Assessment and Performance Data

We are delighted to report our Performance results and progress scores for the 2021-22 academic year. As always, we are very proud of the progress and achievement of our children.

Purpose of Assessment

‘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-today 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.’

Department for Education Final report of the Commission on Assessment without Levels September 2015.

Standard Attainment Tests (SATS)

Attainment levels are described as the following:

• Working towards the expected standard (WTS)
• Working at the expected standard (EXS)
• Working at greater depth within the expected standard (GDS)

Each child in Year 2 and Year 6 will be assessed against their age related curriculum area, according to these statements.

Due to Covid-19 and the National Lockdowns the DfE cancelled statutory assessments in all Primary key stages. Therefore there is no published assessment data for 2019-2020 or 2020-21.

Progress

Every pupil’s progress is individual and unique. Tracking begins upon entry, through to exit, to show progression over time. We use FFT Aspire Pupil Tracking as our internal tracking system and it allows teachers to input and track pupil’s progress. This begins at Year 1, through to Year 6.

• Reception begin with an initial baseline assessment when the children start school.
• Year 1 continue from the end of Reception based on the ‘good level of development’ judgement given for each pupil.
• All year groups assess against the National Curriculum standards.

Assessment in EYFS

The Good Level of Development is the measure that helps to demonstrate the proportion of pupils who are achieving expected levels in the prime areas of learning (communication and language, physical development and personal, social and emotional development) and in Maths and reading and writing (Literacy) at Reception level. 

Assessment in KS1

‘The Phonics Screening Check is a short ‘light touch’ assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard. It will identify the pupils who need help and support with their reading skills. Pupils will retake if they did not reach the required level.’ (DFE 2011) 

KS1 Results 2021- 2022

Results are reported as a scaled score between 85 and 115, with 100 being the national expectation for a Year 2 pupil.

*Reading, Writing and Maths

Assessment in KS2

Children are assessed throughout the Year in all subjects and in May undertake statutory tests (SATs) in Reading, Writing, Maths and Grammar, Punctuation and Spelling. Writing is assessed throughout the Year by teacher assessment which is externally moderated and validated. Due to Covid-19 and the National Lockdowns the DfE cancelled statutory assessments in all Primary key stages. Therefore this is our first set of KS2 results. 

Progress Scores

Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress score will be zero. A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores. This means that school level progress scores will be presented as positive and negative numbers either side of zero. A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally. A positive score means pupils in this school on average do better at key stage 2 than those with similar prior attainment nationally.