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
2018 Data
  KS2 2018
 

KS2

                      

2018

Based on 110+                    

2017                               

2016                            

 

 

ARE      

GD      

ASS   

ARE

GD

ASS

ARE

GD

ASS

Reading

 School

84%

20%

104

57%

19%

103

76%

17%

104

 

 National  

75%

28%

105

72%

25%

104

66%

19%

103

Writing

 School

84%

20%

 

57%

7%

 

62%

7%

 

 

 National

78%

20%

 

76%

18%

 

74%

15%

 

EGPS

 School

92%

20%

106

76%

19%

106

66%

24%

104

 

 National

78%

34%

106

77%

31%

106

73%

23%

106

Maths

 School

72%

8%

103

71%

10%

103

83%

21%

104

 

 National

76%

24%

104

75%

23%

104

70%

17%

104

Combined R,W,M

 School

68%

 

 

48%

0%

 

62%

7%

 

 

 National

64%

 

 

61%

9%

 

53%

5%

 

Y6 Progress Measures – 2018 / 2017/2016 National Data

 

KS2

 

2018                           

2017                     

2016                 

 

 

ARE

ARE

ARE

Reading           

 School                

  +2.8

-0.8

+3.7

 

 National

(0.4 – 5.2)

(-3.7 – 2.1)

(1.4 – 6)

Writing

 School

+4.4

-1.5

-1.3

 

 National

(2.1 – 6.1)

 (-4.3 – 1.3)

(-3.6 – 1)

Maths

 School

+1.9

+0.3

+3

 

 National

(-0.3 – 4.1)

(-2.3 – 2.9)

(1 – 5)

KS1

                  

2018      

            

2017      

          

2016    

            

 

 

ARE

GD

ARE

GD

ARE

GD

Reading

 School            

57%

37%

38%

0%

52%

0%

 

 National

 

 

76%

 

74%

24%

Writing

 School

40%

6%

41%

0%

41%

0%

 

 National

 

 

68%

 

65%

13%

Maths

 School

50%

3%

41%

0%

52%

0%

 

 National

 

 

75%

 

73%

18%

Combined R,W,M

 School

33%

 

24%

 

 

 

 

 

 

 

 

 

 

 

Y1                     

                       

2018          

2017          

2016           

Phonics

 School

77%

55%

37%

 

 National

 

81%

81%

EYFS

 

2018           

2017       

2016            

End of Year          

School             

49%

43%

23%

Key Stage 2 School Performance Tables

Click the link below to access the School Performance Tables on the Department for Education website.

 
 
2016 - 2017 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

48%

61%

0%

9%

Reading

57%

71%

19%

25%

Writing

(Teacher Assessed)

57%

76%

7%

18%

Mathematics

71%

75%

10%

23%

Grammar, Punctuation & Spelling

76%

77%

19%

31%

 

KS2 School Progress Data

 

School Progress Score

National Floor Targets

Reading

-0.8

-5

Writing

-1.5

-7

Mathematics

+0.3

-5

Average Scaled Score

 

School Scaled Score

National Scaled Score

Reading

103

104

Grammar, Punctuation & Spelling

106

106

Mathematics

103

104

 

KS1 SATS

 

% of children who met age related expectations

 

School

National

Reading

38%

76%

Writing

41%

68%

Mathematics

41%

75%

Year 1 Phonics Screening Test

 

2015

2016

2017

 

School

National

School

National

School

National

All Pupils

66%

77%

37%

81%

55%

81%

 

EYFS

End of EYFS (End of Reception) Good Level Of Development

 

School 2016

National 2016

School 2017

National 2017

Good Level of Development

23%

69%

43%

71%