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School Performance Data
Please note that there were no SAT tests and performance measures for the academic year 2019 -2020 due to COVID-19. The performance measures for 2018-2019 are the most recent performance measures listed below.
Key Stage 1
|
Subject
|
School % at expected standard |
National % at expected standard (2019) |
|
Reading |
78.3% |
75.1% |
|
Writing |
78.3% |
69.3% |
|
Maths |
82.6% |
75.7% |
Key Stage 2
|
Subject |
School % at expected standard |
National % at expected standard (2019) |
|
Reading |
67% |
73% |
|
Writing |
75% |
73% |
|
Maths |
92% |
78% |
|
English, Grammar, Punctuation and Spelling (EGPS) |
75% |
78% |
|
Combined Reading, Writing and Maths (RWM) |
67% |
65% |
Key Stage 2 Results 2019
Reading School | Reading National | Writing School | Writing National | Maths School | Maths National | |
Average Progress Scores | -0.1 | 0 | 1.7 | 0 | 0.1 | 0 |
Average 'Scaled Scores' | 104 | 104 | NA | NA | 105 | 105 |
Attainment over the last 3 years – national and school | ||||||
KS2 Measures | National 2019 | School 2019 | National 2018 | School 2018 | National 2017 | School 2017 |
Reading, writing and maths: expected | 65% | 67% | 64% | 65% | 61% | 40% |
Reading, writing and maths: high | 11% | 0% | 10% | 0% | 9% | 6.7% |
Reading test: expected | 73% | 67% | 75% | 76.5 | 72% | 66.7 |
Reading test: high | 27% | 25% | 28% | 5.9% | 25% | 20% |
Writing TA: expected | 78% | 75% | 78% | 76.5% | 76% | 46.7% |
Writing TA: high | 20% | 42% | 20% | 17.6% | 18% | 13.3% |
SPAG test: expected | 78% | 75% | 78% | 70.6 | 77% | 53.3% |
SPAG test: high | 36% | 25% | 34% | 17.6% | 31% | 20% |
Maths test: expected | 79% | 92% | 76% | 76.5% | 75% | 53.3% |
Maths test: high | 27% | 25% | 24% | 11.8% | 23% | 13.3% |
Reading: average scaled score | 104 | 104 | 105 | 102 | 104 | |
SPAG: average scaled score | 106 | 106 | 106 | 103 | 106 | |
Maths: average scaled score | 105 | 105 | 104 | 102 | 104 | |
These are provisional figures for 2019 and will be verified in December. The scaled score for a high standard remained at 110 for the fourth year. Around 20% of pupils taking the tests didn’t gain enough marks for a scaled score, and another 3% of pupils were assessed as working below the level of the tests. It is worth noting that reading had the highest proportion of pupils entered for the test but scoring too few marks for a scaled score; this happened for 27% of boys and 20% of girls. Ofsted has advised caution when interpreting a school’s results and group data unless numbers are large enough to provide a meaningful analysis. | ||||||
Attainment by gender – NATIONAL AND SCHOOL 2019 | ||||||
KS2 measures 2019 | National - all | School - all | National - girls | School - girls | National - boys | School - boys |
Reading, writing and maths: expected | 65% | 67% | 70% | 100% | 60% | 42% |
Reading, writing and maths: high | 11% | 0% | 13% | 0% | 9% | 0% |
Reading test: expected | 73% | 67% | 78% | 100% | 69% | 42% |
Reading test: high | 27% | 25% | 32% | 60% | 22% | 0% |
Writing TA: expected | 78% | 75% | 85% | 100% | 72% | 57% |
Writing TA: high | 20% | 42% | 25% | 60% | 15% | 29% |
SPAG test: expected | 78% | 75% | 83% | 100% | 73% | 57% |
SPAG test: high | 36% | 25% | 41% | 40% | 31% | 8% |
Maths test: expected | 79% | 92% | 79% | 100% | 78% | 86% |
Maths test: high | 27% | 25% | 24% | 20% | 29% | 40% |
Reading: average scaled score | 104 | 104 | 106 | 99.3 | 103 | 110 |
SPAG: average scaled score | 106 | 106 | 107 | 102.7 | 105 | 110 |
Maths: average scaled score | 105 | 105 | 105 | 103 | 105 | 107 |
Nationally, girls outperformed boys in all subjects again in 2019 other than at the higher standard in maths. The largest gender gap continues to be in writing. Boys’ attainment fell slightly further behind girls for reading in 2019. The largest pupil groups in most primary schools are by gender; the table above allows a school to compare the performance of boys and girls in 2019. If attainment gaps by gender are larger in school than nationally, and the number of boys and girls is sufficient, it may be worth reviewing KS2 data for previous years to see if it is a long-term pattern that needs to be addressed. If the KS2 gender gap is substantial, consider looking if the same gender gap is present at the end of the EYFS and KS1 and on the phonic checks. BE CAREFUL WHEN INTERPRETING SMALL GROUP SIZES. | ||||||