Mosaic Federation- Valley View Primary School 

For the breakdown of attendance at meetings and organisation of committees please see governance arrangements.

Valley View Primary School

Governors’ Impact Statement: Academic Progress and School Development 2024-2025

Context and Objective

This impact statement provides an overview of the positive outcomes achieved over the academic year 2024-2025 and highlights the next steps for continued school improvement. The objective is to review the progress made in academic achievement and personal development in line with the school’s vision and priorities, and the expectations set out by the most recent Ofsted inspection.

Actions Taken

  • Maintained a strong focus on early years provision resulting in EYFS data slightly above national averages.
  • Delivered targeted phonics teaching leading to phonics outcomes significantly above national averages.
  • Implemented strategies to improve multiplication skills, with outcomes surpassing 2024 and 25 national averages.
  • Addressed KS2 areas by reviewing and refining teaching practice, particularly in mathematics.
  • Developed and executed a responsive school improvement plan to address lower KS2 maths outcomes in 2024, resulting in a marked improvement in 2025.
  • Continued to nurture the school’s strengths in behaviour, attitudes, personal development, leadership, and Early Years provision, as recognised by Outstanding Ofsted outcomes.

Impact and Outcomes

  • Early Years Foundation Stage (EYFS): Achieved data slightly above national averages, ensuring children start school with a strong foundation despite many beginning below typical skill levels.
  • Phonics: Outcomes significantly exceeded national averages, reflecting effective targeted teaching and early literacy support.
  • Multiplication Check: Pupils performed above national averages, demonstrating solid numeracy skills development.
  • Key Stage 1 (KS1): Outcomes are in line with national averages. A focus on higher standard writing has been identified as an ongoing priority to raise attainment further.
  • Key Stage 2 (KS2):
    • Reading outcomes are above national averages but slightly below writing and mathematics; higher standard reading attainment is being reviewed with three remarks currently in process.
    • Writing outcomes exceed national averages, showing clear progress and effective teaching strategies.
    • Mathematics outcomes are notably strong, surpassing national averages, with 90% of pupils achieving the expected standard and 30% exceeding it in 2025, following targeted improvement planning.
    • GPS outcomes are in line with national averages; however, higher standard GPS remains an area for further development- particularly in spelling.
    • Combined subject outcomes are above national averages, reflecting well-rounded academic achievement.
  • Behaviour, Attitudes, and Personal Development: Outstanding Ofsted judgements reflect the school’s success in fostering a safe, respectful, and enthusiastic learning environment.
  • Leadership and Management: Effective governance and school leadership have been instrumental in driving improvements and maintaining high standards of teaching and pupil achievement.

Connection to School Priorities

These outcomes align closely with the school’s priorities to raise attainment in math and extend challenge across all subjects. The progress made towards improving math feedback and arithmetic interventions directly addresses Ofsted’s recommendation to improve pupils’ outcomes in math at ARE and HS. The sustained focus on personal development and behaviour supports the school’s vision of nurturing well-rounded, confident children prepared for future learning stages.

Conclusion and Next Steps

Overall, the school has made significant progress in key areas, with data reflecting strong academic outcomes and outstanding personal development. The continued focus on enhancing higher standard attainment in writing, reading, and GPS will be prioritised.

Changes in staffing have also resulted in ensuring consistency in EYFS and developing new staff are a priority in 2025-26.

Governors and school leaders remain committed to refining feedback mechanisms and providing additional challenge to ensure all children reach their full potential. This sustained ambition and rigorous self-evaluation underpin the school’s journey of continuous improvement, ensuring pupils are exceptionally well prepared for their next stages of education.