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Attainment and Results

The Early Years Foundation Stage 2018

Achievement at the end of the children’s first year at School is measured by assessing if individual pupils have met a ‘good’ level of development across a range of different goals. The table below shows the percentages of pupils that have met a ‘good’ level of development in all of the areas.

At St Michael’s in 2018, we are pleased to say that we surpassed national averages by 15%.

EYFS

Total no pupils

% of pupils that achieved a “Good” Level of development across areas

30

School

National 2017

 

 

86%

71%

 

Year 1 Phonics Screening 2018

Children are tested at the end of Year 1 on their phonics knowledge. This is done by children reading 40 words and nonsense words and those who correctly attempt 32+of the words (the threshold amount this year), are deemed to be working at the expected level. Children scoring below the threshold are given extra phonics support in Year 2 and re-tested at the end of the year.

Year 1 Phonics

Total no. of Year 1 pupils

% of pupils working at the required standard (32+/40):

28

School

National 2018

 

 

93%

83%

 

In 2018, 60% (3/5) of our children that retook the test in Year 2 passed.

 Key Stage 1 Results 2018

When children reach the end of Year 2, they are teacher assessed across a range of different subjects to see if they are attaining 'below', ‘expected’, or 'exceeding' the National Standard

 

Reading

Writing

Maths

Read/writing/maths combined

 

school

national

school

national

school

national

school

national

At Standard

70%

 76%

77%

 70%

80%

 76%

67%

 65%

Exceeding Standard

20%

 26%

10%

 16%

13%

 22%

10%

 12%

 

 Key Stage 2 Results 2018

When children reach the end of Year 6, they are again assessed across a range of different subjects to see if they are attaining below, expected or above national expectations. They are assessed:

·         By sitting their Statutory Assessment Tests (SATs), which are tests that take place at the school and are marked externally.

·         By their teachers, who base their judgements on how the child has performed in writing and science  during their time at St Michael’s.

Tests at KS2 are now much harder to reflect a more challenging curriculum. 

A child who is deemed to be 'At Standard' would be secondary ready.

A child not yet at this level would be deemed to be 'Working Below' the National Standard.

Children working above the national standard would be deemed to be 'greater depth'

 

Reading

Writing teacher assessment

Grammar, Punctuation and Spelling

Maths

Reading/

writing/maths combined

 

school

national

school

national

school

national

school

national

school

national

At Standard

63%

75%

80%

78%

73%

78%

53%

75%

47%

65%

Exceeding Standard

20%

28%

20%

20%

33%

34%

13%

23%

10%

10%

 

Key Stage 2 Value Added Progress Scores 2018

Reading: -3.9

Writing: - 0.9

Maths : -4.8

Key Stage 2 Average Scaled Scores in Reading, Maths and Grammar, Punctuation and Spelling 2018

Reading - 102 average scaled score

Maths - 101 average scaled score

GPS - 106 average scaled score

 

As a staff we have evaluated the reasons why we believe the outcomes were so disappointing this year and following discussion with the Governors and the SDBE Trust, have put in place actions and strategies to ensure that this does not happen again.

Measures already put in place include:

·         Increased monitoring to ensure that all teaching is at the very least solidly good.

·         Implementation  of Power of Reading throughout the school

·         A greater focus on reasoning and problem solving in maths

·         Introduction of apps such as My Maths and Spelling Shed that children can access at home to improve their skills

·         Participation in a reading trial for years 5 and 6 to improve and consolidate reading fluency and comprehension skills

·         Ensuring all staff are making accurate assessments of pupil ability in all Key-stages

·         Ensuring more information is given to parents in the form of an termly report giving details of their child’s progress

·         Parent information evening to ensure that parents understand the expectations at end of KS2, the importance of outcomes for each child moving to secondary school and also how they can be supported at home.

·         Greater engagement of parents in school

However I would also add that every cohort of children is different. They are all made up of unique, special individuals, each with their own special skills and talents. For example in this year 6 cohort we had a district footballer, several musicians and a West End performer!

Whilst we recognise that the KS2 SATs outcomes this year were not as good as we would have hoped, we are also disappointed that the outcomes do not reflect the massive amount of effort and hard work put in by the children. This cohort faced and overcame several challenges during their time in KS2. As a staff we are very proud of the maturity, resilience and empathy that they showed each other during their time in Year 6 and sad that for many of them, their efforts did not translate into positive outcomes that they deserved.

For further information about our School in regard to DfE Performance Tables please click on the link below:

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