Key Stage 2 School performance data for 2017-18
Every year, the performance of our Year 6 children in their SATS is analysed and compared to that of other children nationally. This is made public in the ‘league tables’ each year and the headlines are explained for you below. The metrics and measures used do take a while to become familiar with and we have tried to explain them, and what our results say about our school and our cohort last year.
Progress scores are an important indicator of how well children have done across the whole of their time in Key Stage 2. The government have a formula that enables them to compare a child’s individual progress with children who had similar outcomes at the end of year 2 – each of the children in a school then have their progress scores combined to create the school’s average progress score for each subject (as shown below). It may seem counterintuative – but a negative progress score does not indicate that a child has gone backwards. What our results show is that, on average, children in our school made the average amount of progress compared to other children with similar starting points across the country. A few children making very poor progress for different reasons over their time in Key Stage 2 dramatically affected our overall progress score in reading this year.
The important thing for us as a leadership team is that we are checking on current progress and addressing any concerns brought to us by teachers or parents. During the course of each school year, class teachers meet every half term with Mrs Bowen to anaylse the progress of the children in their class, and detailed action plans are created for children who are at risk of not making the progress that we know they are capable of. Mrs Loveman and Mr Parkin also lead separate progress meetings with teachers to ensure children with special educational needs or disabilities, or for whom we receive Pupil Premium funding, are achieving well. If you are worried about your child’s progress then please make an appointment to speak to their teacher. Parental support makes a significant difference to children’s progress at primary school and we welcome your support with reading, home learning on line (Bug Club, My Maths, TT Rock Stars) and coming in to the events we put on to help children in school where possible (Read with Me in KS1, Phonics with Me in Year R, Learn with Me events).
Percentage of Year 6 children reaching the Expected Standard and working at Greater Depth:
The percentage of our children achieving the expected standard in reading, writing and maths combined at the end of Key Stage 2 is significantly below the national average but when looking at each subject individually the percentage of children attaining the expected standard is higher.
The % of our children achieving the expected standard in each individual subject was:
- Reading 62%
- Writing 72%
- Maths 70%
The % of our children achieving at a higher standard in each individual subject was:
- Reading 23%
- Writing 21%
- Maths 18%
While percentages are a useful way of comparing schools with different pupil numbers, it does sometimes make it hard to see a clear picture within a school. In both reading and maths we had a few children who narrowly missed out – by one, two or three marks over the series of papers, in either– and we had anticipated that these children would achieve the expected standard. If they had done so, our combined percentage would have been 62% which compares much more favourably with the national picture. We have used the lessons learned from the SATS last year to inform our plans and teaching this academic year across all of KS2. We are also using much more analysis of mistakes made with the children to help us to teach the precise skills and knowledge they need to achieve the expected standard in May.
We are pleased that our children who have achieved very highly have done so in line with the national picture, with 10% of our cohort last year working at Greater Depth in all three measures.
Average scaled scores
The average scaled score is used as a way of comparing children’s outcomes across England, and from year to year. Each child’s scores from the SATS papers are calculated and then the scaled score is defined based on the average for that year. Because Reading and Maths are assessed through national tests, these scores are reported nationally. Writing is assessed in school, and moderated across the county, but does not receive a score in the same way, and is therefore not reported in this data. With an average score of 102 in Reading, and 103 in Maths, we can be confident that our children are doing fairly well, however we are working hard to ensure that our scores are in line with the Hampshire average. A few children in a cohort with an extremely low score will of course reduce our average which was the case this year in reading.
We do appreciate this is a lengthy commentary but feel it is important that our parents and carers understand what the data is telling us. Over the last two years, we have had a relentless focus on improvement in teaching and learning and we have seen improved data this year, particularly in the % of children achieving at Greater Depth. As you know, our school was judged to be providing a good standard of education by Ofsted in July 2017. We continue to push forward in improving the school standards in conjunction with our Hampshire inspectors and advisory team.
We know that you appreciate that as well as challenging the children academically, you do not want us to lose sight of the ‘magic’ of primary education, and the rich experiences of the wider curriculum such as Forest School, specialist music teaching, visits, STEM week, charity events and sports week, along with our various productions showcasing our singers, dancers and musicians. We have some exciting new events planned, particularly for Year 3/4 this year and in Year 5 next year as we seek to give children many creative opportunities to build REACH skills in every aspect of school life.
Please be assured that we are a leadership team who are constantly improving the school and lead a team of teachers who are proactive, supportive of the children and manage to juggle the demands of the academic curriculum with the joy of learning.
Thank you for your continuing support of your child as a learner and our school as a community.