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Assessment and Achievement

 

 

School performance tables are used by the Department of Education as a way of measuring and comparing school data. The DfE states that the tables:-

1. Continue to sit at the heart of the accountability framework. They focus the debate on standards and strengthen the accountability of schools and colleges.
2. Provide a reliable and accessible source of comparative information on pupil attainment and progress, absence, workforce and finance, and are a key element of our transparency agenda.

Data is used daily in school by all staff and monitored each half term by Senior Leaders. At the end of each term Pupil Progress Meetings are held individually with each teacher.


Performance information for 2018

 

 

Percentage of pupils achieving in Reading, Writing and Maths in 2018:

Expected Standard

Above expected Standard

School

84%

0%

National Average

64%

9%

 

Average Scaled Scores

Average Scaled Scored

Reading

Maths

School

106

104.5

National Average

105

104

 

Subject level results - KS2

 

Reading Test

Maths Test

GPS Test

Writing Teacher Assessment

Percentage working below expected standards

10%

16%

10%

10%

Percentage achieving Expected Standard or Above

90%

84%

90%

90%

Percentage working at Greater Depth

19%

19%

26%

26%

 

 

Key Stage 1-2 Value Added

 

 

2018 School Progress

Reading

+1.35

Writing

+2.96

Maths

+0.3

National Progress will always be defined as 0 in all subjects, meaning that for 2018 we were ahead of the National Average in all subjects.

 

 

Year 1 Phonics Scores:

 

 

2016

2017

2018

School

89.5%

79.3%

81.8%

National Average

81%

81%

81%

 

Key Stage 1 Results:

 

 

School

National Average

Reading

Expected Standard

74

76%

Greater Depth

19

25%

Writing

Expected Standard

78

68%

Greater Depth

19

16%

Maths

Expected Standard

74

75%

Greater Depth

19

21%

 

We exceeded the national average in all areas except for reading and writing at greater depth. 

 

Early Years 

 

Pupils attaining 'Good Level of Development' (GLD) at the end of Reception Year: 67.6%

 

 

 

 

 
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