Performance Data

The government will not publish KS2 school level data for the 2021 to 2022 academic year. They have archived data from the 2018 to 2019 academic year because they recognise that the data from that year may no longer reflect current performance. We will continue to display data for the last complete year before the pandemic, 2018-19, until government guidance changes.

The information below compares the attainment of our pupils in 2019 with local authority and national averages.

Early Years Foundation Stage

67% of pupils in Reception attained a Good Level of Development against the Early Years framework. A 1.5% increase in attainment outcomes and an average of 2.2 progress points were made compared to last year. This is just below the national average of 71.7% and closer to LA average at 70.3%. We were externally moderated this year. Previously we have been proud to achieve a 3-year trend of attainment above national averages. This year our cohort (33% SEN) has also worked extremely hard, making good progress. All children have made good progress from their baseline assessments.

A Good Level of Development is defined as children working at the expected standard or exceeding the expected standard in the key areas of literacy, maths, physical development, communication and language and personal, social and emotional development.

Year One Phonic Screening

75% of pupils in Year One attained the expected standard in the Phonic Screening test. Although this is lower than last year and lower than the national average (82%) and lower than the local authority average (79%), we are proud of the progress the children have made (+7.5 average point score better than last year) Only 19% were on track to pass in March. This cohort also has a higher than average level of needs (25% SEN).

Key Stage One Results

At the end of KS1 (Yr2), teachers are required to assess each child in the areas of reading, writing and maths. National Curriculum assessment tests are used to support teachers’ judgments.

The system of national curriculum levels has been removed and the new measures are as follows:

Expected Standard – Working at the expected standard for a child at the end of Year 2

Greater Depth – Working at greater depth within the expected standard, with a strong understanding of the curriculum.

Attainment in KS1 has continued to improve. A slight increase on last year’s results with a smaller cohort of pupils (5 less) was achieved.

 Expected Standard or AboveGreater Depth

Key Stage Two Results

Children in Year 6 are also assessed on their knowledge and understanding of the curriculum.

The results of the SATs (tests) are reported using a scaled score, where a score of 100 represents the expected standard. The highest possible score is 120 and the lowest is 80.

Children are awarded one of the following Teacher Assessment judgments in writing:

Expected Standard – Working at the expected standard for their age

Greater Depth – Working at greater depth within the expected standard and has a strong understanding of the curriculum.

In addition to these measures and in line with requirements, we have reported the percentage of children achieving a High Standard. Children with a scaled score of 110 and above are included in this group.

Year 6 pupils were assessed in reading, writing, grammar, punctuation and spelling, and maths.

Subject areasSchool outcomes (23 pupils)NationalGreater Depth
Combined (R,W & M)30%65%4%

Progress Scores:
Reading: -4.4
Writing: -3.3
Maths: -5.4

Average Scores:
Reading: 99
Writing: 98

NB: Our outcomes are disappointing and don’t reflect the teacher assessments and tracking throughout the year. We are proud of the in-year progress the children have made. The children that attended our Y6 boosters made good progress as a result (see booster impact report). Plans are in place for targeted intervention and further booster support throughout school in order to raise attainment and make accelerated progress.