A Venn Academy Trust School

– Together we will…

Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible.

Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.

Performance Data

At Brooke Primary Academy we strive to support each child to achieve their personal best.

Early Years Foundation Stage – 2023

At the end of a Foundation Stage, the children are assessed using the early learning goals in the Statutory Framework for Early Years Foundation Stage.

At Brooke Primary Academy, there were 39 children in the cohort in 2023. 74% of these children achieved a Good Level of Development.

More information can be found here:

Statutory framework for the early years foundation stage (publishing.service.gov.uk)

Year One – Phonics Screening Check – 2023

At Brooke Primary Academy, we work hard to ensure that all gaps in phonics knowledge are closed, resulting in high levels of pupils achieving full marks of the phonics screening check. In 2022, 83% of Year One children achieved the expected standard in their phonics screening check. In 2023, this figure increased to 90%.

Year Two – Phonics Screening Check – 2023

At the end of Year Two, children who did not pass the Phonics Screening Check when they were in Year One, had to resit the check. By the end of Year Two in 2023, 93% of the children passed the Phonics Screening Check.

More information can be found here:

2023 phonics screening check: pupils’ materials – standard (publishing.service.gov.uk)

KS1 Statutory Assessment Tests (SATS) – 2023

At the end of each Key Stage children are judged to be working at the expected standard in reading, writing and mathematics. Some children may be judged to be working above the expected standard and some may be assessed to be working below the standard.

At the end of Key Stage One (Year Two) the assessment is based on the class teacher’s assessment of the children’s ability.

We had 28 children in the cohort in 2023, and of this group:

  • 64% of the children achieved the expected standard in reading.
  • 57% of the children achieved the expected standard in writing.
  • 68% of the children achieved the expected standard in mathematics.
  • 57% of the children achieved the expected standard in reading, writing and mathematics

End of Year Four – 2023

At the end of Year Four, children have to take a multiplication tables check which is an online assessment. The test involves 25 multiplication tables questions.

We had 38 children in the cohort in 2023, and of this group:

  • 52% of the children scored 25.
  • 76% of the children scored 21 – 25.
  • 24% of the children scored 16 – 20.
  • The average score for the children in Year Four was 23 compared to a national figure of 20.4

More information can be found here:

2023_Information_for_parents_Multiplication_tables_check_Nov_22_PDFA

KS2 Statutory Assessments (SATS) – 2023

At the end of a Key Stage children are judged to be either working at the expected standard or not. Some children may be judged to be working above the expected standard.

At the end of Key Stage Two (Year Six) children’s raw test scores are converted to a scaled score, where 100 is the national expectation.

At Brooke Primary Academy, we had 54 children in the cohort in 2023, and of this group:

  • 65% of the children achieved the expected standard in reading.
  • 72% of the children achieved the expected standard in writing.
  • 72% of the children achieved the expected standard in the grammar, punctaution and spelling test.
  • 65% of the children achieved the expected standard in mathematics.
  • 54% of the children achieved the expected standard in reading, writing and mathematics.

KS2 Statutory Assessment Tests (SATS) 

  • Published data for 2021 and 2022 is not available. This is because statutory assessments returned for the first time since 2019 without adaptations, after disruption caused by the pandemic.

2019

  • At the end of Key Stage Two 70% of Year Six children achieved expected standard in reading, with 20% achieving a higher standardised score of 110+.
  • At the end of Key Stage Two 77% of Year Six children achieved expected standard in writing, with 5% achieving a greater depth standard.
  • At the end of Key Stage Two 83% of Year Six children achieved expected standard in mathematics, with 22% achieving a higher standardised score of 110+.
  • At the end of Key Stage Two 87% of Year Six children achieved expected standard in the English grammar, punctuation and spelling test, with 23% achieving a higher standardised score of 110+.
  • 60% of the cohort achieved the expected standard in reading, writing and mathematics combined.

Further information

Reading and Phonics: The school is committed to ensuring all pupils learn to read. Effective training and support for teachers, along with appropriate reading materials and catch-up sessions, help pupils read accurately and confidently.

Positive Behaviour: Changes in how behaviour is managed have helped pupils reflect on their feelings and make better choices. This has resulted in positive behaviour during lessons and playtimes.

Support for SEND: The school effectively identifies and supports pupils with special educational needs and/or disabilities (SEND), involving parents in the assessment process and adapting lessons to help these pupils build new knowledge.

Safeguarding: The school has effective safeguarding arrangements, creating an open and positive culture that prioritises pupils’ interests.

Extracurricular Activities: There is a wide range of clubs available, such as football, rugby, forest school, and choir, which help develop pupils’ talents and interests.

Curriculum and Learning: The curriculum is well-considered, building on previous learning to deepen understanding. While assessment systems need improvement, the school’s overall approach helps in identifying and supporting pupils’ needs.

Promotion of Values: Pupils learn about diversity and British values through various activities and demonstrate positive attitudes and respect for others. The school also encourages community involvement, such as the choir singing in residential homes and helping at the local food bank.

School Environment: The academy is described as a warm and welcoming place where pupils feel safe and happy. Respectful and positive relationships are central to the school’s environment.

Overall Effectiveness: The school is rated “Good” in all categories, including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

Governance and Leadership: Trustees and governors are skilled and committed, regularly visiting the school and maintaining an accurate picture of its operations to ensure continued improvement.

Early Years Provision: The early years setting promotes positive relationships and collaboration among children. Adults model effective communication and use assessment well to engage children in their learning.

Anti-Bullying: Pupils respect each other, believe in the school’s values, and feel confident that any issues, including bullying, would be resolved quickly by adults.

High Expectations and Progress: The school sets high expectations for all pupils, which are being met. Parents appreciate the support and information provided by the staff and are pleased with the progress their children make.