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National Assessments

Early Years Foundation Stage 2019

On entry to our school (EYFS), children enter broadly below national age related expectations; pupils transfer to Key Stage 1 above or within ELGs (Early Learning Goals) . The Foundation Stage Profile shows that overall children make rapid progress from entry to the school to the end of the Foundation Stage year. When children begin their Reception year they are assessed against each Area of Learning and Development.

 

The revised Early Years Framework emphasises the three characteristics of effective teaching and learning:

  • playing and exploring - children investigate and experience things, and ‘have a go’

  • active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements

  • creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

 

EYFSP

School

2017

School

2018

School

2019

+/-

LA

2019

+/-

National 2019

% Achieving GLD

84.8

76.5

75.8

+6.2

69.6

+4

71.8

Average Point Score

37.6

36.1

36.8

+2.5

34.3

+5.2

31.6

EYFSP – Key Stage 1 Progress

 

 

School

2019

LA

2019

+/-

Reading

1.96

0

+1.96

Writing

2.24

0

+2.24

Maths

2.38

0

+2.38

Phonics Screening Check 2019

 

At the end of Year 1, the children undertake the Phonics Screener Check. The check is designed to confirm whether children have learnt phonic decoding to an appropriate standard. It will identify children who need extra help to improve their decoding skills. The check consists of one list of 40 words, comprising 20 real words and 20 pseudo-words. Words in the test use phonemes taught in Phases 2, 3, 4 and 5. This is the third year of the Year 1, Phonics Screener.

 

Results 2019

 

School

2017

School

2018

School

2019

LA

2019

+/-

National 2019

+/-

Year 1

86.5

100

70.6

80.6

-10

81.9

-11.3

Year 2

100

97.1

100

91.1

+8.9

91.4

+8.6

 

Children who do not reach the expected level receive additional phonics support to ensure they are secure at Phase 5, this is done through differentiated phonic groups and strategic interventions. They retake the screener at the end of Year 2.

 

In Year 2, children begin Phase Six: children should know most of the common grapheme–phoneme correspondences (GPCs). They should be able to read hundreds of words,

doing this in three ways:

• reading the words automatically if they are very familiar;

• decoding them quickly and silently because their sounding and blending routine is now well established;

• decoding them aloud.

 

Children’s spelling should be phonemically accurate, although it may still be a little

unconventional at times. Spelling usually lags behind reading, as it is harder.

 

Key Stage 1 Results 2019 and School Result v National Average 2019

 

Key Stage 1

 

School

Result

2017

 

School

 Result

2018

 

School

Result

2019

 

LA

2019

 

+/-

 

National

Average

2019

 

+/-

School Results

3 year average

2019

% Expected Standard in Reading

89.6

82.9

94.1

71.1

+23

74.9

+19.2

89

% Expected Standard in Writing

85.4

82.9

94.1

66.6

+27.5

69.2

+24.9

87

% Expected Standard in Maths

87.5

80.0

94.1

72.9

+21.2

75.6

+18.5

87

% Expected Standard in RWM

77.1

74.3

94.1

61.5

+32.6

64.9

+29.2

81

% Greater depth within EXS in Reading

20.8

8.6

41.2

22.8

+18.4

25.0

+16.2

24

% Greater depth within EXS in Writing

14.6

17.1

29.4

14.4

+15

14.8

+14.6

20

% Greater depth within EXS in Maths

14.6

14.3

26.5

19.3

+7.2

21.7

+4.8

18

% Greater depth within EXS in RWM

10.4

8.6

17.6

10.6

+7

11.2

+6.4

12

 

Key Stage 2 Results 2019 and School v National Results 2019

 

Key Stage 2

 

School

Result

2017

 

School

Result

2018

 

School

Result

2019

 

LA

2019

 

+/-

 

National

Average

2019

 

+/-

School Results

3 year average

2019

% Expected Standard in Reading

84.8

84.4

67.6

68.4

-0.8

73.1

-5.5

79

% Expected Standard in Writing

81.8

84.4

88.2

76.5

+11.7

78.4

+9.8

85

% Expected Standard in Maths

93.9

90.6

76.5

74.4

+2.1

78.7

-2.2

87

% Expected Standard in RWM

75.8

81.3

61.8

60

+1.8

64.8

-3

73

% Expected Standard in GPS

90.9

93.8

85.3

74.1

+11.2

78.0

+7.3

90

Averaged Scale Score in Reading

106

108.4

101.88

103.3

-1.42

104.41

-2.53

105.4

Average Scale Score in Maths

106

106.2

103.59

104.2

-0.61

105.55

-1.96

105.2

Key Stage 1 – 2 Progress

 

School

2017

School

2018

School

2019

Reading

+0.2

+1.4

-3.69

Writing

-1.5

-2.5

0.29

Maths

+0.6

-0.2

-2.34

 

A school’s progress scores for English reading, 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.

  • A negative score means pupils in this school on average do worse at key stage 2 than those with similar prior attainment nationally. A negative score does not necessarily mean a school is below the floor.

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