West Bretton Junior and Infant School

Performance

Performance

In addition to celebrating each child's originality and uniqueness, we work to encourage them in realising their full academic and social potential. We strive to support every child to achieve their full potential.

We are always extremely proud of the standards that our pupils meet both inside and outside of the classroom. Since our cohorts are small, scores and percentages might vary substantially from year to year because one child may be valued up to 11%. 

Government legislation requires all children to be assessed at the end of Foundation Stage and Year 6. From May 2024, Key Stage 1 SATs are no longer statutory.  

In addition to this, in the summer term, all year 1 pupils undertake a Phonics test and year 4 pupils undertake a multiplication check.

Below is an update of our most recent data.

Foundation Stage

At the end of Upper Foundation Stage children are assessed on the 7 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 3 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.

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 3 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

Until May 2023, children were tested in reading and maths on national tests, SATs.  These, together with pupils’ class work, help form the basis of the teacher assessment for these subjects. In addition to this, pupils’ work is teacher assessed for writing and science.

In these assessments, children are graded as follows: 

• Pre-Keystage = not yet working within KS1
• Working Towards = working towards the expected standard for year 2
• Expected = working at the expected standard for a year 2 pupil
• Greater Depth = working at a deeper level than the expected standard

Year 6

In May of year 6, all pupils take externally set tests (SATs) 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 these assessments, children are graded as follows:

• Pre-Keystage = not yet working within KS2;
• Working Towards = working towards the expected standard for year 6
• Expected = working at the expected standard for a year 6 pupil;
• Greater Depth/ Higher Level= working at a deeper level than the expected standard

Children in year 6 are 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 are considered to be working at the higher level.

It is also important to look at the progress our children are making. Up until 2019, children were grouped according to their Keystage 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 2 different curriculums.

Progress Results

School Improvement Plan 2022 to 2024 - Summary of Priorities