Pupil Outcomes

2019-2020 Outcomes

In March 2020, the Secretary of State for Education announced that the 2019/20 national curriculum assessments would not take place due to the coronavirus (COVID-19) pandemic.

The following assessments were cancelled:

• end of key stage 1 and key stage 2 assessments (including tests and teacher assessment)
• phonics screening check
• multiplication tables check
• science sampling tests
• all statutory trialling

The department recognises this creates a gap in KS1 and KS2 attainment data for year 2 and year 6 pupils in 2020 and future progress measures that rely on that data will also be missing. As there were no formal assessments in the 2019-2020 academic year, schools have not been asked to provide assessment data to Ofsted or local authorities.

2018-2019 Results and Outcomes

Early Years Foundation Stage

The assessment methodology in Early Years involves children being assessed against Early Learning Goals in the areas of learning listed below.  Children are considered to be 'emerging' if they are beginning to work towards the Early Learning Goal (ELG), they are considered to be 'expected' if they are working within the level of the ELG and they are judged to be 'exceeding' if they are working at a level above the ELGs.

For the academic year 2018 - 2019, our outcomes were as detailed below:

64% of our pupils are at a ‘Good Level of Development’ according to the Government’s definition (‘expected’ in all three prime areas, and the specific areas of maths and literacy). 

 Year 1 Phonics screening

It is a statutory requirement for all schools to carry out a phonic screening check during June.  The check comprises a list of 40 words and non-words, which each child reads on a one-to-one basis. The picture is an ‘osk’, and example of a non-word from the sample materials.  32 out of 40 is the score considered to be a 'pass', showing that a child is working at an average level.

In our Year 1 cohort, 82% of pupils scored at or above the average level. Identifying the children who scored less than 32 means that as a school we can ensure that support is put into place to allow the children to ‘catch up’ next year.

Having established the use of the THRASS phonics programme throughout the school, some 93% of our Year 2 cohort have now reached this standard.

Key Stage 1 (Year 2)

In 2016 the system for assessing children at the end of Key Stage 1 and 2 changed with levels being removed and children being assessed as working at the Expected Standard or working at Greater Depth.  The table below indicates the proportions of children achieving the new, higher expectations within the Year 2 curriculum in 2018 - 2019.

Performance Measures Website

For more information about our school's performance, please click here to view the DfE Schools' Performance Tables.

Please Note:

SATs tests changed in 2016 and levels are no longer awarded, instead children achieve a scaled score which is deemed to be either at the expected standard or above (greater depth).  Tests are carried out in the following three areas: Reading; Spelling, Punctuation and Grammar (SPaG) and; Mathematics.  Writing and Science are teacher assessed, using pupils' ongoing work from lessons throughout the year. 

Outcomes from the tests for Reading and Mathematics are combined with the Teacher Assessment (TA) for Writing to provide a 'combined' Reading, Writing and Maths outcome. This outcome is achieved by children who achieved the expected standard in all three areas and for 2018 - 2019, this was 66%.