Performance

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:

  • achievement at the end of the Early Years Foundation Stage (Reception)
  • results of the Year 1 phonics test
  • pupil attainment and achievement at Key Stage 1 (Year 2)
  • pupil attainment and achievement at Key Stage 2 (Year 6)
  • pupil progress between Key Stage 1 (Year 2) and Key Stage 2 (Year 6)
  • attendance

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).

 

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.

 

Key Stage 2 Outcomes (Year 6) – National figures are shown in brackets ()

SUMMER 2019 Reading Writing Maths RW&M GPS
Expected Standard or above 94% (73%) 81% (78%) 90% (79%) 77% (65%) 87% (78%)
Higher Standard 55% (27%) 29% (20%) 42% (27%) 26% (11%) 55% (36%)
Average Scaled Score 110 (104) N/A 108 (105) N/A 110 (106)
Average Progress 6.4 2.00 3.6 N/A N/A
SUMMER 2018 Reading Writing Maths RW&M GPS
Expected Standard or above 97% (75%) 90% (78%) 87% (76%) 79% (64%) 97% (78%)
Higher Standard 55% (24%) 14% (20%) 21% (24%) 10% (10%) 45% (34%)
Average Scaled Score 109 (105) N/A 105 (104) N/A 110 (105)
Average Progress 3.3 0.1 0.7 N/A N/A
SUMMER 2017 Reading Writing Maths RW&M GPS
Expected Standard or above 83% (72%) 70% (76%) 87% (75%) 68% (61%) 90% (77%)
Higher Standard 40% (35%) 7% (18%) 33% (23%) 3% (9%) 53% (31%)
Average Scaled Score 107 (104) N/A 107 (104) N/A 110 (106)
Average Progress 4.7 -0.3 3.7 N/A N/A
SUMMER 2016 Reading Writing Maths RW&M GPS
Expected Standard or above 76% (66%) 86% (74%) 93% (70%) 76% (51%) 93% (72%)
Higher Standard 31% (19%) 35% (15%) 49% (17%) 10% (5%) 55% (22%)
Average Scaled Score 104 (103) N/A 108 (103) N/A 110 (104)
Average Progress 0.3 2.5 4.0 N/A N/A

 

Key Stage 1 Outcomes (Year 2) – National figures are shown in brackets ()

SUMMER 2019 Reading Writing Maths    
Expected Standard or above 73% (75%) 70% (69%) 67% (76%)    
Higher Standard 27% (25%) 17% (15%) 20% (22%)    
SUMMER 2018 Reading Writing Maths    
Expected Standard or above 80% (75%) 73% (70%) 80% (76%)    
Higher Standard 27% (26%) 17% (16%) 27% (22%)    
SUMMER 2017 Reading Writing Maths    
Expected Standard or above 63% (76%) 48% (68%) 63% (75%)    
Higher Standard 17% (25%) 13% (16%) 20% (21%)    
SUMMER 2016 Reading Writing Maths    
Expected Standard or above 77% (74%) 67% (65%) 70% (73%)    
Higher Standard 23% (24%) 17% (13%) 27% (18%)    

 

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.

  • 2019 : 77% (82%) of Year 1 pupils met the required standard
  • 2018 : 70% (83%) of Year 1 pupils met the required standard
  • 2017 : 100% (81%) of Year 1 pupils met the required standard 
  • 2016 : 93% (77%) of Year 1 pupils met the required standard 

 

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.

  • 2019 : 79% of pupils achieved a Good Level of Development
  • 2018 : 80% of pupils achieved a Good Level of Development
  • 2017 : 73% of pupils achieved a Good Level of Development
  • 2016 : 83% of pupils achieved a Good Level of Development

 

Attendance

Attendance performance is reported as percentage of the total possible attendance of pupils aged 5 years and over (compulsory school age).

  • 2018 – 2019 : 96.9% (3.2% persistent absence)
  • 2017 – 2018 : 96.9% (4.3% persistent absence)
  • 2016 – 2017 : 96.8% (4.9% persistent absence)
  • 2015 – 2016 : 97.2%
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