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 links below:

Key Stage 1 and Key Stage 2 Results (2016 changes)

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 met 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) which shows extent to which children did or not meet expectations in reading, grammar and punctuation, and mathematics.

National figures are shown in brackets ()

Key Stage 2 (Year 6)

  • 2018 : 79% (64%) of pupils achieved the expected standard in Reading, Writing and Mathematics
  • 2017 : 67% (61%) of pupils achieved the expected standard in Reading, Writing and Mathematics
  • 2016 : 73% (53%) of pupils achieved the expected standard in Reading, Writing and Mathematics

Key Stage 1 (Year 2)

  • 2018 : 73% of pupils achieved the expected standard in Reading, Writing and Mathematics
  • 2017 : 63% of pupils achieved the expected standard in Reading, Writing and Mathematics
  • 2016 : 60% of pupils achieved the expected standard in Reading, Writing and Mathematics

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 tests 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 psuedo 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 in the test.

  • 2018 : 70% (83%) of pupils met the required standard
  • 2017 : 100% (81%) of pupils met the required standard 
  • 2016 : 93% (77%) of pupils met the required standard 
  • 2015 : 90% (77%) of pupils met the required standard 

Early Years Foundation Stage

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 Years, 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.

  • 2018 : 80% (71.5%) of pupils achieved a Good Level of Development
  • 2017 : 77% (71%) of pupils achieved a Good Level of Development
  • 2016 : 83% of pupils achieved a Good Level of Development
  • 2015 : 70% (66%) 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).

Academic Year Attendance
2017 – 2018 96.9%
2016 – 2017 96.8%
2015 – 2016 97.2% 
2014 – 2015 97.2% 
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