School Results
Key Stage 2
Attainment
At the end of KS2, pupils sit a test in reading, mathematics and SPaG (Spelling, Punctuation and Grammar). Pupils are assessed by their class teacher in writing.
The table below shows the data from 2018-19 due to the 2019-20 tests not taking place. It shows the percentage of pupils that achieved the ‘expected standard’ and a ‘high level’.
| Expected Standard or Above Attainment | |
| % achieving the ‘expected standard or above’ in reading, writing and mathematics | 76% |
| % achieving the ‘expected standard or above’ in reading | 82% |
| % achieving the ‘expected standard or above’ in writing | 85% |
| % achieving the ‘expected standard or above’ in mathematics | 85% |
| % achieving the ‘expected standard or above’ in SPaG | 79% |
| High Level Attainment | |
| % achieving the ‘high level’ in reading, writing and mathematics | 6% |
| % achieving the ‘high level’ in reading | 30% |
| % achieving the ‘high level’ in writing | 24% |
| % achieving the ‘high level’ in mathematics | 18% |
| % achieving the ‘high level’ in SPaG | 36% |
Scaled Scores
The results are reported using a scaled score, with 100 being the ‘expected standard’. The highest possible score is 120 and the lowest possible score is 80.
| Average Scaled Score | |
| Reading | 106 |
| SPaG | 107 |
| Mathematics | 104 |
Progress Measures
The Department for Education calculate progress measures using a value-added measure from KS1 to KS2. This value added measure is worked out from the progress made since KS1.
A score of 0 means on average pupils do about as well at KS2 as those with similar prior attainment nationally. If the score is positive, it means that they do better than other pupils with the same prior attainment. If the score is negative, it means that they have performed less well than other pupils with the same prior attainment.
| Progress | |
| Progress in reading | +2.6 |
| Progress in writing | +3.0 |
| Progress in mathematics | +1.7 |
Key Stage 1
Attainment
At the end of KS1, teachers assess each pupil in the areas of reading, writing and mathematics. National Curriculum tests are used to support teachers’ judgements.
The table below shows the data from 2018-19 due to the 2019-20 tests not taking place. It shows the percentage of pupils at the ‘expected standard’ and ‘greater depth’.
| Expected Standard or Above Attainment | |
| % achieving the ‘expected standard or above’ in reading | 70% |
| % achieving the ‘expected standard or above’ in writing | 70% |
| % achieving the ‘expected standard or above’ in mathematics | 74% |
| Greater Depth | |
| % achieving ‘greater depth’ in reading | 17% |
| % achieving ‘greater depth’ in writing | 17% |
| % achieving ‘greater depth’ in mathematics | 17% |
Year One Phonics Screening
In 2018-19, 89% of pupils in Year One attained the expected standard in the Phonics Screening Test. This test did not take place in 2019-20.
Early Years Foundation Stage
67% of pupils attained a Good Level of Development against the Early Years Framework.
A Good Level of Development is defined as children working at the expected standard or exceeding the expected standard in the key areas of literacy, maths, physical development, communication and language and personal, social and emotional development.
