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%)

Progress

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
• +1.2 average progress in Writing
• +0.5 average progress in Grammar, Punctuation and Spelling
• -1.9 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.

Attainment: expected standard

This year, the government changed the way that children are assessed. When looking at the data for 2016, it’s important to bear in mind the advice from the Department for Education: don’t compare 2016 with previous years:

Children sitting key stage 2 tests this year were the first to be taught and assessed under the new national curriculum. The expected standard has been raised and the accountability framework for schools has also changed. These changes mean that the expected standard this year is higher and not comparable with the expected standard used in previous year’s statistics. It would therefore be incorrect and misleading to make direct comparisons showing changes over time.

In 2016, 37% of our pupils achieved the expected standard in Reading, Writing and Maths, combined. This doesn’t compare well with the national figure of 53%. However, when you look at the proportions for each subject, you can see that they are more closely in line with national expectations:

• Reading: 63% meeting expected standards (national: 66%)
• Writing: 63% meeting expected standards (national: 74%)
• Grammar, Punctuation and Spelling: 71%(national: 72%)
• Maths: 63% meeting expected standards (national: 70%)

We have a better picture when we look at another measure: 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). When we take all the scaled scores and average them out, Scholes (Elmet) fairs well, showing higher than expected national standards across all available subjects:

• 103 is the average scaled score in Reading
• 102 is the average scaled score in Maths
• 102 is the average scaled score in Grammar, Punctuation and Spelling

(There are no scaled scores available for Writing, which is teacher assessed instead of an actual test).

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 Writing. They are lower in Maths. The lower Maths proportions have meant that when we look at the three subjects combined, proportions are a little lower than national: 3% compared to 5%.

• Reading: 21% high scores (national: 19%)
• Writing: 16% high scores (national: 15%)
• Maths: 5% meeting expected standards (national: 17%)

Progress

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.

• -1.4 average progress in Reading
• -2.0 average progress in Writing
• -2.6 average progress in Maths

We’re not happy with the average progress figures for Scholes (Elmet), and we’re working hard to improve this. Some of the ways we’re doing this are to focus on better learning behaviour in the classrooms, so our children are concentrating more, meaning they are more able to use and apply their learning; and the re-organisation of classes so that teachers can work together more to share good practice. In addition, we have in place a thorough and comprehensive programme of professional development for our teachers covering all three areas.

Incidentally, the Reading test was extremely hard this year – something widely reported and commented on in the media and social media. It also raises the importance of reading and discussing what is being read at home. Some of our children struggled for three main reasons:

• some children struggled to read the whole text– flagging up how important regular reading at home is to build up fluency.
• others struggled with how difficult the test was: hard texts to read (one was an extract from a newspaper, whose intended audience is adults, not 11 year olds!)– this flags up the importance of encouraging your child to read often, and to read a variety of texts, from fiction to non-fiction, comics to newspapers (but always prioritise reading for pleasure – far more important than a snapshot of reading skills that is the SATs test).
• third, the actual test questions were tough (testing children’s knowledge of quite tricky words and ability to infer ‘impressions’, a word used more than once in the test)– teachers always encourage parents and carers to be listening to their child read and talking about what is being read, even when a child is quite a fluent reader.