| |
2017 |
2018 |
2019 |
| GLD |
60% |
66% |
73% |
Phonics: 2017-2018-2019
| |
2017 |
2018 |
2019 |
| Year 1 |
74% |
78% |
85% |
| Year 2 |
94% |
91% |
86% |
Key Stage 1: 2016-2017-2018-2019
| |
2016 |
2017 |
2018 |
2019 |
| At+ |
Above |
At+ |
Above |
At+ |
Above |
At+ |
Above |
| Reading |
54% |
24% |
76% |
20% |
75% |
22% |
83% |
21% |
| Writing |
54% |
13% |
73% |
18% |
69% |
16% |
79% |
14% |
| Maths |
73% |
18% |
77% |
17% |
78% |
23% |
79% |
22% |
| RWM |
45% |
3% |
66% |
8% |
69% |
10% |
72% |
7% |
| Science |
93% |
n/a |
77% |
n/a |
79% |
n/a |
75% |
n/a |
Key Stage 2: 2016-2017-2018
| |
2016 |
2017 |
2018 |
2019 |
| At+ |
Above |
At+ |
Above |
At+ |
Above |
At+ |
Above |
| Reading |
54% |
17% |
65% |
16% |
64% |
21% |
80% |
26% |
| Writing |
39% |
0% |
70% |
17% |
73% |
19% |
74% |
13% |
| Maths |
63% |
11% |
62% |
23% |
69% |
21% |
83% |
30% |
| RWM |
33% |
0% |
57% |
7% |
52% |
7% |
65% |
9% |
| GPS |
65% |
12% |
65% |
38% |
73% |
33% |
83% |
46% |
| Science |
93% |
– |
70% |
– |
70% |
_ |
91% |
n/a |
In order to achieve the Expected Standard for Year 6, a pupil must have a scaled score of 100 or more in reading and mathematics and have been teacher assessed in writing as ‘working at expected standard’ or ‘working at greater depth within the expected standard’.
In order to achieve the Higher Standard at the end of Key Stage 2, a pupil must have a high scaled score in reading and high scaled score in mathematics and have been teacher assessed in writing as ‘working at greater depth’. A high scaled score refers to scores of 110 and over.
Please click on the link below to view our latest performance tables in more detail:
Please click on the link below to view three trends for Reading, Writing, Maths combined for pupils at and above the expected standard and for progress measures.
Progress measures from Key Stage 1 to Key Stage 2
| |
2016 |
2017 |
2018 |
2019 |
| Reading |
-1.9 |
-3.3 |
-1.7 |
-0.33 |
| Writing |
-4.9 |
-2.9 |
-0.3 |
-2.03 |
| Maths |
-2.2 |
-2.0 |
-1.5 |
-0.43 |
New progress measures (released by the Department for Education) compare pupils’ Key Stage 2 results to the actual achievements of other pupils nationally with similar prior attainment.
First, all pupils nationally were put into groups based on their Key Stage 1 results. This allowed pupils with similar starting points to be grouped together. The groups were decided by working out a pupil’s average performance at Key Stage 1 across reading, writing and mathematics.
Next, pupils’ Key Stage 2 achievements were identified.
For reading and mathematics, Key Stage 2 test results are reported as scaled scores (see above) between 80 and 120, with 100 as the national standard. For writing progress scores, pupils were allocated points depending on their teacher assessment category.
The third step is to calculate individual pupil’s progress scores. In order to do this, a pupil’s Key Stage 2 result was compared to the national average Key Stage 2 attainment for pupils with similar Key Stage 1 average points to them. A pupil’s progress score is the difference between their actual Key Stage 2 result and the average result of those in their prior attainment group. For example, if a child score 102 in reading at Key Stage 2, and the average Key Stage 2 reading score for his/her prior attainment was 101, his/her progress score would be +1.
Once all pupil progress scores have been calculated, a school level progress score is created. This is done by adding together all progress scores of Year 6 pupils and finding the average score. This progress is carried out for reading, writing and mathematics.
Progress scores will be centred around 0, with most schools within a range of -5 to +5.
*A score of 0 means pupils in the school on average do about as well at Key Stage 2 than those with similar prior attainment nationally.
*A positive score means pupils in the school on average do better at Key Stage 2 than those with similar prior attainment nationally.
*A negative score means pupils in the school on average do less well at Key Stage 2 than those with similar prior attainment nationally.
A negative score does not mean that pupils did not make any progress, rather it means that they made less progress than other pupils nationally with similar starting points. For example, if a school has a maths score of -4, this would mean that on average, pupils in that score achieved 4 scaled scores less than other pupils nationally with similar starting points.
