Although there are many ways in which the success of a school and its pupils can be ‘measured’, the performance of a school is measured nationally in a number of ways:
Our performance data is shown below. You can also access nationally-published performance data about our school via the DfE Performance Tables (updated in November each year). |
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Key Stage 1 and Key Stage 2 Outcomes Please note that the way in which the attainment and progress of pupils are reported nationally for Key Stage 1 and Key Stage 2 (for all schools) changed in 2016. We moved from reporting old national curriculum levels (Level 2, Level 3, Level 4, etc.) to reporting whether or not children meet the expectations of their age group and, in the case of Year 6, a scaled score (ranging from -80 to 120, where 100 is average and 110 usually indicates working at a ‘greater depth’) which shows the extent to which children do or do not meet the expected standard in reading, grammar, punctuation and spelling, and mathematics. Writing does not have a scaled score. |
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Key Stage 2 Outcomes (Year 6) – National figures are shown in brackets () Please note that due to the COVID-19 pandemic, Key Stage 2 tests did not take place in Summer 2020 and Summer 2021. Testing resumed in Summer 2022. The school has published the outcomes for Summer 2022 but these have not been published by the Government on their DfE Performance Tables website. Summer 2023 outcomes will be reported after the checking process by the Department for Education.
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Key Stage 1 Outcomes (Year 2) – National figures are shown in brackets () Please note that for Summer 2020, no results were published due to school closure (COVID-19)..
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Year 1 Phonics Test At the end of Year 1, we assess children’s awareness of phonics, that is the letters and sounds that are used to make words. The national Year 1 Phonics Screening test aims to test children’s phonological awareness and their ability to combine letters and sounds to read words. Children have to read 40 words which increase in difficulty through the test. Some of the words are real words (e.g. mat, drip, switch). Other words are ‘made up’ or pseudo words which means that they are not real words but can still be ‘read’ by sounding out and blending their letters and sounds, e.g. blarb, grabe, drisk. These words are referred to as ‘alien’ words by the children and in the test. Please note that for Summer 2020, no results were published due to school closure (COVID-19).
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Early Years Foundation Stage (EYFS) At the end of Reception (the final year of EYFS), the children are assessed against 17 Early Learning Goals. They are assessed as either Emerging (towards towards the goal), Expected (achieved the goal) or Exceeded (working beyond the goal) for each of the 17 Early Learning Goals. If a child achieves at least the expected level in a set of 12 Early Learning Goals, including reading, writing and mathematics, they are said to have achieved a Good Level of Development. More information about the Early Learning Goals can be found here. Please note that for Summer 2020, no results were published due to school closure (COVID-19).
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Attendance Attendance performance is reported as percentage of the total possible attendance of pupils aged 5 years and over (compulsory school age). Please note that for 2019 – 2020, no attendance figures were published due to school closure (COVID-19).
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