Achievement - how are all our children doing?

From a range of starting points, Meridian children make excellent progress within a rich and creative curriculum and flourish academically, socially and emotionally.

The progress of every child, whatever their starting point, really matters to us. We believe that ability is not fixed and we ensure all our children are challenged, whatever their current levels of attainment. Always seeking new and creative ways to make learning fun and relevant to our children, we provide a broad and balanced curriculum which Ofsted recognises is, ‘nurturing children’s talents, broadening their horizons, engaging their curiosity and fuelling their imagination’.

In recent years, a new national curriculum and a new assessment framework have been introduced. Throughout this change, consistently high achievement at Meridian has been sustained.

Children make a great start in the Early Years and strong progress over time ensures that our children leave us at the end of Year 6 ready for their choice of secondary school. In 2018, once again, Meridian Y6 children achieved results significantly higher than national at the new more challenging standard. Likewise, EYFS and KS1 results have been sustained at above national.

High attaining children
We are proud of the fact that a higher percentage of Meridian children continue to achieve the ‘higher standard’ at the end of EYFS, KS1 and KS2 than is the case nationally, demonstrating how high attaining children at Meridian are challenged to reach their potential. The progress our children make over time continues to be greater than national, significantly so in reading and writing.

Disadvantaged children
Achievement for Meridian disadvantaged children (those eligible for the pupil premium grant) has improved year on year so that since 2016 these children have attained higher than ‘other’ non-disadvantaged children nationally by the end of KS2.

Children with special educational needs and disabilities
As a group, children with special educational needs and disabilities (SEND) achieve more highly than SEND children nationally. Unless our deaf children have additional significant and complex needs, they achieve at least as well as their hearing peers.

We continue to explore ways to create opportunities for all our children to succeed and to prepare them for their future as resilient lifelong learners.

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