65% of pupils in Reception attained a Good Level of Development against the Early Years framework. This is just below the national average of 71%. Previously we have been proud to have achieved a 3 year trend of attainment above national averages. This year our cohort (45% 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.
81% of pupils in Year One attained the expected standard in the Phonic Screening test. Although this is slightly below the national average (87%) it is in line with the local authority average (81%) Again we are proud of the progress the children have made – 74% more achieved national expectations compared to the baseline outcomes. This cohort also has a higher than average level of needs (28% are EAL and 29% SEN).
25% (1/4) of pupils passed their Y2 Phonics re-sit. 1 child was absent and the other 2 made good progress from last year’s score, giving us an 86% Y1/2 combined outcome.
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’ judgements.
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 years results with a smaller cohort of pupils (5 less) was achieved.
|Expected Standard or Above||Greater Depth|
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 judgements 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 areas||School outcomes||National||Greater Depth|
|Combined (R,W & M)||44%||64%||0%|
NB: Our outcomes are disappointing and don’t reflect the teacher assessments and tracking throughout the year. We are proud of our writing results that have improved by 12% from last year, with more pupils achieving greater depth. 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.
Progress of pupils from year 2 to year 6 is also measured and reported, with progress in line with the national reported as 0.
|Based on test outcomes|