% Scoill yn Jubilee 8.6% Ballaugh 0% Sulby (153) 8% St Thomas’ CE 8.5% Bunsoill Ghaelgagh 0% Kewaigue (128) 7% Sulby 8.5% Dhoon 0% St Thomas’ CE 5% Marown 7.9% Foxdale 0% Scoill Vallajeelt (203) 4% Dhoon 7.4% Jurby 0% Bunscoill Ghaelgagh 3% Laxey 6.8% Manor Park 0% Marown (191) 3% Ballaugh 1.4% Michael 0%

A Good Level of Development (GLD)

A recently introduced performance metric is GLD which relates to children completing their initial year (Reception Year) at primary school. Data relating to the academic year 2016-17 was sought by Daphne Caine MHK at the April 2018 sitting of Tynwald and subsequently schools were required to publish last years’ GLD data on their respective websites. I have collated this data to produce Table 10 (page 28) which gives the performance of each of the Island’s primary schools (excluding the Bunscoill Ghaelgagh which does not assess English until Year 3) for the last 2 academic years. For comparative purposes I have also highlighted the IOM and England GLD averages. Reception class sizes are also given for context purposes. In his response to Mrs Caine’s question the Minister highlighted what is meant by a Good Level of Development viz:

“Children are defined as having reached a Good Level of Development (GLD) at the end of the Early Years Foundation Stage in the reception year if they have achieved at least the expected level for the Early Learning Goals in the prime areas of learning. There are 17 learning goals covering personal, social and emotional development, physical development, and communication and language; and the specific areas of mathematics and literacy”.

A corresponding Departmental press release stated: “The GLD was implemented in England in 2012 and in its first year registered 42 per cent attainment compared to the Isle of Man’s first year of 47.3 per cent. 'The figures for 2017 give a wide spread of results across the Island’s schools, which reflects the similar figures of when it was first introduced in England. The Department believes there have been issues with the implementation of the assessment at certain schools, resulting in some inconsistencies in the figures and I have asked the Department to work with all schools to improve their understanding of the assessment”25. September’s Tynwald Hansard contains individual primary school GLD data for 2018. In a written response to a question seeking this data the Minster stated:

“Hon. Members will note that, as predicted, this shows a marked (22%) improvement in this measure compared to 2017, as a result of the significant priority placed on this by the Education Improvement Service (EIS), moderators and head teachers over the whole of the previous year and the increasing dedication and expertise of practitioners in undertaking ongoing observational assessments of pupils”.

Of course, the Minister chose to highlight the improvement made in terms of the percentage of children reaching a GLD in 2018 compared to the previous year. Table 10 (page 28) contains the GLD league tables positions for each Primary School for the academic years ending 2017 and 2018. Parents will note for themselves the incredibly low levels at some Island schools for 2017. An improvement was an absolute necessity. For example, in 2017 at Anagh Coar, St Johns, Henry Bloom Noble and Braddan Primary Schools, 0%, 6.7%, 11.4% and 12.5% of their respective Reception year achieved a

25 https://www.gov.im/news/2018/apr/18/figures-on-good-level-of-development-for-school-reception-classes- released/

GLD – equating (across all 4 schools combined) to 9 out of 98 pupils. Last year (2018) the corresponding figures for these schools were Anagh Coar (43.8%), St Johns (85%), Henry Bloom Noble (59 %) and Braddan (81.8%). Still much work to do at some schools it appears. A repeat of the IOM 2017 GLD national average of 47.3% would surely have been a national embarrassment? Presumably those schools which performed poorly in 2017 and continued to do so in 2018, have informed parents as to the reasons for such results?

England’s GLD results for the last academic year (2017-18) were published in October26 and readers can view the results of individual Local Education Authorities. The overall English average was 71.5% compared to the Island’s 68.7%. To place the Island’s results in a wider context England has 152 Local Education Authorities. If the IOM was also considered to be a LEA then, based on the 2018 average percentage of Year R pupils attaining GLD, it would slot into 126th place amongst the English counterparts.

Looking at England’s results on a geographical basis Table 11 (page 29) shows how the Island performs against various regional LEAs. Within the North-West region for example (consisting of 23 English LEAs) the IOM would take 13th place sandwiched between Blackburn with Darwen (68.9%) and Wigan (68.6%). In other areas the Island’s results would render it bottom, including Inner London where LEAs such as Tower Hamlets have demonstrated how poor performance can be turned around27.

The IOM 2018 GLD data in Table 10 shows that in 7 schools 75% or more of the Reception Year achieved a GLD. To all intents and purposes Ballacottier and Willaston could be deemed to have achieved this being decimal places away from a 75% figure.

Conversely in 8 schools (Anagh Coar, SPLM, Victoria Road, Henry Bloom Noble, Foxdale, Ashley Hill, Manor Park and St Thomas’ CE) less than 2/3 (66.7%) of the Reception Year achieved GLD. In 2 of these schools (Anagh Coar and St Thomas' CE Primary Schools) the figure was 50% or less. In 6 schools the figure attaining GLD was exactly 66.7%. World class?

Again, I highlight that the schools above all have contextual factors that could impact on results. These include cohort size and pupil characteristics such as SEN, EAL etc. Contextual factors for each school (over 5 years) are illustrated on the respective school "Dashboards" at Appendix 1 to this Paper. As I previously highlighted, I believe parents and others are intelligent enough to interpret the data and school context themselves. This data may be of use for those wishing to compare Island schools or those who wish to see their school's results in absolute terms. Within the higher attaining schools (>74.1% - to include Ballacottier & Willaston for reasons stated above) the cohort sizes range from 2 (Dhoon) to 39 (Ballacottier), the percentage of school pupils with EAL ranges from 0% (Dhoon, Michael) to 7.5% (Braddan) and the percentage of school pupils in receipt of FSM ranges from 3% (Marown) to 37% (Willaston).

26 https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2017-to-2018

27 https://www.theguardian.com/teacher-network/2013/dec/11/tower-hamlets-transforming-failing-schools-ofsted

2018 cohort sizes in the lower GLD attaining schools (<66.7%) range from 6 (St. Thomas' CE) to 56 (Henry Bloom Noble), the percentage of school pupils with EAL ranges from 0% (Manor Park and Foxdale) to 31.7% (Henry Bloom Noble) and the percentage of school pupils in receipt of FSM ranges from 5% (St Thomas' CE) to 51 % (Manor Park).

In terms of the 2017-18 IOM Year R cohort size (889 pupils) the closest English comparator is Hartlepool with 1078 pupils. In that North East Local Education Authority 69.4% of the Reception pupils achieved a GLD (748/1078 pupils). The Isle of Man figures show that 68.7% of Island Year R pupils reached GLD (610/889 pupils). Whilst the overall average difference between the IOM and Hartlepool is small – the Island is 0.7% lower the author was interested to note Hartlepool’s performance in light of the levels of child poverty in the town as recently highlighted by its Member of Parliament who stated (July 2018) “In Hartlepool we now have second and third generations of household unemployment and some of the most deprived wards in the country, coupled with the unenviable record of having the highest level of unemployment in the UK.28”

28 https://www.hartlepoolmail.co.uk/news/hartlepool-families-deserve-more-says-mp-as-town-s-shocking-poverty- levels-are-revealed-1-9242896

TABLE 10: GOOD LEVEL OF DEVELOPMENT (GLD) – IOM PRIMARY SCHOOLS CLASS R 2017 & 2018

2017 ( IOM Av. = 47.3% : ENGLAND Av. = 70.7% ) 2018 ( IOM Av. = 68.7% : ENGLAND Av. = 71.5% ) RANKING SCHOOL % GLD 2017 PUPIL NOS. RANKING SCHOOL % GLD 2018 PUPIL NOS. 1 Dhoon 87.5 7/8 1 Dhoon 100.0 2/2 2 Peel Clothworkers’ 67.2 39/58 2 Laxey 94.4 17/18 3 Kewaigue 65.0 13/20 3 Sulby 85.7 17/20 4 Scoill Vallajeelt 64.0 16/25 4 St Johns 85.0 17/20 5= Arbory 62.5 20/32 5= Braddan 81.8 17/21 5= Michael 62.5 10/16 5= Michael 81.8 10/12 7 Marown 61.3 19/31 7 Marown 75.0 15/20 8 Willaston 60.9 14/23 8 Ballacottier 74.4 29/39 9 Ballaugh 60.0 6/10 9 Willaston 74.1 20/27 10 Scoill yn Jubilee 59.7 43/72 10 Ballaugh 72.7 8/11 11 Victoria Road 55.6 25/45 11 Peel Clothworkers’ 72.2 60/72 12 Foxdale 53.8 7/13 12 Rushen 72.1 33/46 13 Onchan 52.5 31/59 13 Jurby 71.4 5/7 14 Rushen 50.0 15/30 14 Arbory 70.4 19/27 15 Laxey 47.8 11/23 15 Bunscoill Rhumsaa 70.1 61/87 16 St. Mary’s RC 47.5 19/40 16 Cronk-y-Berry 68.1 31/46 17 Sulby 43.5 10/23 17 Onchan 67.7 46/68 18= Ballacottier 42.9 12/28 18= Scoill yn Jubilee 66.7 33/49 18= Jurby 42.9 3/7 18= Andreas 66.7 10/15 20 Bunscoill Rhumsaa 41.8 28/67 18= Ballasalla 66.7 10/15 21 Ballasalla 41.7 5/12 18= St Mary’s RC 66.7 22/33 22 Cronk-y-Berry 40.0 20/50 18= Scoill Vallajeelt 66.7 16/24 23 SPLM 36.0 9/25 18= Kewaigue 66.7 10/15 24 Andreas 33.0 2/6 24 SPLM 64.7 11/17 25 Ashley Hill 29.0 9/31 25 Victoria Road 62.9 23/36 26 Manor Park 25.0 3/12 26 Henry Bloom Noble 59.0 33/56 27 St Thomas’ CE 23.5 4/17 27 Foxdale 57.1 4/7 28 Braddan 12.5 3/24 28 Ashley Hill 55.3 21/38 29 Henry Bloom Noble 11.4 5/44 29 Manor Park 53.8 7/13 30 St Johns 6.7 1/15 30 St Thomas CE 50.0 3/6 31 Anagh Coar 0.0 0/15 31 Anagh Coar 43.8 7/16 Tynwald Answers highlight that “pupils in the Bunscoill Ghaelgagh are not assessed in English until Year 3” hence no figure supplied for that school

TABLE 11: England vs Isle of Man – GLD Attainment 2017-18

ENGLISH REGION (% Pupils Attaining GLD, Cohort Size and IOM COMPARISON (Island GLD FOR 2018 WAS 68.7%) Example LEAs). (Isle of Man 2017-18 Year R Cohort = 889) North East (Av 71.5%: 29,804 Cohort) LEAs include: 12 LEAs - 11 of these have a higher GLD average than the IOM. IOM outperforms North Tyneside, Stockton-on-Tees, Gateshead; Middlesbrough (63.9% - the lowest in England). Highest North East performing LEA is Hartlepool, Redcar & Cleveland, Sunderland. Northumberland (75%). North West (Av 68.9%: 87,916 Cohort) LEAs include: 23 LEAs – 12 of these have a higher GLD than the IOM e.g. Wirral (70.5%), Bury (70.9%), Warrington, Wigan; St Helens, Liverpool, Cumbria; Warrington (72.8%), Stockport (70%). IOM out performs such areas as Blackpool (67.9%), Bolton Rochdale, Stockport, Cheshire East. (67.5%), Oldham (64.1%), Wigan (68.6%). Highest performing LEA is Trafford (75.3%). Yorkshire & The Humber (Av 69.4%: 65,037 Cohort) 15 LEAs - 12 of these have a higher GLD than the IOM. IOM out performs Bradford (66.8%) , LEAs include: Barnsley, Bradford, Rotherham, Kingston-upon-Hull (65.9%) and Leeds (65.7%). Highest performing LEA is York (74.8%) Bradford; NE Lincolnshire, Wakefield; Doncaster. East Midlands (Av. 69.8%: 55,330 Cohort) LEAs 9 LEAs – 7 of these have a higher GLD than the IOM. IOM outperforms Leicester (66.4%) and include: Derby, Derbyshire, Leicester; Leicestershire, Nottingham (67.6%). Highest performing LEA is Rutland (73%). Lincolnshire, Nottingham, Nottinghamshire. West Midlands (Av. 69.8%: 72,804 Cohort) LEAs 14 LEAs – 7 of these have a higher GLD than the IOM. The IOM matches the performance of include: Birmingham; Dudley, Herefordshire, Stoke-on- Wolverhampton and outperforms the likes of Birmingham, Coventry (both 67.7%) and Dudley Trent, Walsall, Wolverhampton. (66.7). Highest performing is Staffordshire (75%). Lowest performing is Stoke (65.9%). East of England (Av. 72.1%: 73,095 Cohort) LEAs 11 LEAs – 10 of these have a higher GLD than the IOM. The IOM outperforms Peterborough include: Bedford, Cambridgeshire, Essex, (66.7%). Highest performing LEA is Thurrock (74.5%). Hertfordshire, Luton, Norfolk, Peterborough; Suffolk. Inner London (Av 73.8% 35,570 Cohort) LEAs include 14 LEAs – All of which outperform the IOM. Highest performing LEA is City of London Camden, Islington, Lewisham, Newham, Southwark, (81.3%). Lowest achieving LEA is Tower Hamlets (69.4%) Tower Hamlets, Wandsworth Outer London (Av 73.8%: 68,173 Cohort) LEAs 19 LEAs – All of which outperform the IOM. Highest performing LEA is Richmond-upon- include: Barking & Dagenham, Bexley, Brent, Croydon, Thames (80.5%) Lowest achieving LEA is Enfield (69.3%). Enfield, Hillingdon, Merton, Sutton. South East (Av. 74.7%: 104,499 Cohort) LEAs include: 19 LEAs – All of which outperform the IOM. Highest performing LEA is Surrey (78.4%). Lowest Hampshire, Kent, Isle of Wight, Slough, Brighton & achieving LEA is Portsmouth (70.3%). Hove, Reading, Surrey, Wokingham. South West (Av 71.3%: 60,172 Cohort) LEAs include: 16 LEAs – 14 of which outperform the IOM. The IOM outperforms Cornwall (68.5%) and City of Bristol, Cornwall, Devon, Dorset, Plymouth (67.9%). Highest performing LEA is Isles of Scilly (91.7%). Gloucestershire, Plymouth, Poole, Somerset. Of the 152 English LEAs, 125 of them outperform the Isle of Man in terms of the percentage of pupils achieving a GLD. (NB: Results for City of London and Isles of Scilly should be taken in context as these LEAs had 48 and 24 pupils respectively. The second highest performing LEA in Inner London was Lewisham (77.9%) and in the South West the second highest performing LEA was South Gloucestershire (77.3%). Source: https://www.gov.uk/government/statistics/early-years-foundation-stage-profile-results-2017-to-2018

Primary School “Dashboards”

The final set of data presented to Readers (Appendix 1 to this Paper) is that of 32 “Dashboards” – one page dedicated to each Island primary school with the aim of giving readers a ready reference guide to L5 (+) individual school and IOM average attainment over a 5 year rolling period (2014-18), Reception Year GLD attainment results for the last 2 academic years, L5 (+) league table positions for the last 5 years by subject and accompanying context data (school roll, Year 6 cohort size, SEN, FSM, EAL etc). The idea of producing such information on a single page is so that readers can compare school with school should they so wish and note trends (this mitigates the problems of considering a single year’s results in isolation). The author hopes that the DESC will seek to engage in the debate and produce comprehensive tabulated data that allows parents and others to make even more comparisons between the Island’s schools (at both primary and secondary level) – important when you again consider that the choice of school for a pupil is governed by residence (unless wanting a faith orientated education, a private one or a child is successful in the catchment area “lottery”).

To highlight some key points and trends from these "Dashboards" l have (in the following paragraphs) briefly looked at the performance data for each of the primary schools (Arbory, Ballasalla and Victoria Road) in Minster Cregeen's political constituency (Arbory, Castletown and Malew). These 3 schools are separated by just a few miles – less than a 10-minute drive in “school run” terms. For convenience their “Dashboards” are replicated on (pages 32-34) to facilitate cross referencing with this commentary (but they are also included within the alphabetical listing of all primary school “Dashboards” at the end of this paper).

For each school there is a graph depicting the percentage of the Reception Year cohort that attained a GLD – a performance measure explained earlier (pages 25-27). This metric has only been measured and published on Island for the last 2 academic years (ending July 2017 and July 2018) although for England GLD levels extend back a number of years. Each school's GLD graph highlights the average GLD level in England, the corresponding Island school's GLD level and the Isle of Man's average GLD level (for the years in which it has been recorded). Comparing the GLD data for Arbory, Castletown & Malew constituency schools you will see that Arbory Primary School has, for the 2 years this factor was measured, exceeded the Island’s average (noting just how low (47.3%) the Island’s 2017 average was). In neither year did it match or exceed England’s 2017 and 2018 GLD average (in common with the Ballasalla and Victoria Road Primary Schools) although in 2018, it was the highest ranked of the three Arbory, Castletown & Malew schools in terms of GLD being placed in an overall Island position of 14th (out of 31 – no Bunscoill Ghaelgagh data). On both occasions Ballasalla Primary School has returned a below Island average performance (and with a much smaller cohort size in each year than neighbouring Arbory and Victoria Road Primary Schools) whilst Victoria Road Primary School, although being above Island average in 2017 (albeit with a low 55.6%) is 5.8% below it for 2018, when more than 1/3 of that school’s Reception Class (cohort of 36 pupils) failed to reach a GLD.

The “Dashboards” also highlight individual school L5 (+) attainment compared to the whole Island average over a 5-year rolling period, together with the school’s corresponding on Island league table position by subject (noting we can discount such strategies as off rolling and teaching to the test). There are green indicators for above Island average performance and red for a below average performance. Note some differences from the Island’s average are marginal and readers should bear this in mind (although whether the Island has world class averages is another debate!). Across the Island’s 32 “Dashboards” Readers will see some schools

totally/almost entirely green (Dhoon, Bunscoill Ghaelgagh), some totally/almost entirely red (Manor Park, Willaston, Victoria Road) others predominantly green (Ballaugh, Onchan) or predominantly red (Andreas) and some a kaleidoscopic mixture (Ballasalla, Braddan, Bunscoill Rhumsaa, Cronk-y-Berry, Laxey, Marown, St. Johns) where performance fluctuates year on year. Readers can however, by looking at individual subject lines, determine if there is consistently low or high attainment in a particular subject e.g. science.

Arbory School’s performance has fluctuated in the period under examination, but for 3 out the 5 years (2014, 2017 & 2018) has returned above average figures across all subjects. There were certainly issues with writing in 2015 and 2016 when only 1/5th of the class achieved a L5 (+) and the school ranked 23/32 (2017) and 22/32 (2018) but for academic year ending July 2018 the school returned to the higher end of the ranking scale (3/32). Conversely Victoria Road Primary School - the largest of the 3 primary schools in the Education Minister’s constituency – consistently records below Island average figures – such low percentages dominate some subjects. Accordingly, their “Dashboard” is mainly red – never achieving above average in maths from 2014-18 and only once achieving above average in science (2016 - 20.4% above average), writing (2018 – 3.8% above) and reading (2016 – 0.2% above). Ballasalla Primary School has mixed attainment – mainly above average in 2016 (we can see a variance in individual English subject attainment and the overall aggregated English percentage) and good in S&L, Reading and Maths in 2015 but with lower performance in the most recent academic year with most results coming in under the Island average, albeit not excessively (so one pupil could bring some of these levels above average – however in absolute terms the school is below average in 4/5 subjects). School websites now contain performance data (limited at best to 2 years’ worth of metrics, but with no 2018 Island averages to make comparisons, relevant contextual data, amplifying reasons as to variations in performance etc). Parents who want Level 4 detail can access this via the respective school websites29. For example, at Victoria Road Primary School in 2018, one fifth of the Year 6 cohort failed to reach Level 4 in Writing, Speaking & Listening, Mathematics and Science.30 The proportion of pupils not reaching the DESC expectation (4b) at Ballasalla is lower and at Arbory all pupils attained at least Level 4. Of course, there may be very good reasons why not all pupils reached the DESC expectation and the level reached may still represent excellent progress /attainment for an individual pupil, but the author hopes that where lower attainment is endemic it is not attributable to, for example, a lack of resources.

The other set of data recorded on the "Dashboard" is a table with contextual information - namely the size of the school roll and the percentage of pupils in the overall school population that are classified as having EAL, SEN and those in receipt of Free School Meals (FSM). For those interested in class sizes (Year 6) you will note that these are highest at Victoria Road where they have ranged from 24-34, at Arbory the range has been between 20-28 whilst at Ballasalla the highest class recorded over the last 5 years was 19 in 2018 (the second highest was 14 – in 2014). EAL percentages at all 3 schools are low. Regarding SEN, this has ranged (as a percentage of the whole school roll) from 9.9% - 12.3% (Arbory), 21.8%- 32.2% (Ballasalla) and 17.5% - 24.95% (Victoria Road). Finally, FSM is equally variable between these southern schools with Arbory recording the lowest figures between 9% - 18%, Ballasalla 32% - 45% and Victoria Road 31% - 38% (again as a percentage on the whole school roll).

29 https://www.sch.im/ 30 https://victoriaroad.sch.im/pages/index/view/id/25/Performance%20Data%20

ARBORY PRIMARY SCHOOL

Arbory Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 71.5 70.4 80 70.7 66.3 69.3 68.7 Needs (SEN) or who have English as an Additional Language (EAL). 70 62.5 60.4 Arbory 2014 2015 2016 2017 2018 60 47.3 50 40 School Roll 163 166 167 181 182 30 % Pupils FSM 9 10 13 14.4 18.0 20 % Pupils SEN 12.3 10.8 10.8 11.6 9.9 10 % Pupils EAL 3.7 1.2 1.2 1.1 2.2 0 th th

% Year Year % Pupils R AttainingGLD Notes: IOM GLD Rankings (31 schools) 2017 - =5 2018 - 14 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 32; 2018 = 27 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Arbory but variations in data may not give rise to an exact number of pupils.

ARBORY PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5(+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 24) 2015 (Yr6 Cohort = 25) 2016 (Yr6 Cohort = 26) 2017 (Yr6 Cohort = 28) 2018 (Yr6 Cohort = 20) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 54.2 34.1 +20.1 32.0 32.7 -0.7 15.8 35.0 -19.2 31.7 S&L 58.4 35.2 +23.2 56.0 31.1 +24.9 36.8 37.2 -0.4 42.9 31.6 +11.3 47.6 38.7 +8.9 Reading 62.5 41.3 +21.2 52.0 42.6 +9.4 31.6 43.1 -11.5 46.4 41.1 +5.3 66.7 46.7 +20.0 Writing 41.7 27.9 +13.8 20.0 26.5 -6.5 21.1 27.8 -6.7 28.6 27.3 +1.3 57.1 33.7 +23.4 Maths 45.8 36.0 +9.8 32.0 33.1 -1.1 47.4 38.7 +8.7 39.3 34.1 +5.2 52.4 39.3 +13.1 Science 70.8 35.5 +35.3 28.0 30.5 -2.5 52.6 36.3 +16.3 39.3 35.7 +3.6 85.7 44.3 +41.4

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 3rd 10th 27th 13th 4th reported using traditional National Curriculum levels Writing 5th 23rd 22nd 17th 3rd (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 7th 16th 11th 14th 7th Mathematics 46%; Science 40 % Science 1st 20th 9th 15th 2nd 32

BALLASALLA PRIMARY SCHOOL

Ballasalla Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 71.5 80 70.7 66.3 69.3 68.766.7 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 Ballasalla 2014 2015 2016 2017 2018 60 47.3 50 41.7 40 School Roll ? Data 88 85 91 107 30 % Pupils FSM ? Data 43 45 38.5 32 20 % Pupils SEN 31.1 32.2 25.0 28.6 21.8 10 % Pupils EAL 1.1 4.6 5.7 4.4 4.0 0 st th % Class Class % Pupils R Attaining GLD Notes: IOM GLD Ranking (31 schools) 2017 – 21 2018 - =18 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 12; 2018 = 15 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Ballasalla but variations in data may not give rise to an exact number of pupils.

BALLASALLA PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5(+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 14) 2015 (Yr6 Cohort = 12) 2016 (Yr6 Cohort = 8) 2017 (Yr6 Cohort = 13) 2018 (Yr6 Cohort = 19) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 28.6 34.1 -5.5 58.3 32.7 +25.6 25.0 35.0 -10.0 31.7 S&L 35.7 35.2 +0.5 66.7 31.1 +35.6 37.5 37.2 +0.3 30.8 31.6 -0.8 31.6 38.7 -7.1 Reading 28.6 41.3 -12.7 58.3 42.6 +15.7 50.0 43.1 +6.9 38.5 41.1 -2.6 52.6 46.7 +5.9 Writing 21.4 27.9 -6.5 16.7 26.5 -9.8 37.5 27.8 +9.7 30.8 27.3 +3.5 31.6 33.7 -2.1 Maths 21.4 36.0 -14.6 58.3 33.1 +25.2 50.0 38.7 +11.3 46.2 34.1 +12.1 31.6 39.3 -7.7 Science 21.4 35.5 -14.1 8.3 30.5 -22.2 75.0 36.3 +38.7 38.5 35.7 +2.8 42.1 44.3 -2.2

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading Joint 23rd 6th Joint 11th 21st 14th reported using traditional National Curriculum levels Writing Joint 20th 24th 8th 13th 19th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 25th 2nd 10th 7th 25th Mathematics 46%; Science 40 % Science Joint 24th 29th 1st 16th 18th 33

VICTORIA ROAD PRIMARY SCHOOL

Victoria Road Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational Comparators Needs (SEN) or who have English as an Additional Language (EAL). 71.5 80 66.3 69.3 70.7 68.7 Victoria Road 2014 2015 2016 2017 2018 60.4 62.9 55.6 60 47.3 School Roll 217 216 240 253 246 40 % Pupils FSM 35 38 36 33.6 31 20 % Pupils SEN 17.5 17.6 24.9 24.9 19.7 % Pupils EAL 0.5 0.5 4.6 3.6 3.3

% Class Class % Pupils R Attaining GLD 0 Notes: IOM GLD Ranking (31 schools) 2017 – 11th 2018 – 25th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 45; 2018 = 36 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Victoria Road but variations in data may not give rise to an exact number of pupils.

VICTORIA ROAD PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5(+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 28) 2015 (Yr6 Cohort = 24) 2016 (Yr6 Cohort = 30) 2017 (Yr6 Cohort = 34) 2018 (Yr6 Cohort = 23) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5 (+) % L5 (+) % L5 (+) % L5 (+) % L5(+) % L5 (+) % L5 (+) % L5(+) % L5 (+) English 17.9 34.1 -16.2 25.0 32.7 -7.7 33.3 35.0 -1.7 31.7 S&L 25.0 35.2 -10.2 12.5 31.1 -18.6 40.0 37.2 +2.8 23.5 31.6 -8.1 45.8 38.7 +7.1 Reading 28.6 41.3 -12.7 33.3 42.6 -9.3 43.3 43.1 +0.2 26.5 41.1 -14.6 41.7 46.7 -5.0 Writing 10.7 27.9 -17.2 20.8 26.5 -5.7 20.0 27.8 -7.8 23.5 27.3 -3.8 37.5 33.7 +3.8 Maths 17.9 36.0 -18.1 20.8 33.1 -12.3 36.7 38.7 -2.0 26.5 34.1 -7.6 20.8 39.3 -18.5 Science 21.4 35.5 -14.1 16.7 30.5 -13.8 56.7 36.3 +20.4 32.4 35.7 -3.3 33.3 44.3 -10.0

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading Joint 23rd Joint 25th 22nd 26th 20th reported using traditional National Curriculum levels Writing 24th 22nd 24th 22nd 14th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 27th 24th 21st 26th 28th Mathematics 46%; Science 40 % Science Joint 24th 27th 6th 23rd 22nd 34

Parents will have their own ideas about how such factors can influence a school's performance and whether or not class sizes impact on attainment. Changes to the curriculum, a change of teaching staff, staff experience (e.g. using a Newly Qualified Teacher (NQT) in Year 6) may also give rise to variations. For those seeking a school I believe it is helpful information, although no substitute for visiting potential schools in person. Some parents may believe that their child would be better off placed in a more intimate village school setting with low class sizes whilst others may prefer a school with a large, cosmopolitan and diverse population. A child may have EAL or SEN needs that a particular school is experienced in dealing with etc. Remember it is your postcode which dictates which school your child will attend. There is no guarantee of an out of catchment request being granted although parents have the option of applying for places to the Manx Language school, the Church of England or Roman Catholic Primary schools or opting to pay for private primary education.

Conclusion

I would like to highlight that the views in this paper, except where others are quoted, are my own and given that there has been a vast amount of data to correlate, I apologise if there have been any errors, omissions or typos – these are of course totally unintentional. Links referenced in Footnotes were correct at time of compilation. Some data from the Department in response to FOI questions is conflicting (or possibly a cut and paste error?). Other data from schools gives rise to spurious figures but where that has been the case, I have invariably rounded up to the benefit of the school e.g. 12.5 pupils achieving a certain Curriculum Level becomes 13.

I indicated earlier that the aim of producing this Paper was to give parents a single reference guide to the KS2 academic performance of each of the Island’s Primary Schools – focussing on Level 5 (+) together with school context data and, additionally, information regarding the Island’s performance regarding Reception Year GLD attainment, both on Island and in comparison, with the 152 English LEAs. Of course, lower levels can represent exceptional performance for some pupils – all children are individual, but I believe there are many parents who take a keen interest in academic attainment and can place such in context. The DESC and schools continually promote the 6Rs ( Readiness, Resourcefulness, Reflectiveness, Resilience, Remembering and Relationships) – all valuable, highly regarded and noble virtues, and a vitally important part of the curriculum, but parents who want their children to achieve in the traditional 3Rs and who celebrate academic attainment - regarding it as a fundamental part of schooling - have every right to seek out information regarding a school’s performance and challenge low standards. Parents compare schools. Parents compare teachers within schools. Accordingly, it is important they have bespoke data rather than supposition and stereotypes on which to make such comparisons especially given the catchment area rules which may mean a child is obliged to attend a school that consistently delivers lower results than neighbouring ones. Parents can choose to ignore certain elements as they see fit. It is they who are best placed to know what is right for their child/children. The data reported here, gathered from numerous sources, is that reported on by the schools or the DESC themselves, so we can ignore factors that allegedly influence results elsewhere such as off rolling and directly compare the Island’s 32 primary schools irrespective of the problems of benchmarking with, and confidence in, other jurisdictions.

No performance measurement system is perfect. The results I have presented include schools with low cohort groups; thus one pupil’s performance could equate to a potentially high percentage. But this is the very data that the Department collects and requires the schools to produce. Presumably the Education Improvement Service is not some cottage industry whose

remit is to gather superfluous performance data? As long as parents are aware of the statistical limitations then I see no reason to discontinue producing such information for those individuals who welcome it. England saw a steady rise in standards using NC levels methodology up to and including 2015 (the IOM was content to shadow England’s approach but without a consistent rise in standards as evidenced by the ten-year trend graphs (page 11). The DESC, with its resources, is well able to produce transparent and meaningful ranking data for parents and others but has resisted doing so. Indeed, I remind readers yet again that the DESC sought to have some of the data I have produced, withheld from the public domain. Hardly the actions of an open and transparent Department.

The information in this Paper, derived as it is from FOI requests etc, generates yet more questions including:

What analysis of KS2 attainment results has been made having specific regard to pupil characteristics e.g. SEN, FSM, EAL? (Potentially none as a FOI response revealed primary schools do not report pupil characteristics by year group).

Given the DESC “expectation” of Level 4b placed on Year 6 pupils how much external moderation of attainment has been conducted at each primary school to ensure that pupils have not been “on hold” and that students have been, where necessary, stretched and achieved their academic potential?

Whether the Department has a resourcing policy for schools with a high number of SEN/EAL pupils to ensure that those pupils and others without such characteristics have equal opportunity to achieve their full emotional, intellectual and social potential.

What comparative analysis has been made of the IOM primary curriculum (in particular the programmes of work for each year group) viz a viz that used in neighbouring jurisdictions?

What concerns have been raised by the respective Governing Bodies and the Education Improvement Service (EIS) in relation to under performing schools and have these concerns been shared and discussed with parents?

What analysis has the Department carried out concerning those schools that continually underperform? What are the reasons deemed for such underperformance - lower attaining cohort generally, a change of staff, staff capability and experience etc?

Let us hope the Department proactively addresses and publicises these issues and proactively engages with parents and other stakeholders.

David Watts 9th December 2019

APPENDIX 1

ISLE OF MAN PRIMARY SCHOOL “DASHBOARDS”

(Each of the Island’s 32 Primary Schools have a dedicated page. These are appended in alphabetical order).

ANAGH COAR PRIMARY SCHOOL

Anagh Coar Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of 71.5 Free School Meals (FSM), classified as having Special Educational 80 70.7 66.3 69.3 68.7 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 60 Anagh Coar 2014 2015 2016 2017 2018 47.3 50 43.8 40 School Roll 130 138 142 140 122 30 % Pupils FSM 42 51 54 46.4 49 20 % Pupils SEN 16.0 17.7 16.8 22.1 25.8 10 0 % Pupils EAL 0.0 0.7 1.4 2.1 3.2 0 Notes: IOM GLD Rankings (31 schools) 2017 - 31st; 2018 - 31st 2014 2015 2016 2017 2018

For GLD Context Year R Cohorts 2017 = 15; 2018 = 16. % Class Class % Pupils R Attaining GLD Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Anagh Coar but variations in data may not give rise to an exact number of pupils.

ANAGH COAR PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 12) 2015 (Yr6 Cohort = 14) 2016 (Yr6 Cohort = 16) 2017 (Yr6 Cohort = 28) 2018 (Yr6 Cohort = 26) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5 (+) % L5 (+) % L5 (+) % L5 (+) % L5 (+) % L5 (+) % L5 (+) % L5 (+) % L5 (+) % L5 (+) English 0.0 34.1 -34.1 21.4 32.7 -11.3 37.5 35.0 +2.5 31.7 15.0 S&L 0.0 35.2 -35.2 28.6 31.1 -2.5 56.3 37.2 +19.1 32.1 31.6 +0.5 38.0 38.7 -0.7 Reading 0.0 41.3 -41.3 28.6 42.6 -14.0 68.8 43.1 +25.7 39.3 41.1 -1.8 23.0 46.7 -23.7 Writing 0.0 27.9 -27.9 14.3 26.5 -12.2 12.5 27.8 -15.3 3.6 27.3 -23.7 4.0 33.7 -29.7 Maths 8.3 36.0 -27.7 35.7 33.1 +2.6 43.8 38.7 +5.1 14.3 34.1 -19.8 12.0 39.3 -27.3 Science 33.3 35.5 -2.2 35.7 30.5 +5.2 12.5 36.3 -23.8 0.0 35.7 -35.7 0.0 44.3 -44.3

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 32nd Joint 28th 3rd 20th 31st reported using traditional National Curriculum levels Writing Joint 29th (B) 27th 29th 30th 31st (4b,5c etc) were: Reading 53% ; Writing 36%; Mathematics 46%; Science 40 % Maths 31st 15th Joint 13th 30th 31st Science Joint 17th 12th 30th Joint 31st (B) Joint 30th (B) 38

ANDREAS PRIMARY SCHOOL

Andreas Primary School - Year R GLD Attainment 2017& 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of 80 71.5 Free School Meals (FSM), classified as having Special Educational 69.3 70.7 68.7 66.3 66.7 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 60 Andreas 2014 2015 2016 2017 2018 47.3 50 40 33 School Roll 110 113 114 106 106 30 % Pupils FSM 26 21 20 17.9 18 20 % Pupils SEN 18.9 16.8 13.0 15.1 12.5 10 % Pupils EAL 0.0 0.9 3.5 0.0 0.0

% Class Class % Pupils R Attaining GLD 0 Notes: IOM GLD Rankings (31 schools) 2017 - 24th 2018 - = 18th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 6; 2018 = 15 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Andreas but variations in data may not give rise to an exact number of pupils.

ANDREAS PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 17) 2015 (Yr6 Cohort = 15) 2016 (Yr6 Cohort = 14) 2017 (Yr6 Cohort =19) 2018 (Yr6 Cohort = 17) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5 (+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 29.4 34.1 -4.7 6.7 32.7 -26.0 14.3 35.0 -20.7 31.7 S&L 41.2 35.2 +6.0 6.7 31.1 -24.4 14.3 37.2 -22.9 21.1 31.6 -10.5 23.5 38.7 -15.2 Reading 52.9 41.3 +11.6 33.3 42.6 -9.3 28.6 43.1 -14.5 31.6 41.1 -9.5 29.4 46.7 -17.3 Writing 23.5 27.9 -4.4 20.0 26.5 -6.5 14.3 27.8 -13.5 21.1 27.3 -6.2 17.6 33.7 -16.1 Maths 23.5 36.0 -12.5 13.3 33.1 -19.8 21.4 38.7 -17.3 36.8 34.1 +2.7 47.1 39.3 +7.8 Science 29.4 35.5 -6.1 26.7 30.5 -3.8 14.3 36.3 -22.0 21.1 35.2 -14.1 29.4 44.3 -14.9

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 7th Joint 25th 28th 25th 28th reported using traditional National Curriculum levels Writing 19th 29th 27th 25th 30th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 22nd 30th 28th Joint 15th 10th Mathematics 46%; Science 40 % Science 21st Joint 22nd 28th 27th 24th 39

ARBORY PRIMARY SCHOOL

ARBORY PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 24) 2015 (Yr6 Cohort = 25) 2016 (Yr6 Cohort = 26) 2017 (Yr6 Cohort = 28) 2018 (Yr6 Cohort = 20) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 54.2 34.1 +20.1 32.0 32.7 -0.7 15.8 35.0 -19.2 31.7 S&L 58.4 35.2 +23.2 56.0 31.1 +24.9 36.8 37.2 -0.4 42.9 31.6 +11.3 47.6 38.7 +8.9 Reading 62.5 41.3 +21.2 52.0 42.6 +9.4 31.6 43.1 -11.5 46.4 41.1 +5.3 66.7 46.7 +20.0 Writing 41.7 27.9 +13.8 20.0 26.5 -6.5 21.1 27.8 -6.7 28.6 27.3 +1.3 57.1 33.7 +23.4 Maths 45.8 36.0 +9.8 32.0 33.1 -1.1 47.4 38.7 +8.7 39.3 34.1 +5.2 52.4 39.3 +13.1 Science 70.8 35.5 +35.3 28.0 30.5 -2.5 52.6 36.3 +16.3 39.3 35.7 +3.6 85.7 44.3 +41.4

ASHLEY HILL PRIMARY SCHOOL

Ashley Hill Primary School -Year R GLD Attainment 2017 & 2018 with Jurisdictional School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational Comparators Needs (SEN) or who have English as an Additional Language (EAL). 71.5 80 66.3 69.3 70.7 68.7 Ashley Hill 2014 2015 2016 2017 2018 60.4 55.3 60 47.3 School Roll 318 299 277 254 259 40 29 % Pupils FSM 14 9 11 15.0 14.0 20 % Pupils SEN 13.3 12.6 18.9 21.7 24.1 % Pupils EAL 0.0 0.7 1.4 0.8 1.6

% Class Class % Attaining R GLD 0 Notes: IOM GLD Rankings (31 schools) 2017 – 25th 2018 – 28th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 31; 2018 = 38 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Ashley Hill but variations in data may not give rise to an exact number of pupils.

ASHLEY HILL PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 47) 2015 (Yr6 Cohort = 47) 2016 (Yr6 Cohort = 47) 2017 (Yr6 Cohort = 38) 2018 (Yr6 Cohort = 43) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 31.9 34.1 +2.2 38.3 32.7 +5.6 27.7 35.0 -7.3 31.7 S&L 40.4 35.2 +5.2 38.3 31.1 +7.2 27.7 37.2 -9.5 26.3 31.6 -5.3 32.6 38.7 -6.1 Reading 46.9 41.3 +5.6 48.9 42.6 +6.3 31.9 43.1 -11.2 21.1 41.1 -20.0 37.2 46.7 -9.5 Writing 25.5 27.9 +2.4 31.9 26.5 +5.4 19.1 27.8 -8.7 26.3 27.3 -1.0 23.3 33.7 -10.4 Maths 48.9 36.0 +12.9 44.7 33.1 +11.6 25.5 38.7 -13.2 36.8 34.1 +2.7 37.2 39.3 -2.1 Science 40.4 35.5 +4.9 29.8 30.5 -0.7 14.9 36.3 -21.4 23.7 35.7 -12.0 34.9 44.3 -9.4

School Island-wide ranking L5 (+) (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 13th Joint 12th 26th 30th 23rd reported using traditional National Curriculum levels Writing 18th 11th 26th 20th 27th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 4th 8th 26th Joint 15th 20th Mathematics 46%; Science 40 % Science 10th 18th 27th 25th 21st 41

BALLACOTTIER SCHOOL

Ballacottier School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 80 70.7 71.5 74.4 66.3 69.3 68.7 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 Ballacottier 2014 2015 2016 2017 2018 60 47.3 50 42.9 40 School Roll ? Data 277 279 270 272 30 % Pupils FSM ? Data 20 19 17.4 19 20 % Pupils SEN 11.1 9.6 8.7 10.4 10.4 10 % Pupils EAL 6.7 5.7 4.7 4.8 5.9 0 Notes: Notes: IOM GLD Rankings (31 schools) 2017 - =18th 2018 - 8th % Class Class % Pupils R Attaining GLD 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 28; 2018 = 39 Year R % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Ballacottier but variations in data may not give rise to an exact number of pupils.

BALLACOTTIER SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 32) 2015 (Yr6 Cohort = 43) 2016 (Yr6 Cohort = 39) 2017 (Yr6 Cohort = 47) 2018 (Yr6 Cohort = 33) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 12.5 34.1 -21.6 25.6 32.7 -7.1 30.8 35.0 -4.2 31.7 S&L 3.1 35.2 -32.1 20.9 31.1 -10.2 30.8 37.2 -6.4 42.6 31.6 +11.0 58.0 38.7 +19.3 Reading 25.0 41.3 -16.3 37.2 42.6 -5.4 48.7 43.1 +5.6 44.7 41.1 +3.6 61.0 46.7 +14.3 Writing 9.4 27.9 -18.5 23.3 26.5 -3.2 28.2 27.8 +0.4 29.8 27.3 +2.5 52.0 33.7 +18.3 Maths 31.3 36.0 -4.7 37.2 33.1 +4.1 41.0 38.7 +2.3 40.4 34.1 +6.3 61.0 39.3 +21.7 Science 6.3 35.5 -29.2 20.9 30.5 -9.6 33.3 36.3 -3.0 38.3 35.7 +2.6 70.0 44.3 +25.7

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 25th 22nd 14th 15th 7th reported using traditional National Curriculum levels Writing 26th 18th Joint 15th 15th 6th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 16th 12th 16th 12th 4th Mathematics 46%; Science 40 % Science 29th 25th Joint 19th 17th 7th 42

BALLASALLA PRIMARY SCHOOL

BALLASALLA PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 14) 2015 (Yr6 Cohort = 12) 2016 (Yr6 Cohort = 8) 2017 (Yr6 Cohort = 13) 2018 (Yr6 Cohort = 19) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 28.6 34.1 -5.5 58.3 32.7 +25.6 25.0 35.0 -10.0 31.7 S&L 35.7 35.2 +0.5 66.7 31.1 +35.6 37.5 37.2 +0.3 30.8 31.6 -0.8 31.6 38.7 -7.1 Reading 28.6 41.3 -12.7 58.3 42.6 +15.7 50.0 43.1 +6.9 38.5 41.1 -2.6 52.6 46.7 +5.9 Writing 21.4 27.9 -6.5 16.7 26.5 -9.8 37.5 27.8 +9.7 30.8 27.3 +3.5 31.6 33.7 -2.1 Maths 21.4 36.0 -14.6 58.3 33.1 +25.2 50.0 38.7 +11.3 46.2 34.1 +12.1 31.6 39.3 -7.7 Science 21.4 35.5 -14.1 8.3 30.5 -22.2 75.0 36.3 +38.7 38.5 35.7 +2.8 42.1 44.3 -2.2

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading Joint 23rd 6th Joint 11th 21st 14th reported using traditional National Curriculum levels Writing Joint 20th 24th 8th 13th 19th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 25th 2nd 10th 7th 25th Mathematics 46%; Science 40 % Science Joint 24th 29th 1st 16th 18th 43

BALLAUGH PRIMARY SCHOOL

Ballaugh Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 80 70.7 71.5 72.7 66.3 69.3 68.7 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 60 Ballaugh 2014 2015 2016 2017 2018 60 47.3 50 40 School Roll 69 71 64 68 68 30 % Pupils FSM 13 14 19 19.1 16 20 % Pupils SEN 6.8 7.0 6.3 1.5 1.4 10 % Pupils EAL 0.0 0.0 0.0 0.0 0.0 0 % Year Year % Pupils R AttainingGLD Notes: IOM GLD Ranking (31 schools) 2017 – 9th 2018 – 10th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 10; 2018 = 11 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Ballaugh but variations in data may not give rise to an exact number of pupils.

BALLAUGH PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 14) 2015 (Yr6 Cohort = 11) 2016 (Yr6 Cohort = 9) 2017 (Yr6 Cohort = 9) 2018 (Yr6 Cohort = 11) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 50.0 34.1 +15.9 36.4 32.7 +3.7 22.2 35.0 -12.8 31.7 S&L 42.9 35.2 +7.7 36.4 31.1 +5.3 11.1 37.2 -26.1 77.8 31.6 +46.2 64.0 38.7 +25.3 Reading 57.1 41.3 +15.8 54.5 42.6 +11.9 44.4 43.1 +1.3 77.8 41.1 +36.7 73.0 46.7 +26.3 Writing 21.4 27.9 -6.5 36.4 26.5 +9.9 22.2 27.8 -5.6 55.6 27.3 +28.3 55.0 33.7 +21.3 Maths 14.3 36.0 -21.7 27.3 33.1 -5.8 22.2 38.7 -16.5 66.6 34.1 +32.5 73.0 39.3 +33.7 Science 50.0 35.5 +14.5 54.5 30.5 +24.0 44.4 36.3 +8.1 77.8 35.7 +42.1 73.0 44.3 +28.7

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 6th 7th Joint 18th 4th 3rd reported using traditional National Curriculum levels Writing Joint 20th 7th Joint 20th Joint 3rd 5th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths Joint 29th 20th 27th 2nd 2nd Mathematics 46%; Science 40 % Science 6th 5th Joint 11th 3rd 6th 44

BRADDAN PRIMARY SCHOOL

Braddan Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 100 81.8 Needs (SEN) or who have English as an Additional Language (EAL). 71.5 80 66.3 69.3 70.7 68.7 Braddan 2014 2015 2016 2017 2018 60.4 60 47.3 School Roll ? Data 153 156 158 169 40 % Pupils FSM ? Data 25 26 26.6 28 20 12.5 % Pupils SEN 13.9 20.5 12.3 17.7 16.7 % Pupils EAL 9.9 9.3 5.2 6.3 7.5 0 Notes: IOM GLD Ranking (31 schools) 2017 – 28th 2018 - =5th

% Year Year % Pupils R AttainingGLD 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 24; 2018 = 21 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Braddan but variations in data may not give rise to an exact number of pupils.

BRADDAN PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 14) 2015 (Yr6 Cohort = 20) 2016 (Yr6 Cohort = 14) 2017 (Yr6 Cohort =18) 2018 (Yr6 Cohort = 27) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 35.7 34.1 +1.6 50.0 32.7 +17.3 28.6 35.0 -6.4 31.7 S&L 42.9 35.2 +7.7 30.0 31.1 -1.1 57.1 37.2 +19.9 5.6 31.6 -26.0 46.0 38.7 +7.3 Reading 50.0 41.3 +8.7 45.0 42.6 +2.4 50.0 43.1 +6.9 50.0 41.1 +8.9 65.0 46.7 +18.3 Writing 7.1 27.9 -20.8 15.0 26.5 -11.5 35.7 27.8 +7.9 22.3 27.3 -5.0 42.0 33.7 +8.3 Maths 28.6 36.0 -7.4 40.0 33.1 +6.9 35.7 38.7 -3.0 33.3 34.1 -0.8 42.0 39.3 +2.7 Science 21.4 35.5 -14.1 25.0 30.5 -5.5 35.7 36.3 -0.6 44.4 35.2 +9.2 58.0 44.3 +13.7

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading Joint 9th 15th Joint 11th 11th 5th reported using traditional National Curriculum levels Writing 28th 26th Joint 9th 23rd 9th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 19th Joint 9th 22nd Joint 19th 15th Mathematics 46%; Science 40 % Science Joint 24th 24th 17th 12th 11th 45

BUNSCOILL GHAELGAGH SCHOOL

School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational Needs (SEN) or who have English as an Additional Language (EAL). NO GLD DATA RECORDED FOR Bunscoill Ghaelgagh 2014 2015 2016 2017 2018

BUNSCOILL GHAELGAGH AS School Roll 70 69 67 67 67 PUPILS ARE NOT ASSESSED IN % Pupils FSM Data not Data not Data not 4.5 3.0 Supplied Supplied Supplied ENGLISH UNTIL YEAR 3 % Pupils SEN 14.3 11.4 22.1 22.4 17.9 % Pupils EAL 0.0 0.0 0.0 0.0 0.0 Notes: % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers but variations in data may not give rise to an exact number of pupils.

BUNSCOILL GHAELGAGH “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 12) 2015 (Yr6 Cohort = 7) 2016 (Yr6 Cohort = 14) 2017 (Yr6 Cohort = 7) 2018 (Yr6 Cohort = 9) School IOM Diff School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- 5 L5(+) 5 L5(+) 5 L5(+) % L5(+) 5 L5(+) 5 L5(+) 5 L5(+) 5 L5(+) 5 L5(+) English 50.0 34.1 +15.9 42.9 32.7 +10.2 42.9 35.0 +7.9 31.7 S&L 50.0 35.2 +14.8 28.6 31.1 -2.5 42.9 37.2 +5.7 57.1 31.6 +25.5 44.4 38.7 +5.7 Reading 50.0 41.3 +8.7 42.9 42.6 +0.3 57.1 43.1 +14.0 57.1 41.1 +16.0 55.6 46.7 +8.9 Writing 50.0 27.9 +22.1 42.9 26.5 +16.4 35.7 27.8 +7.9 42.9 27.3 +15.6 66.7 33.7 +33.0 Maths 50.0 36.0 +14.0 57.1 33.1 +24.0 42.9 38.7 +4.2 42.9 34.1 -11.2 55.6 33.7 +21.9 Science 66.7 35.5 +31.2 42.9 30.5 +12.4 42.9 36.3 +6.6 28.6 35.7 -7.1 44.4 44.3 +0.1

School Island-wide L5(+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5(+) Averages for 2015 (the last year England Reading Joint 9th Joint 19th 7th 8th 11th reported using traditional National Curriculum levels Writing 2nd Joint 3rd Joint 9th 5th 2nd (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 3rd 3rd 15th 10th 6th Mathematics 46%; Science 40 % Science 2nd 9th 14th 24th Joint 15th

BUNSCOILL RHUMSAA

Bunscoill Rhumsaa - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 80 69.3 70.7 71.5 66.3 68.7 70.1 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 Bunscoill 2014 2015 2016 2017 2018 60 47.3 50 41.8 Rhumsaa 40 School Roll 472 492 499 489 519 30 % Pupils FSM 24 25 24 23.5 24 20 % Pupils SEN 19.3 16.1 13.8 11.2 12.1 10 % Pupils EAL 5.3 2.6 2.4 2.2 1.9 0 th th

% Year Year % Pupils R AttainingGLD Notes: IOM GLD Ranking (31 schools) 2017 – 20 2018 – 15 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 67; 2018 = 87 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Rhumsaa but variations in data may not give rise to an exact number of pupils.

BUNSCOILL RHUMSAA “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 55) 2015 (Yr6 Cohort = 66) 2016 (Yr6 Cohort = 66) 2017 (Yr6 Cohort = ) 2018 (Yr6 Cohort = 67) School IOM% Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 32.7 34.1 -1.4 37.9 32.7 +5.2 13.6 35.0 -21.4 31.7 S&L 29.1 35.2 -6.1 34.8 31.1 +3.7 21.2 37.2 -16.0 30.0 31.6 -1.6 56.7 38.7 +18.0 Reading 41.8 41.3 +0.5 53.1 42.6 +10.5 24.2 43.1 -18.9 24.3 41.1 -16.8 55.2 46.7 +8.5 Writing 30.9 27.9 +3.0 33.3 26.5 +6.8 10.6 27.8 -17.2 20.0 27.3 -7.3 37.3 33.7 +3.6 Maths 41.8 36.0 +5.8 37.9 33.1 +4.8 6.1 38.7 32.6 24.3 34.1 -9.8 44.8 39.3 +5.5 Science 32.7 35.5 -2.8 39.4 30.5 +8.9 13.6 36.3 22.7 11.4 35.7 -24.3 62.7 44.3 +18.4

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 17th 9th 30th 27th 12th reported using traditional National Curriculum levels Writing 14th Joint 9th 30th 27th 15th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 10th 11th 30th 27th 14th Mathematics 46%; Science 40 % Science 19th 10th 29th 28th 8th 47

CRONK-Y-BERRY SCHOOL

Cronk-y-Berry School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of 71.5 Free School Meals (FSM), classified as having Special Educational 80 70.7 66.3 69.3 68.7 68.1 Needs (SEN) or who have English as an Addition0al Language (EAL). 70 60.4 Cronk-y-Berry 2014 2015 2016 2017 2018 60 47.3 50 40 40 School Roll 359 356 350 350 354 30 % Pupils FSM 25 26 27 27.1 27.0 20 % Pupils SEN 11.9 10.5 13.4 12.3 13.0 10 % Pupils EAL 5.6 5.9 4.5 7.1 5.4

% Year Year % Pupils R AttainingGLD 0 Notes: IOM GLD Ranking (31 schools) 2017- 22nd 2018 – 16th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 50; 2018 = 46 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM CyB but variations in data may not give rise to an exact number of pupils.

CRONK-Y-BERRY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 49) 2015 (Yr6 Cohort = 47) 2016 (Yr6 Cohort = 57) 2017 (Yr6 Cohort = 44) 2018 (Yr6 Cohort = 58) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 40.8 34.1 +6.7 46.8 32.7 +14.1 22.8 35.0 -12.2 31.7 S&L 34.7 35.2 -0.5 40.4 31.1 +9.3 21.1 37.2 -16.1 25.0 31.6 -6.6 34.5 38.7 -4.2 Reading 40.8 41.3 -0.5 48.9 42.6 +6.3 22.8 43.1 -20.3 34.1 41.1 7.0 43.1 46.7 -3.6 Writing 32.7 27.9 +4.8 40.4 26.5 +13.9 22.8 27.8 -5.0 36.4 27.3 +9.1 41.4 33.7 +7.7 Maths 42.9 36.0 +6.9 31.9 33.1 +1.2 36.8 38.7 -1.9 31.8 34.1 -2.3 39.7 39.3 +0.4 Science 63.3 35.5 +27.8 48.9 30.5 +18.4 35.1 36.3 -1.2 56.8 35.7 +21.1 60.3 44.3 +16.0

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 19th Joint 12th 31st 23rd 19th reported using traditional National Curriculum levels Writing 12th 6th 19th Joint 6th 10th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 8th 17th 20th 22nd 19th Mathematics 46%; Science 40 % Science 3rd 6th 18th 5th 9th 48

DHOON PRIMARY SCHOOL

Dhoon Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 120 100 Needs (SEN) or who have English as an Additional Language (EAL). 100 87.5 Dhoon 2014 2015 2016 2017 2018 71.5 80 66.3 69.3 70.7 68.7 60.4 60 47.3 School Roll 102 95 87 83 70 40 % Pupils FSM 10 8 10 9.6 10 % Pupils SEN 8.8 9.6 6.7 8.4 7.4 20

% Year Year % Pupils R AttainingGLD % Pupils EAL 0.0 0.0 0.0 0.0 0.0 0 Notes: IOM GLD Ranking (31 schools) 2017 – 1st 2018 – 1st 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 8; 2018 = 2 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Dhoon but variations in data may not give rise to an exact number of pupils.

DHOON PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 13) 2015 (Yr6 Cohort = 18) 2016 (Yr6 Cohort = 13) 2017 (Yr6 Cohort = 18) 2018 (Yr6 Cohort = 13) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 53.8 34.1 +19.7 38.9 32.7 +6.2 69.2 35.0 +34.2 31.7 S&L 61.5 35.2 +26.3 44.5 31.1 +13.4 69.2 37.2 +32.0 50.0 31.6 +18.4 69.0 38.7 +30.3 Reading 61.6 41.3 +20.3 72.2 42.6 +29.6 84.6 43.1 +41.5 83.4 41.1 +42.3 77.0 46.7 +30.3 Writing 69.2 27.9 +41.3 50.0 26.5 +23.5 53.9 27.8 +26.1 55.6 27.3 +28.3 69.0 33.7 +35.3 Maths 46.2 36.0 +10.2 55.6 33.1 +22.5 61.5 38.7 +22.8 61.2 34.1 +27.1 69.0 39.3 +29.7 Science 53.8 35.5 +18.3 66.7 30.5 +36.2 69.2 36.3 +32.9 61.2 35.7 +25.5 84.0 44.3 +39.7

School island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 4th 1st 1st 2nd 2nd reported using traditional National Curriculum levels Writing 1st 1st 3rd Joint 3rd 1st (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 6th 4th 1st 3rd 3rd Mathematics 46%; Science 40 % Science 5th 2nd 2nd 4th 3rd 49

FOXDALE PRIMARY SCHOOL

Foxdale Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 80 70.7 71.5 66.3 69.3 68.7 Needs (SEN) or who have English as an Addition0al Language (EAL). 70 60.4 57.1 Foxdale 2014 2015 2016 2017 2018 60 53.8 47.3 50 40 School Roll ? Data 51 60 65 74 30 % Pupils FSM ? Data 20 13 9.2 11 20 % Pupils SEN 20.0 16.3 14.0 15.4 16.7 10 % Pupils EAL 0.0 0.0 0.0 0.0 0.0 0 Notes: IOM GLD Ranking (31 schools) 2017 – 12th 2018 – 27th % Year Year % Pupils R AttainingGLD 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 13; 2018 = 7 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Foxdale but variations in data may not give rise to an exact number of pupils.

FOXDALE PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 12) 2015 (Yr6 Cohort = 7) 2016 (Yr6 Cohort = 10) 2017 (Yr6 Cohort = 5) 2018 (Yr6 Cohort = 2) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 33.3 34.1 -0.8 71.4 32.7 +38.7 80.0 35.0 +45.0 31.7 100.0 S&L 41.7 35.2 +6.5 57.1 31.1 +26.0 80.0 37.2 +42.8 100.0 31.6 +68.4 100.0 38.7 +61.3 Reading 41.7 41.3 +0.4 71.4 42.6 +28.8 60.0 43.1 +16.9 80.0 41.1 +38.9 100.0 46.7 +53.3 Writing 33.3 27.9 +5.4 28.6 26.5 +2.1 70.0 27.8 +42.2 60.0 27.3 +32.7 50.0 33.7 +16.3 Maths 41.7 36.0 +5.7 71.4 33.1 +38.3 60.0 38.7 +21.3 100.0 34.1 +65.9 50.0 39.3 +10.7 Science 41.7 35.5 +6.2 71.4 30.5 +40.9 60.0 36.3 +23.7 100.0 35.7 +64.3 100.0 44.3 +55.7

School Island-wide L5+ ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 18th 2nd Joint 5th 3rd 1st reported using traditional National Curriculum levels Writing 11th 15th 1st 2nd 7th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 11th 1st 2nd 1st Joint 8th Mathematics 46%; Science 40 % Science 9th 1st 5th 1st 1st 50

HENRY BLOOM NOBLE SCHOOL

Henry Bloom Noble School - Year R GLD Attainment 2017 & 2018 with Jurisdictional School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational Needs (SEN) or Comparators who have English as an Additional Language (EAL). 71.5 Henry Bloom 2014 2015 2016 2017 2018 80 66.3 69.3 70.7 68.7 60.4 59.3 Noble 60 47.3 School Roll 278 294 326 40 % Pupils FSM 31 36.4 32 % Pupils SEN 32.2 24.9 24.5 20.7 20 11.4 % Pupils EAL 26.6 34.4 34.4 31.7

% Year Year % Pupils R AttainingGLD 0 Notes: IOM GLD Ranking (31 schools) 2017 - 29th 2018 - 26th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 44; 2018 = 56 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM HBN but variations in data may not give rise to an exact number of pupils.

HENRY BLOOM NOBLE SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 38) 2015 (Yr6 Cohort = 31) 2016 (Yr6 Cohort = 34) 2017 (Yr6 Cohort = 39) 2018 (Yr6 Cohort = 36) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 39.5 34.1 +5.4 3.2 32.7 -29.5 44.1 35.0 +9.1 17.9 31.7 -13.8 24.2 S&L 50.0 35.2 +14.8 3.2 31.1 -27.9 61.8 37.2 +24.6 17.9 31.6 -13.7 24.2 38.7 -14.5 Reading 42.1 41.3 +0.8 9.7 42.6 -32.9 47.1 43.1 +4.0 23.1 41.1 -18.0 24.2 46.7 -22.5 Writing 28.9 27.9 +1.0 3.2 26.5 -23.3 29.4 27.8 +1.6 12.8 27.3 -14.5 27.3 33.7 -6.4 Maths 21.1 36.0 -14.9 12.9 33.1 -20.2 47.1 38.7 +8.4 15.4 34.1 -18.7 18.2 39.3 -21.1 Science 23.7 35.5 -11.8 3.2 30.5 -27.3 8.8 36.3 -27.5 5.1 35.7 -30.6 27.2 44.3 -17.1

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 16th 32nd (B) 15th 28th 30th reported using traditional National Curriculum levels Writing 15th 30th 13th 28th 23rd (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 26th 31st 12th 29th 29th Mathematics 46%; Science 40 % Science 23rd 30th 31st 30th 27th

JURBY COMMUNITY SCHOOL

Jurby Community School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 80 70.7 71.5 66.3 69.3 68.7 71.4 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 Jurby 2014 2015 2016 2017 2018 60 47.3 50 42.9 40 School Roll 58 66 66 63 58 30 % Pupils FSM 52 48 53 44.4 55 20 % Pupils SEN 30.5 30.3 39.1 47.6 30.0 10 % Pupils EAL 0.0 0.0 0.0 0.0 0.0 0 Notes: IOM GLD Ranking (31 schools) 2017 - =18th 2018 – 13th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 7; 2018 = 7 % Year Year % Pupils R AttainingGLD Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Jurby but variations in data may not give rise to an exact number of pupils.

JURBY COMMUNITY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 7) 2015 (Yr6 Cohort = 5) 2016 (Yr6 Cohort = 9) 2017 (Yr6 Cohort = 3) 2018 (Yr6 Cohort = 8) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 14.3 34.1 -19.8 40.0 32.7 +7.3 33.3 35.0 -1.7 31.7 S&L 28.6 35.2 -6.6 60.0 31.1 +28.9 33.3 37.2 -3.9 33.3 31.6 +1.7 25.0 38.7 -13.7 Reading 14.3 41.3 -27.0 60.0 42.6 +17.4 44.4 43.1 +1.3 33.3 41.1 -7.8 37.5 46.7 -9.2 Writing 0.0 27.9 -27.9 0.0 26.5 -26.5 0.0 27.8 -27.8 33.3 27.3 +6.0 25.0 33.7 -8.7 Maths 14.3 36.0 -21.7 20.0 33.1 -13.1 33.3 38.7 -5.4 33.3 34.1 -0.8 25.0 39.3 -14.3 Science 14.3 35.5 -21.2 60.0 30.5 +29.5 33.3 36.3 -3.0 33.3 35.7 -2.4 0.0 44.3 -44.3

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 30th Joint 4th Joint 18th 24th 22nd reported using traditional National Curriculum levels Writing Joint 29th (B) Joint 31st (B) Joint 31st (B) 11th Joint 25th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths Joint 29th 25th Joint 23rd Joint 19th 26th Mathematics 46%; Science 40 % Science 27th 3rd Joint 19th 22nd Joint 30th (B) 52

KEWAIGUE PRIMARY SCHOOL

Kewaigue Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational Comparators Needs (SEN) or who have English as an Additional Language (EAL). 71.5 80 69.3 70.7 68.7 Kewaigue 2014 2015 2016 2017 2018 66.3 65 66.7 60.4 60 47.3 School Roll 143 135 129 127 128 40 % Pupils FSM 14 11 9 9.4 7 20 % Pupils SEN 21.4 17.8 18.3 14.2 12.4 % Pupils EAL 0.7 1.5 2.4 3.9 4.7 0 Notes: IOM GLD Ranking (31 schools) 2017 – 3rd 2018 - =18th 2014 2015 2016 2017 2018

For GLD Context Year R Cohorts 2017 = 20; 2018 = 15 % Year Year % Pupils R AttainingGLD Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Kewaigue but variations in data may not give rise to an exact number of pupils.

KEWAIGUE PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 22) 2015 (Yr6 Cohort = 25) 2016 (Yr6 Cohort = 20) 2017 (Yr6 Cohort = 15) 2018 (Yr6 Cohort = 24) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 45.5 34.1 +11.4 40.0 32.7 +7.3 35.0 35.0 0.0 31.7 S&L 31.8 35.2 -3.4 48.0 31.1 +16.9 45.0 37.2 +7.8 53.3 31.6 +21.7 54.0 38.7 +15.3 Reading 50.0 41.3 +8.7 44.0 42.6 +1.4 60.0 43.1 +16.9 60.0 41.1 +18.9 62.0 46.7 +15.3 Writing 27.3 27.9 -0.6 28.0 26.5 +1.5 25.0 27.8 -2.8 26.7 27.3 -0.6 41.0 33.7 +7.3 Maths 27.3 36.0 -8.7 16.0 33.1 -17.1 55.0 38.7 +16.3 40.0 34.1 +5.9 41.0 39.3 +1.7 Science 36.4 35.5 +0.9 32.0 30.5 +1.5 30.0 36.3 -6.3 40.0 35.7 +4.3 50.0 44.3 +5.7 k

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading Joint 9th 17th Joint 5th 6th 6th reported using traditional National Curriculum levels Writing 16th 16th 18th 18th 11th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 21st 29th 8th 13th 16th Mathematics 46%; Science 40 % Science 15th 15th 22nd Joint 13th 13th 53

LAXEY PRIMARY SCHOOL

Laxey Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 94.4 100 Needs (SEN) or who have English as an Additional Language (EAL). 71.5 80 66.3 69.3 70.7 68.7 Laxey 2014 2015 2016 2017 2018 60.4 60 47.3 47.8 School Roll 218 213 221 207 190 40 % Pupils FSM 12 8 11 13.5 12 20 % Pupils SEN 11.0 7.5 5.5 5.8 6.8 % Pupils EAL 2.3 0.5 0.9 3.9 2.1

% Year Year % Pupils R AttainingGLD 0 Notes: IOM GLD Ranking (31 schools) 2017 - 15th 2018 – 2nd 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 23; 2018 = 18 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Laxey but variations in data may not give rise to an exact number of pupils.

LAXEY PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 31) 2015 (Yr6 Cohort = 30) 2016 (Yr6 Cohort = 32) 2017 (Yr6 Cohort = 26) 2018 (Yr6 Cohort = 32) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 38.7 34.1 +4.6 20.0 32.7 -12.7 50.0 35.0 +15.0 31.7 S&L 41.9 35.2 +6.7 20.0 31.1 -11.1 46.9 37.2 +9.7 0 31.6 -31.6 53.0 38.7 +14.3 Reading 51.6 41.3 +10.3 36.7 42.6 -5.9 53.1 43.1 +10.0 57.7 41.1 +16.6 59.0 46.7 +12.3 Writing 35.5 27.9 +7.6 30.0 26.5 -3.5 43.8 27.8 +16.0 0 27.3 -27.3 38.0 33.7 +4.3 Maths 41.9 36.0 +5.9 36.7 33.1 +3.6 43.8 38.7 +5.1 30.8 34.1 -3.3 47.0 39.3 +7.7 Science 38.7 35.5 +3.2 30.0 30.5 -0.5 43.8 36.3 +7.5 53.8 35.7 +18.1 56.0 44.3 +11.7

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 8th 23rd 10th 7th 10th reported using traditional National Curriculum levels Writing 9th 13th 6th Joint 31st (B) 13th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 9th 14th Joint 13th 23rd 11th Mathematics 46%; Science 40 % Science 13th 17th 13th 8th 12th 54

MANOR PARK PRIMARY SCHOOL

ManorPark Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational Comparators 71.5 Needs (SEN) or who have English as an Additional Language (EAL). 80 66.3 69.3 70.7 68.7 Manor Park 2014 2015 2016 2017 2018 60.4 60 53.8 47.3 School Roll 107 121 109 103 96 40 25 % Pupils FSM 66 61 61 54.4 51 20 % Pupils SEN 25.7 22.2 20.8 27.2 34.7 % Pupils EAL 0.0 0.0 0.0 0.0 0.0 0 Notes: IOM GLD Ranking (31 schools) 2017 – 26th 2018 – 29th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 12; 2018 = 13 Year % of pupils with a particular characteristic (EAL etc) varies throughout the

% Year Year % Pupils R AttainingGLD academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Manor Park but variations in data may not give rise to an exact number of pupils.

MANOR PARK PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 11) 2015 (Yr6 Cohort = 15) 2016 (Yr6 Cohort = 15) 2017 (Yr6 Cohort = 13) 2018 (Yr6 Cohort = 15) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 0.0 34.1 -34.1 6.7 32.7 -26.0 0.0 35.0 -35.0 31.7 S&L 0.0 35.2 -35.2 0.0 31.1 -31.1 0.0 37.2 -37.2 0.0 31.6 -31.6 0.0 38.7 -38.7 Reading 18.2 41.3 -23.1 26.7 42.6 15.9 0.0 43.1 -43.1 7.7 41.1 -33.4 6.7 46.7 -40.0 Writing 0.0 27.9 -27.9 0.0 26.5 -26.5 0.0 27.8 -27.8 7.7 27.3 -19.6 0.0 33.7 -33.7 Maths 0.0 36.0 -36.0 6.7 33.1 -26.4 0.0 38.7 -38.7 0.0 34.1 -34.1 0.0 39.3 -39.3 Science 0.0 35.5 -35.5 0.0 30.5 -30.5 0.0 36.3 -36.3 0.0 35.7 -35.7 0.0 44.3 -44.3

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 28th 30th 32nd (B) 32nd (B) 32nd (B) reported using traditional National Curriculum levels Writing Joint 29th (B) Joint 31st (B) Joint 31st (B) 29th 32nd (B) (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 32nd (B) 32nd (B) 32nd (B) 32 (B) 32nd (B) Mathematics 46%; Science 40 % Science Joint 31st (B) Joint 31st (B) 32nd (B) Joint 31st (B) Joint 30th (B) 55

MAROWN PRIMARY SCHOOL

School Contextual Data - % of school pupils (Full Roll) in receipt of Marown Primary School - Year R GLD Attainment Free School Meals (FSM), classified as having Special Educational 2017 & 2018 with Jurisdictional Comparators Needs (SEN) or who have English as an Additional Language (EAL). Marown 2014 2015 2016 2017 2018 80 70.7 71.5 75 66.3 69.3 68.7 70 60.4 61.3 60 School Roll 207 200 206 191 191 47.3 50 % Pupils FSM 5 5 4 2.1 3 40 % Pupils SEN 5.3 6.5 8.3 8.4 7.9 30 % Pupils EAL 4.8 4.5 3.4 3.1 4.2 20 Notes: IOM GLD Ranking (31 schools) 2017 – 7th 2018 – 7th 10 For GLD Context Year R Cohorts 2017 = 31; 2018 = 20 0 % of pupils with a particular characteristic (EAL etc) varies throughout the % Year Year % Pupils R AttainingGLD 2014 2015 2016 2017 2018 academic year as does the school roll. Figures reflect FOI/Tynwald answers Year but variations in data may not give rise to an exact number of pupils.

England IOM Marown

MAROWN PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 29) 2015 (Yr6 Cohort = 27) 2016 (Yr6 Cohort = 39) 2017 (Yr6 Cohort =23) 2018 (Yr6 Cohort = 29) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- English 37.9 34.1 +3.8 29.6 32.7 -3.1 46.2 35.0 +11.2 31.7 S&L 31.0 35.2 -4.2 29.6 31.1 -1.5 38.5 37.2 +1.3 30.4 31.6 -1.2 36.7 38.7 -2.0 Reading 68.9 41.3 +27.6 44.4 42.6 +1.8 61.5 43.1 +18.4 52.2 41.1 +11.1 43.3 46.7 -3.4 Writing 31.0 27.9 +3.1 25.9 26.5 0.6 28.2 27.8 +0.4 26.1 27.3 -1.2 30.0 33.7 -3.7 Maths 58.6 36.0 +22.6 37.0 33.1 +3.9 56.4 38.7 +17.7 43.5 34.1 +9.4 46.7 39.3 +7.4 Science 34.5 35.5 -1.0 29.6 30.5 -0.9 38.5 36.3 +2.2 34.8 35.7 -0.9 43.3 44.3 -1.0

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 2nd 16th 4th 10th 18th reported using traditional National Curriculum levels Writing 13th 19th Joint 15th 19th Joint 20th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 1st 13th 5th 9th 12th Mathematics 46%; Science 40 % Science 16th 19th 16th 21st 17th

MICHAEL PRIMARY SCHOOL

Michael Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparisons School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 100 Needs (SEN) or who have English as an Additional Language (EAL). 71.5 81.8 80 66.3 69.3 70.7 68.7 Michael 2014 2015 2016 2017 2018 60.4 62.5 60 47.3 School Roll 112 110 115 122 117 40 % Pupils FSM 9 6 10 11.5 11.0 20 % Pupils SEN 9.8 17.3 6.1 18.9 15.3 % Pupils EAL 0.0 0.0 0.0 0.0 0.0 0 Notes: IOM GLD Ranking (31 schools) 2017 – =5th 2018 – =5th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 16; 2018 = 12 % Year Year % Pupils R AttainingGLD Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Michael but variations in data may not give rise to an exact number of pupils.

MICHAEL PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 16) 2015 (Yr6 Cohort = 15) 2016 (Yr6 Cohort = 13) 2017 (Yr6 Cohort = 17) 2018 (Yr6 Cohort = 18) School IOM Diff +/- School% IOM% Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) L5(+) L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 56.3 34.1 +22.2 53.3 32.7 +20.6 61.5 35.0 +26.5 S&L 50.0 35.2 +14.8 40.0 31.1 +8.9 30.8 37.2 -6.4 41.2 31.6 +9.6 5.6 38.7 -33.1 Reading 75.0 41.3 +33.7 66.7 42.6 +24.1 76.9 43.1 +33.8 52.9 41.1 +11.8 38.9 46.7 -7.8 Writing 37.5 27.9 +9.6 26.7 26.5 +0.2 61.5 27.8 +33.7 35.3 27.3 +8.0 27.8 33.7 5.9 Maths 37.5 36.0 +1.5 40.0 33.1 +6.9 53.8 38.7 +15.1 29.4 34.1 -4.7 33.3 39.3 -6.0 Science 43.8 35.5 +8.3 46.7 30.5 +16.2 61.5 36.3 +25.2 52.9 35.7 +17.2 27.8 44.3 -16.5

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 1st 3rd 2nd 9th 21st reported using traditional National Curriculum levels Writing 7th 17th 2nd Joint 9th 22nd (4b,5c etc) were: Reading 53% ; Writing 36%; Maths Joint 12th Joint 9th 9th 25th 21st Mathematics 46%; Science 40 % Science 7th 7th 4th Joint 9th 25th 57

ONCHAN PRIMARY SCHOOL

Onchan Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of 71.5 Free School Meals (FSM), classified as having Special Educational 80 70.7 66.3 69.3 68.7 67.7 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 Onchan 2014 2015 2016 2017 2018 60 52.5 47.3 50 40 School Roll 415 418 424 420 442 30 % Pupils FSM 16 18 16 16.2 19 20 % Pupils SEN 27.1 19.4 18.9 16.0 17.7 10 % Pupils EAL 3.9 4.5 3.4 3.6 1.6 0 % Year Year % Pupils R AttainingGLD Notes: IOM GLD Ranking (31 schools) 2017 – 13th 2018 – 17th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 59; 2018 = 68 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Onchan but variations in data may not give rise to an exact number of pupils.

ONCHAN PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 64) 2015 (Yr6 Cohort = 56) 2016 (Yr6 Cohort = 58) 2017 (Yr6 Cohort = 48) 2018 (Yr6 Cohort = 70) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School% IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) L5(+) % L5(+) % L5(+) % L5(+) English 46.9 34.1 +12.8 46.4 32.7 +13.7 53.4 35.0 +18.4 31.7 S&L 43.8 35.2 +8.6 41.1 31.1 +10.0 50.0 37.2 +12.8 31.3 31.6 -0.3 31.0 38.7 -7.7 Reading 45.3 41.3 +4.0 51.8 42.6 +9.2 55.2 43.1 +12.1 62.5 41.1 +21.4 49.0 46.7 +2.3 Writing 42.2 27.9 +14.3 41.1 26.5 +14.6 46.6 27.8 +18.8 31.3 27.3 +4.0 27.0 33.7 -6.7 Maths 37.5 36.0 +1.5 50.0 33.1 +16.9 58.6 38.7 +19.9 54.2 34.1 +20.1 46.0 39.3 +6.7 Science 59.4 35.5 +23.9 44.6 30.5 +14.1 67.2 36.3 +30.9 37.5 35.7 +1.8 44.0 44.3 -0.3

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 14th 11th 8th 5th 16th reported using traditional National Curriculum levels Writing 4th 5th 5th 12th 24th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths Joint 12th 5th 3rd 5th 13th Mathematics 46%; Science 40 % Science 4th 8th 3rd 18th Joint 15th 58

PEEL CLOTHWORKERS’ SCHOOL

Peel Clothworkers' School - Year R GLD Attainment 2017 & 2018 with Jurisdictional School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational Comparators Needs (SEN) or who have English as an Additional Language (EAL). 71.5 80 66.3 69.3 70.7 67.2 68.7 72.2 Peel 2014 2015 2016 2017 2018 60.4 Clothworkers’ 60 47.3 School Roll 355 385 394 419 449 40 % Pupils FSM 20 21 27 23.6 22.0 20 % Pupils SEN 13.0 15.8 14.8 15.3 13.7 % Pupils EAL 7.9 7.8 8.3 7.6 7.9

% Year Year % Pupils R AttainingGLD 0 Notes: IOM GLD Ranking (31 schools) 2017 – 2nd 2018 – 11th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 58; 2018 = 72 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Peel but variations in data may not give rise to an exact number of pupils.

PEEL CLOTHWORKERS’ SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 36) 2015 (Yr6 Cohort = 58) 2016 (Yr6 Cohort = 42) 2017 (Yr6 Cohort = 55) 2018 (Yr6 Cohort = 52) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 36.1 34.1 +2.0 19.0 32.7 -13.7 35.7 35.0 +0.7 31.7 S&L 38.9 35.2 +3.7 20.7 31.1 -10.4 42.9 37.2 +5.7 32.7 31.6 +1.1 44.2 38.7 +5.5 Reading 38.9 41.3 -2.4 31.0 42.6 -11.6 40.5 43.1 -2.6 41.8 41.1 +0.7 53.8 46.7 +7.1 Writing 36.1 27.9 +8.2 15.5 26.5 -11.0 28.6 27.8 +0.8 21.8 27.3 -5.5 34.6 33.7 +0.9 Maths 36.1 36.0 +0.1 22.4 33.1 -10.7 38.1 38.7 -0.6 34.5 34.1 +0.4 50.0 39.3 +10.7 Science 25.0 35.5 -10.5 27.6 30.5 -2.9 54.8 36.3 +18.5 45.5 35.7 +9.8 59.6 44.3 +15.3

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 21st 27th 23rd 17th 13th reported using traditional National Curriculum levels Writing 8th 25th 14th 24th 16th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 15th 22nd 19th 18th Joint 8th Mathematics 46%; Science 40 % Science 22nd 21st 7th 11th 10th 59

RUSHEN PRIMARY SCHOOL

Rushen Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 80 70.7 71.5 72.1 66.3 69.3 68.7 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 Rushen 2014 2015 2016 2017 2018 60 47.350 50 40 School Roll 250 256 255 231 258 30 % Pupils FSM 26 24 25 21.6 21 20 % Pupils SEN 15.5 14.2 14.1 16.5 15.2 10 % Pupils EAL 0.4 1.9 2.4 1.7 3.5 0 % Year Year % Pupils R AttainingGLD Notes: IOM GLD Ranking (31 schools) 2017 – 14th 2018 – 12th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 30; 2018 = 46 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Rushen but variations in data may not give rise to an exact number of pupils.

RUSHEN PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 30) 2015 (Yr6 Cohort = 37) 2016 (Yr6 Cohort = 39) 2017 (Yr6 Cohort = 27) 2018 (Yr6 Cohort = 25) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 6.7 34.1 -27.4 27.0 32.7 -5.7 25.6 35.0 -9.4 31.7 S&L 3.3 35.2 -31.9 18.9 31.1 -12.2 25.6 37.2 -11.6 44.4 31.6 +12.8 40.0 38.7 +1.3 Reading 20.0 41.3 -21.3 43.2 42.6 +0.6 33.3 43.1 -9.8 48.1 41.1 +7.0 60.0 46.7 +13.3 Writing 10.0 27.9 -17.9 35.1 26.5 +8.6 20.5 27.8 -7.3 29.6 27.3 +2.3 40.0 33.7 +6.3 Maths 23.3 36.0 -12.7 24.3 33.1 -8.8 15.4 38.7 -23.3 33.3 34.1 -0.8 24.0 39.3 -15.3 Science 0 35.5 -35.5 32.4 30.5 +1.9 17.9 36.3 -18.4 37.0 35.7 +1.3 24.0 44.3 -20.3

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 26th 18th 25th 12th 9th reported using traditional National Curriculum levels Writing 25th 8th 23rd 16th 12th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 23rd 21st 29th Joint 19th 27th Mathematics 46%; Science 40 % Science Joint 31st (B) 13th 26th 19th 28th 60

SCOILL PURT LE MOIRREY

SPLM - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 71.5 80 69.3 70.7 68.7 66.3 64.7 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 SPLM 2014 2015 2016 2017 2018 60 47.3 50 36 40 School Roll 129 133 138 150 154 30 % Pupils FSM 21 21 23 23.3 19 20 % Pupils SEN 31.5 17.8 9.8 10.7 11.2 10 % Pupils EAL 2.4 2.3 3.5 3.3 2.0

% Year Year % Pupils R AttainingGLD 0 Notes: IOM GLD Ranking (31 schools) 2017 – 23rd 2018 – 24th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 25; 2018 = 17 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM SPLM but variations in data may not give rise to an exact number of pupils.

SPLM “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 13) 2015 (Yr6 Cohort = 15) 2016 (Yr6 Cohort = 26) 2017 (Yr6 Cohort = 22) 2018 (Yr6 Cohort = 20) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- English 23.1 34.1 -11.0 40.0 32.7 +7.3 38.5 35.0 +3.5 31.7 S&L 46.2 35.2 +11.0 26.7 31.1 -4.4 34.6 37.2 -2.6 36.4 31.6 +4.8 25.0 38.7 -13.7 Reading 30.8 41.3 -10.5 60.0 42.6 +17.4 46.2 43.1 +3.1 45.5 41.1 +4.4 30.0 46.7 -16.7 Writing 15.4 27.9 -12.5 33.3 26.5 +6.8 30.8 27.8 +3.0 36.4 27.3 +9.1 25.0 33.7 -8.7 Maths 23.1 36.0 -12.9 46.7 33.1 +13.6 38.5 38.7 -0.2 40.9 34.1 +6.8 40.0 39.3 +0.7 Science 7.7 35.5 -27.8 20.0 30.5 -10.5 42.3 36.3 +6.0 54.5 35.7 +18.8 45.0 44.3 +0.7

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 22nd Joint 4th 16th 14th 27th reported using traditional National Curriculum levels Writing 23rd Joint 9th 12th Joint 6th Joint 25th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 24th 6th 18th 11th Joint 17th Mathematics 46%; Science 40 % Science 28th 26th 15th 7th 14th 61

SCOILL VALLAJEELT

Scoill Vallajeelt - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of 71.5 Free School Meals (FSM), classified as having Special Educational 80 69.3 70.7 68.7 Needs (SEN) or who have English as an Additional Language (EAL). 66.3 64 66.7 70 60.4 Scoill 2014 2015 2016 2017 2018 60 47.3 50 Vallajeelt 40 School Roll 182 182 191 197 203 30 % Pupils FSM 9 9 9 5.1 4 20 % Pupils SEN 10.4 10.6 10.5 11.7 11.0 10 % Pupils EAL 6.0 7.3 8.9 11.7 15.0 0 Notes: IOM GLD Ranking (31 schools) 2017 – 4th 2018 – =18th % Year Year % Pupils R AttainingGLD 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 25; 2018 = 24 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Vallajeelt but variations in data may not give rise to an exact number of pupils.

SCOILL VALLAJEELT “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 27) 2015 (Yr6 Cohort = 28) 2016 (Yr6 Cohort = 22) 2017 (Yr6 Cohort =30) 2018 (Yr6 Cohort = 33) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 40.7 34.1 +6.6 46.4 32.7 +13.7 50.0 35.0 +15.0 31.7 S&L 44.4 35.2 -9.2 17.9 31.1 -13.2 45.5 37.2 +8.3 96.7 31.6 +65.1 48.5 38.7 +9.8 Reading 44.4 41.3 +3.1 53.6 42.6 +11.0 54.5 43.1 +11.4 100.0 41.1 +58.9 60.6 46.7 +13.9 Writing 25.9 27.9 -2.0 46.4 26.5 +19.9 50.0 27.8 +22.2 66.7 27.3 +39.4 45.5 33.7 +11.8 Maths 48.1 36.0 +12.1 17.9 33.1 -15.2 40.9 38.7 +2.2 56.6 34.1 +22.5 57.6 39.3 +18.3 Science 33.3 35.5 -2.2 32.1 30.5 +1.6 18.2 36.3 -18.1 100.0 35.7 +64.3 78.8 44.3 +34.5

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 15th 8th 9th 1st 8th reported using traditional National Curriculum levels Writing 17th 2nd 4th 1st 8th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 5th 27th 17th 4th 5th Mathematics 46%; Science 40 % Science Joint 17th 14th 25th Joint 1st 4th 62

SCOILL YN JUBILEE

Scoill yn Jubilee - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of 71.5 Free School Meals (FSM), classified as having Special Educational 80 69.3 70.7 68.7 Needs (SEN) or who have English as an Additional Language (EAL). 66.3 66.7 70 60.4 59.7 Scoill yn 2014 2015 2016 2017 2018 60 47.3 50 Jubilee 40 School Roll 386 386 383 415 413 30 % Pupils FSM 18 19 20 22.4 21 20 % Pupils SEN 13.4 5.9 11.9 13.3 8.6 10 % Pupils EAL 11.6 14.8 14.0 10.6 16.2 0 Notes: IOM GLD Ranking (31 schools) 2017 – 10th 2018 – =18th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 72; 2018 = 49 % Year Year % Pupils R AttainingGLD Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Jubilee but variations in data may not give rise to an exact number of pupils.

SCOILL YN JUBILEE “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 54) 2015 (Yr6 Cohort = 49) 2016 (Yr6 Cohort = 45) 2017 (Yr6 Cohort = 53) 2018 (Yr6 Cohort = 63) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 38.9 34.1 +4.8 30.6 32.7 -2.1 51.1 35.0 +16.1 31.7 S&L 44.4 35.2 +9.2 49.0 31.1 +17.9 62.2 37.2 +25.0 9.4 31.6 -22.2 32.0 38.7 -6.7 Reading 48.1 41.3 +6.8 28.6 42.6 -14.0 48.9 43.1 +5.8 22.6 41.1 -18.5 52.0 46.7 +5.3 Writing 35.2 27.9 +7.3 10.2 26.5 -16.3 40.0 27.8 +12.2 30.2 27.3 +2.9 32.0 33.7 -1.7 Maths 27.8 36.0 -8.2 18.4 33.1 -14.7 57.8 38.7 +19.1 22.6 34.1 -11.5 33.0 39.3 -6.3 Science 42.6 35.5 +7.1 30.6 30.5 +0.1 53.3 36.3 +17.0 22.6 35.7 -13.1 14.0 44.3 -30.3

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 12th Joint 28th 13th 29th 15th reported using traditional National Curriculum levels Writing 10th 28th 7th 14th 17th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 20th 26th 4th 28th 22nd Mathematics 46%; Science 40 % Science 8th 16th 8th 26th 29th 63

ST. JOHNS SCHOOL

St Johns Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational Needs (SEN) or who have English as an Additional Language (EAL). 100 85 St Johns 2014 2015 2016 2017 2018 71.5 80 66.3 69.3 70.7 68.7 60.4 60 47.3 School Roll 184 173 164 151 138 40 % Pupils FSM 15 14 14 16.6 21 % Pupils SEN 16.7 9.8 19.0 17.9 21.3 20 6.7 % Pupils EAL 0.0 0.0 0.0 0.7 0.7 0 Notes: IOM GLD Ranking (31 schools) 2017 – 30th 2018 – 4th 2014 2015 2016 2017 2018 % Year Year % Pupils R AttainingGLD For GLD Context Year R Cohorts 2017 = 15; 2018 = 20 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM St Johns but variations in data may not give rise to an exact number of pupils.

St. JOHNS PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 30) 2015 (Yr6 Cohort = 28) 2016 (Yr6 Cohort = 27) 2017 (Yr6 Cohort =17) 2018 (Yr6 Cohort = 22) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 23.3 34.1 -10.8 21.4 32.7 -11.3 44.4 35.0 +9.4 31.7 S&L 30.0 35.2 -5.2 21.4 31.1 -9.7 37.0 37.2 -0.2 41.2 31.6 +9.6 31.8 38.7 -6.9 Reading 16.7 41.3 -24.6 35.7 42.6 -6.9 44.4 43.1 +1.3 41.2 41.1 +0.1 31.8 46.7 -14.9 Writing 20.0 27.9 -7.9 21.4 26.5 -5.1 22.2 27.8 -5.6 35.3 27.3 +8.0 22.7 33.7 -11.0 Maths 36.7 36.0 +0.7 46.4 33.1 +13.3 55.6 38.7 +16.9 47.1 34.1 +13.0 31.8 39.3 -7.5 Science 40.0 35.5 +4.5 0.0 30.5 -30.5 51.9 36.3 +15.6 52.9 35.7 +17.2 27.3 44.3 -17.0

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 29th 24th Joint 18th 18th 26th reported using traditional National Curriculum levels Writing 22nd Joint 20th Joint 20th Joint 9th 28th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 14th 7th Joint 6th 6th Joint 23rd Mathematics 46%; Science 40 % Science Joint 11th Joint 31st (B) 10th Joint 9th 26th 64

ST MARY’S RC SCHOOL

St. Mary's RC Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational Comparators Needs (SEN) or who have English as an Additional Language (EAL). 71.5 80 69.3 70.7 68.7 St Mary’s RC 2014 2015 2016 2017 2018 66.3 66.7 60.4 60 47.3 47.5 School Roll 293 306 308 309 287 40 % Pupils FSM 19 19 21 19 17 20 % Pupils SEN 13.7 14.7 17.9 16.2 8.7 % Pupils EAL 17.5 22.1 24.1 23.9 22.1 0 Notes: IOM GLD Ranking (31 schools) 2017 – 16th 2018 – =18th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 40; 2018 = 33 Year % of pupils with a particular characteristic (EAL etc) varies throughout the

% Year Year % Pupils R AttainingGLD academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM St Mary's but variations in data may not give rise to an exact number of pupils.

St. MARY’s RC PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 37) 2015 (Yr6 Cohort = 45) 2016 (Yr6 Cohort = 33) 2017 (Yr6 Cohort = 34) 2018 (Yr6 Cohort = 35) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 40.5 34.1 +6.4 33.3 32.7 +0.6 36.4 35.0 +1.4 31.7 S&L 40.5 35.2 +5.3 33.3 31.1 +2.2 39.4 37.2 +2.2 2.9 31.6 -28.7 25.0 38.7 -13.7 Reading 40.5 41.3 -0.8 40.0 42.6 -2.6 45.5 43.1 +2.4 14.7 41.1 -26.4 28.0 46.7 -18.7 Writing 40.5 27.9 +12.6 28.9 26.5 +2.4 27.3 27.8 -0.5 20.6 27.3 -6.7 22.0 33.7 -11.7 Maths 51.4 36.0 +15.4 28.9 33.1 -4.2 33.3 38.7 -5.4 11.8 34.1 -22.3 14.0 39.3 -25.3 Science 32.4 35.5 -3.1 26.7 30.5 -3.8 33.3 36.3 -3.0 8.8 35.7 -26.9 31.0 44.3 -13.3

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 20th 21st 17th 31st 29th reported using traditional National Curriculum levels Writing 6th 14th 17th 26th 29th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 2nd 18th Joint 23rd 31st 30th Mathematics 46%; Science 40 % Science 20th Joint 22nd Joint 19th 29th 23rd 65

ST THOMAS’ CE SCHOOL

St. Thomas' CE Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational Comparators Needs (SEN) or who have English as an Additional Language (EAL). 71.5 80 66.3 69.3 70.7 68.7 St. Thomas’ 2014 2015 2016 2017 2018 60.4 CE 60 50 47.3 School Roll 73 66 66 72 58 40 23.5 % Pupils FSM 12 3 5 5.6 5.0 20 % Pupils SEN 13.7 13.0 14.9 13.9 8.5 % Pupils EAL 0.0 0.0 0.0 0.0 1.7 0 th th

% Year Year % Pupils R AttainingGLD Notes: IOM GLD Ranking (31 schools) 2017 – 27 2018 – 30 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 17; 2018 = 6 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM St Thomas' but variations in data may not give rise to an exact number of pupils.

St. THOMAS’ CE PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 13)) 2015 (Yr6 Cohort = 7) 2016 (Yr6 Cohort = 9) 2017 (Yr6 Cohort = 9) 2018 (Yr6 Cohort = 9) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) % L5(+) English 7.7 34.1 -26.4 57.1 32.7 +24.4 33.3 35.0 -1.7 31.7 S&L 30.8 35.2 -4.4 57.1 31.1 +26.0 55.6 37.2 +18.4 22.2 31.6 -9.4 55.5 38.7 +16.8 Reading 7.7 41.3 -33.6 42.9 42.6 +0.3 44.4 43.1 +1.3 44.4 41.1 +3.3 44.4 46.7 -2.3 Writing 0.0 27.9 -27.9 42.9 26.5 +16.4 33.3 27.8 +5.5 0 27.3 -27.3 55.5 33.7 +21.8 Maths 30.8 36.0 -5.2 28.6 33.1 -4.5 55.6 38.7 +16.9 44.4 34.1 +10.3 77.7 39.3 +38.4 Science 38.5 35.5 +3.0 57.1 30.5 +26.6 44.4 36.3 +8.1 55.6 35.7 +19.9 77.7 44.3 +33.4

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 31st Joint 19th Joint 18th 16th 17th reported using traditional National Curriculum levels Writing Joint 29th (B) Joint 3rd 11th Joint 31st (B) 4th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 17th 19th Joint 6th 8th 1st Mathematics 46%; Science 40 % Science 14th 4th Joint 11th 6th 5th 66

SULBY PRIMARY SCHOOL

Sulby Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 100 85.7 Needs (SEN) or who have English as an Additional Language (EAL). 71.5 80 66.3 69.3 70.7 68.7 Sulby 2014 2015 2016 2017 2018 60.4 60 47.3 43.5 School Roll 161 163 156 152 153 40 % Pupils FSM 11 6 6 7.9 8 20 % Pupils SEN 9.5 8.6 8.3 9.9 8.5 % Pupils EAL 2.5 4.3 5.1 3.9 4.6

% Year Year % Pupils R AttainingGLD 0 Notes: IOM GLD Ranking (31 schools) 2017 – 17th 2018 – 3rd 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 23; 2018 = 20 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Sulby but variations in data may not give rise to an exact number of pupils.

SULBY PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 20) 2015 (Yr6 Cohort = 23) 2015 (Yr6 Cohort = 23) 2017 (Yr6 Cohort = 22) 2018 (Yr6 Cohort = 20) School IOM Diff +/- School IOM Diff +/- School IOM% Diff +/- School IOM Diff +/- School IOM Diff +/- % L5 (+) % L5 (+) % L5 (+) % L5 (+) % L5 (+) L5 (+) % L5 (+) % L5 (+) % L5 (+) % L5 (+) English 45.0 34.1 +10.9 39.1 32.7 +6.4 24.0 35.0 -11.0 31.7 35.0 S&L 30.0 35.2 -5.2 52.1 31.1 +21.0 20.0 37.2 -17.2 50.0 31.6 +18.4 35.0 38.7 -3.7 Reading 60.0 41.3 +18.7 47.8 42.6 +5.2 28.0 43.1 -15.1 40.9 41.1 -0.2 35.0 46.7 -11.7 Writing 45.0 27.9 +17.1 30.4 26.5 +3.9 16.0 27.8 -11.8 36.4 27.3 +9.1 30.0 33.7 -3.7 Maths 30.8 36.0 -5.2 17.4 33.1 -15.7 4.0 38.7 -34.7 36.4 34.1 +2.3 40.0 39.3 +0.7 Science 40.0 35.5 +4.5 39.1 30.5 +8.6 20.0 36.3 -16.3 36.4 35.7 +0.7 35.0 44.3 -9.3

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 5th 14th 29th 19th 25th reported using traditional National Curriculum levels Writing 3rd 12th 28th Joint 6th Joint 20th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 18th 28th 31st 17th Joint 17th Mathematics 46%; Science 40 % Science Joint 11th 11th 24th 20th 20th 67

VICTORIA ROAD PRIMARY SCHOOL

VICTORIA ROAD PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 28) 2015 (Yr6 Cohort = 24) 2016 (Yr6 Cohort = 30) 2017 (Yr6 Cohort = 34) 2018 (Yr6 Cohort = 23) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- % L5 (+) % L5 (+) % L5 (+) % L5 (+) % L5(+) % L5 (+) % L5 (+) % L5(+) % L5 (+) English 17.9 34.1 -16.2 25.0 32.7 -7.7 33.3 35.0 -1.7 31.7 S&L 25.0 35.2 -10.2 12.5 31.1 -18.6 40.0 37.2 +2.8 23.5 31.6 -8.1 45.8 38.7 +7.1 Reading 28.6 41.3 -12.7 33.3 42.6 -9.3 43.3 43.1 +0.2 26.5 41.1 -14.6 41.7 46.7 -5.0 Writing 10.7 27.9 -17.2 20.8 26.5 -5.7 20.0 27.8 -7.8 23.5 27.3 -3.8 37.5 33.7 +3.8 Maths 17.9 36.0 -18.1 20.8 33.1 -12.3 36.7 38.7 -2.0 26.5 34.1 -7.6 20.8 39.3 -18.5 Science 21.4 35.5 -14.1 16.7 30.5 -13.8 56.7 36.3 +20.4 32.4 35.7 -3.3 33.3 44.3 -10.0

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading Joint 23rd Joint 25th 22nd 26th 20th reported using traditional National Curriculum levels Writing 24th 22nd 24th 22nd 14th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 27th 24th 21st 26th 28th Mathematics 46%; Science 40 % Science Joint 24th 27th 6th 23rd 22nd 68

WILLASTON PRIMARY SCHOOL

Willaston Primary School - Year R GLD Attainment 2017 & 2018 with Jurisdictional Comparators School Contextual Data - % of school pupils (Full Roll) in receipt of Free School Meals (FSM), classified as having Special Educational 80 70.7 71.5 74.1 66.3 69.3 68.7 Needs (SEN) or who have English as an Additional Language (EAL). 70 60.4 60.9 Willaston 2014 2015 2016 2017 2018 60 47.3 50 40 School Roll 180 186 190 192 196 30 % Pupils FSM 38 42 37 40.6 37 20 % Pupils SEN 23.9 22.3 23.3 27.1 26.9 10 % Pupils EAL 0.6 2.1 2.6 2.6 3.0

% Class Class % Pupils R Attaining GLD 0 Notes: IOM GLD Ranking (31 schools) 2017 – 8th 2018 – 9th 2014 2015 2016 2017 2018 For GLD Context Year R Cohorts 2017 = 23; 2018 = 27 Year % of pupils with a particular characteristic (EAL etc) varies throughout the academic year as does the school roll. Figures reflect FOI/Tynwald answers England IOM Willaston but variations in data may not give rise to an exact number of pupils.

WILLASTON PRIMARY SCHOOL “DASHBOARD” 2014-18 - % YEAR 6 PUPILS ATTAINING LEVEL 5 (+) COMPARED TO ISLAND AVERAGE 2014 (Yr6 Cohort = 26) 2015 (Yr6 Cohort = 28) 2016 (Yr6 Cohort = 26) 2017 (Yr6 Cohort = 20) 2018 (Yr6 Cohort = 22) School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- School IOM Diff +/- English 11.5 34.1 -22.6 17.9 32.7 -14.8 15.4 35.0 -19.6 31.7 S&L 15.4 35.2 -19.8 7.1 31.1 -24.0 15.4 37.2 -21.8 30.0 31.6 -1.6 31.5 38.7 -7.2 Reading 19.2 41.3 -22.1 25.0 42.6 -17.6 34.6 43.1 -8.5 35.0 41.1 -6.1 36.4 46.7 -10.3 Writing 7.7 27.9 -20.2 21.4 26.5 -5.1 19.2 27.8 -8.6 25.0 27.3 -2.3 31.8 33.7 -1.9 Maths 15.4 36.0 -20.6 21.4 33.1 -11.7 26.9 38.7 -11.8 30.0 34.1 -4.1 31.8 39.3 -7.5 Science 3.8 35.5 -31.7 10.7 30.5 -19.8 26.9 36.3 -9.4 40.0 35.7 +4.3 40.9 44.3 -3.4

School Island-wide L5 (+) ranking (Total of 32 Primary Schools) Notes: All England (State Schools) Teacher Assessed 2014 2015 2016 2017 2018 Level 5 (+) Averages for 2015 (the last year England Reading 27th 31st 24th 22nd 24th reported using traditional National Curriculum levels Writing 27th Joint 20th 25th 21st 18th (4b,5c etc) were: Reading 53% ; Writing 36%; Maths 28th 24th 25th 24th Joint 23rd Mathematics 46%; Science 40 % Science 30th 28th 23rd Joint 13th 19th