Due to the disruptions in education caused by Covid, performance measures for the 2016-17 academic year are not current. The government has archived data because it recognises that the data from that year may no longer reflect current performance.
Attainment: expected standard
In 2016, the government changed the way that children are assessed. When looking at the data for 2016 and 2017, it’s important to bear in mind the advice from the Department for Education: don’t compare results with previous years.
In 2017, 49% of our pupils achieved the expected standard in Reading, Writing and Maths, combined. This doesn’t compare well with the national figure of 61%. However, 49% is a 12 percentage points increase to the 2016 figure for our school. Furthermore, FFT Aspire, a DfE-accredited supplier and the UK’s leading education data analysis tool, regards the figure of 49% as ‘in-line with the national average’.
The proportions reaching national expectations for each subject, and for Grammar, Punctuation and Spelling, are:
- Reading: 64% meeting expected standards (national: 71%)
- Writing: 87% meeting expected standards (national: 76%)
- Grammar, Punctuation and Spelling: 85% meeting expected standards (national: 77%)
- Maths: 64% meeting expected standards (national: 75%)
Another measure used to analyse the assessment data is average scaled scores. ‘Scaled scores’ are the scores given to each pupil based on the test score, where 100 is the expected national standard (80 is the lowest possible, 120 is the highest).
- Reading: 104 is the average scaled score (national: 104)
- Writing: 103 is the average scaled score (national: 101)
- Grammar, Punctuation and Spelling: 107 is the average scaled score (national: 106)
- Maths: 103 is the average scaled score (national: 104)
Attainment: higher level
We continue to offer challenge to all children, including higher attaining pupils. Scaled scores of over 110 are considered ‘high scores’. Proportions reaching higher levels are slightly higher than national figures in Reading and Grammar, Punctuation and Spelling. They are lower in Maths. When we look at Reading, Writing and Maths combined, proportions have risen significantly compared to 2016: from 3% to 10% (national: 9%).
- Reading: 26% meeting the higher level (national: 25%)
- Writing: 18% meeting the higher level (national: 18%)
- Grammar, Punctuation and Spelling: 33% meeting the higher level (national: 31%)
- Maths: 18% meeting the higher level (national: 23%)
The Department for Education measures progress from Key Stage 1 (KS1) to Key Stage 2 (KS2). Expected progress is zero, with anything above that being better than expected and negative numbers showing less than expected progress.
- -0.5 average progress in Reading
- +2.3 average progress in Writing
- +0.5 average progress in Grammar, Punctuation and Spelling
- -0.1 average progress in Maths
We’re really pleased to have secured positive progress in Writing and Grammar, Punctuation and Spelling – there has been a lot of professional development in these areas. We’re also happy to have improved Reading progress from the 2016 progress figure. We’re working hard to improve progress in Maths. One of the ways we’re doing this is to employ an additional teacher so that Maths can be taught in single-age groups – this may prove significant as the Maths curriculum is the only one which varies considerably for each year group.