Assessment and Data

Assessment

The new National Curriculum has been statutory since Sept 2014. Summer 2016 was the first year when statutory assessment does not use levels.  The new National Curriculum is premised on the concept of mastery - something which every child can aspire to and every teacher should promote.  It is about deep, secure learning for all, with extension of able students (more things on the same topic) rather than acceleration (rapidly moving on to new content).  Effective assessment will clearly show how secure pupils are in their learning and prompt the teacher into planning the most appropriate next steps for learning.

The overriding principle of good assessment is that it should be clearly tied to its intended purpose. There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-to-day basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account.  Good formative assessment ranges from the probing question put to a pupil as they think something through; quick recap questions at the opening of a lesson; scrutiny of the natural work of pupils; right through to formal tests.

As an organisation we promote these key Assessment Principles:

 

  • Assessment is at the heart of teaching and learning.
  • Assessment is fair and honest.
  • Assessment is ambitious and appropriate
  • Assessment is consistent.
  • Assessment outcomes provide meaningful and understandable information.

 

We view assessment as the starting point, not end point, for pupils’ learning. Continuous assessments are used by teachers to develop the next steps in pupils’ learning. Pupils then have an on-going dialogue about their ‘targets’.  Written and oral feedback is used, including pupil self-assessment and peer assessment of pieces of work and work is planned against age related expectations and the ability of the children.

Data

2015 – 2016 Summary of Data

 

KS2                 30 Pupils in Year 6

 

 

% of children who met age related expectations

 

% of children who achieved a high standard (Standardised score of 110+)

 

School

National

School

National

Reading / Writing and Maths Combined

62%

53%

7%

5%

Reading

76%

66%

17%

19%

Writing

(Teacher Assessed)

62%

74%

7%

15%

Mathematics

83%

70%

21%

17%

Grammar, Punctuation & Spelling

66%

72%

24%

23%

 

KS2 School Progress Data

 

School Progress Score

National Floor Targets

Reading

+3.7

-5

Writing

-1.3

-7

Mathematics

+3

-5

 

Average Scaled Score

 

School Scaled Score

National Scaled Score

Reading

104

103

Grammar, Punctuation & Spelling

104

104

Mathematics

104

103

 

 

 

KS1 Data – Teacher Assessment

27 Pupils

Reading

 

Below expected standard in reading

At least expected standard in reading

 

 

Below pre-KS1

Foundations

Working Towards

Expected Standard +

Greater Depth

 

 

School

National

School

National

School

National

School

National

School

National

All

27

15%

2%

15%

2%

19%

19%

52%

74%

0%

24%

Male

9

33%

3%

11%

6%

0

21%

56%

70%

0%

20%

Female

18

6%

1%

17%

4%

28%

16%

50%

78%

0%

27%

Disadvantaged

15

20%

2%

13%

4%

20%

16%

47%

78%

0%

27%

Non Dis

12

8%

2%

17%

4%

17%

16%

58%

78%

0%

27%

SEND

10

40%

2%

30%

5%

10%

19%

20%

74%

0%

24%

No SEND

17

0%

0%

6%

2%

24%

15%

71%

82%

0%

27%

 

 

Writing

 

Below expected standard in writing

At least expected standard in writing

 

 

Below pre-KS1

Foundations

Working Towards

Expected Standard +

Greater Depth

 

 

School

National

School

National

School

National

School

National

School

National

All

27

7%

2%

33%

5%

19%

27%

41%

65%

0%

13%

Male

9

22%

3%

33%

7%

11%

31%

33%

59%

0%

10%

Female

18

0%

1%

33%

4%

22%

22%

44%

73%

0%

17%

Disadvantaged

15

13%

2%

40%

4%

27%

24%

20%

70%

0%

16%

Non Dis

12

0%

2%

25%

4%

8%

24%

67%

70%

0%

16%

SEND

10

20%

2%

60%

5%

20%

27%

0%

65%

0%

13%

No SEND

17

0%

0%

18%

2%

18%

24%

65%

73%

0%

15%

 

Maths

 

Below expected standard in maths

At least expected standard in maths

 

 

Below pre-KS1

Foundations

Working Towards

Expected Standard +

Greater Depth

 

 

School

National

School

National

School

National

School

National

School

National

All

27

7%

2%

15%

4%

26%

21%

52%

73%

0%

18%

Male

9

11%

3%

33%

5%

11%

20%

44%

72%

0%

19%

Female

18

6%

1%

6%

4%

33%

21%

56%

74%

0%

16%

Disadvantaged

15

7%

1%

27%

3%

27%

18%

40%

77%

0%

20%

Non Dis

12

8%

1%

0%

3%

25%

18%

67%

77%

0%

20%

SEND

10

20%

2%

30%

4%

20%

21%

30%

73%

0%

18%

No SEND

17

0%

0%

6%

2%

29%

17%

65%

80%

0%

20%

 

Year 1 Phonics Screening Test

 

2014

2015

2016

 

School

National

School

National

School

National

All Pupils

79%

74%

66%

77%

37%

81%

Boys

73%

70%

60%

73%

55%

77%

Girls

86%

78%

68%

81%

26%

84%

Disadvantaged

85%

63%

63%

66%

36%

70%

Other

75%

78%

69%

80%

37%

83%

 

Year 2 Phonics Cumulative

 

2014

2015

2016

 

School

National

School

National

School

National

All Pupils

-

-

87%

90%

78%

91%

Boys

-

-

81%

88%

67%

89%

Girls

-

-

93%

92%

83%

93%

Disadvantaged

-

-

88%

84%

80%

86%

Other

-

-

86%

92%

75%

93%

 

 

Ofsted School Data Dashboard for Severnbanks Primary School

The Ofsted School Data Dashboard provides a snapshot of school performance at Key Stages 1 and 2.

The School Data Dashboard complements the Ofsted school inspection report by providing an analysis of school performance over a three year period.

It provides information in the following areas:

  • Attainment
  • Progress
  • Attendance
  • Closing the gap

Each Section has a short comment, highlighting comparisons with previous year’s data.

The school’s achievements identified by a purple bar chart, are compared with national results identified by way of a dotted black line. They also provide another table which shows how we performed compared to similar schools.

Strengths in 2015

  • KS2 value added was broadly average or above in all subjects.
  • KS2 value added in all subjects was broadly average or above for disadvantaged pupils and those who have special educational needs.
  • From at least 5 out of every 6 starting points, the proportions of KS2 pupils making and exceeding expected progress in reading, in writing & in mathematics were close to or above national figures.
  • From at least 5 out of every 6 starting points, the proportion of disadvantaged KS2 pupils making and exceeding expected progress in reading, in writing & in mathematics was similar to that of other pupils nationally.
  • Disadvantaged KS2 pupils had an average point score equal to or above the national score for other pupils in reading & mathematics.
  • The proportion of disadvantaged KS2 pupils that attained at least Level 4 was equal to or above the national figure for other pupils in reading & mathematics.
  • The proportion of disadvantaged KS2 pupils that attained at least Level 5 was equal to or above the national figure for other pupils in reading & mathematics.
KS2 Results
  Level 4 Level 4B Level 5 Level 6
Reading 100% 97% 71%  
Spelling, Grammar & Punctuation 97% 64% 77%  
Maths 97% 87% 60% 3%
  
 
KS1 Results
  Level 1 Level 2C Level 2B Level 2A Level 3
Reading 6 - 20%  5 - 17%  5 - 17%  12 - 40%  2 - 7%
Writing 8 - 27%  10 - 33%  9 - 30%  3 - 10%  
Maths  5 - 17%  5 - 17%  11 - 27%  11 - 37%  1 - 3%
 
Year 1 Phonics
  Working towards      Working at
Phonics Threshold 4 / 6 that sat  67%   2 / 6   33%
 
 
Foundation
        Working below expectation   At age related expectations
Reading                       31%                   69%
Writing 31%   69%
Maths 31%   69%