Foundation Stage

At the end of Upper Foundation Stage children are assessed on the seven areas of the Early Years curriculum.  Children will either have met that area - expected, exceeded it or be still working towards it.  A child has to achieve expected in the three prime areas: Communication & Language, Physical Development and Personal, Social & Emotional Development (PSED) and Literacy and Numeracy to be classed as having a good level of development.

% good level of development

% children achieving and exceeding expected level in all seven areas of learning in 2019 (a cohort is 15 children)

Year 1

Children are tested on their ability to phonetically read words in June of Year 1. The Phonics Screening Test seeks to test whether children have learned to decode words using phonics to a required level. Children are expected to sound out and blend graphemes to read simple words. The expected standard for the last three years is that a child should be able to read at least 32 out of the 40 words given. These words are a mixture of 'real' words and 'nonsense' words which can be phonetically decoded. Any child who has not met the expected standard will redo their Phonics Screening Test the following year in Year 2.

Year 2

In May 2016 and 2017, children were tested in Reading and Maths on tests relating to the new curriculum.  These, together with pupils’ class work, form the basis of the teacher assessment for these subjects. In addition to this, pupils’ work was teacher assessed for writing and science.  Again, these were assessed against the new, more challenging curriculum.

In these new assessments, children are graded as follows:  PreKeystage = not yet working within KS1; Working Towards = working towards the expected standard for Year 2, but not quite there yet; Expected = working at the expected standard for a Year 2 pupil; Greater Depth = working at a deeper level than the expected standard (able to apply their knowledge to a range of situations).

2019 results (14 pupils)

2018 results (15 pupils)

Up until 2015, government legislation required the school to carry out tasks and tests in English and Maths for all Year 2 pupils.  These were administered in the summer term.  The role of the tasks and tests was to help the teacher determine the final assessment judgement at the end of Key Stage 1 (end of Year 2). Children were also assessed in science.  Children were expected to be at Level 2, with Level 2B being the average level of development for a child this age.  Level 3 was above average.

2017 results (16 pupils)

Year 6

In May of Year 6, all Year 6 pupils take externally set tests in Reading, EPGS (English punctuation, grammar and spelling) and Maths.  These papers are marked externally.  In addition to this the children achieve a moderated writing grade. 

In 2016 and 2017, the tests were based on the new, more challenging curriculum and a different grading system was used to assess attainment and progress.

In these new assessments, children are graded as follows:  PreKeystage = not yet working within KS2; Working Towards = working towards the expected standard for Year 6, but not quite there yet; Expected = working at the expected standard for a Year 6 pupil; Greater Depth/ Higher Level= working at a deeper level than the expected standard (able to apply their knowledge to a range of situations).

Children in Year 6 were also given a scaled score for their attainment in Reading, EPGS and Maths, with 100 being the expected score for Year 6 pupils.  If a child achieved a scaled score of 110 or above, they were considered to be working at the higher level.

Reading

English punctuation, grammar and spelling (EPGS)

Writing

Maths

Reading, writing and maths

Progress

It is also important to look at the progress our children are making. In 2016 and 2017, children were grouped according to their Key Stage 1 (KS1) results and the average progress for each of these groups was attained nationally.  Children were then compared with this average.  If a child achieves a positive progress score, it has made more than the anticipated expected progress from KS1.  If a child achieves zero, it has made the anticipated progress from KS1 and if a child achieves a negative progress score, it has not made as much progress as anticipated from their KS1 results. Progress scores for Year 6, including 2019, were measured between the two different curriculums.

Progress results

Prior to 2016, the government target was that children should make 2 levels of progress from Key Stage 1 to Key Stage 2.

Progress from end of KS1 to end of KS2

% two levels of progress

% three levels of progress

To compare our school's performance with other schools, please click on the link below.