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National Assessments

Early Years Foundation Stage 2018

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

2016

School

2017

School

2018

+/-

LA

2018

+/-

National 2018

% Scoring 2+ in Prime ELGs

 

 

 

 

 

 

 

 

 

% Scoring 2+ in Sepcific ELGs

% Scoring 34+

% Achieveing GLD

83

84.8

76.5

+7.5

69

+5

71.5

Average Point Score

36.2

37.6

36.1

+1.8

34.3

+1.5

34.6

EYFSP – Key Stage 1 Progress

 

 

School

2018

LA

2017

+/-

Reading

0.39

0

+0.39

Writing

2.39

0

+2.39

Maths

-1.12

0

-1.12

Phonics Screening Check 2018

 

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 2017-18

 

 

School

2016

School

2017

School

2018

LA

2018

+/-

National 2018

+/-

Year 1

79.2

86.5

100

81.4

+18.6

82.5

+17.5

Year 2

100

100

97.1

91.6

+5.5

 

 

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 2018 and School Result v National Average 2018

Key Stage 1

 

School

Result

2016

 

School

Result

2017

 

School

Result

2018

 

LA

2018

 

+/-

 

National

Average

2018

 

+/-

School Results

3 year average

2018

% Expected Standard in Reading

88.2

89.6

82.9

72.2

+10.7

75.4

+7.5

86.9

% Expected Standard in Writing

88.2

85.4

82.9

66.9

+16

69.9

+13

85.5

% Expected Standard in Maths

85.3

87.5

80.0

73.5

+6.5

76.1

+3.9

84.2

% Expected Standard in RWM

76.5

77.1

74.3

62.3

+12

65.3

+9

75.9

% Greater depth within EXS in Reading

44.1

20.8

8.6

23.4

-14.8

25.6

-17

24.5

% Greater depth within EXS in Writing

29.4

14.6

17.1

14.7

+2.4

15.9

+1.2

20.3

% Greater depth within EXS in Maths

17.6

14.6

14.3

19.3

-5

21.8

-7.5

15.5

% Greater depth within EXS in RWM

14.7

10.4

8.6

10.2

-1.6

11.7

-3.1

11.2

Key Stage 2 Results 2018 and School v National Results 2018

 

Key Stage 2

 

 

School

Result

2016

 

 

School

Result

2017

 

School

Result

2018

 

LA

2018

 

+/-

 

National

Average

2018

 

+/-

School Results

3 year average

2018

% Expected Standard in Reading

70.6

84.8

84.4

71.5

+12.9

75.2

+9.2

79.3

% Expected Standard in Writing

79.4

81.8

84.4

75.5

+8.9

78.2

+6.2

81.8

% Expected Standard in Maths

64.7

93.9

90.6

71

+19.6

75.5

+15.1

83

% Expected Standard in RWM

52.9

75.8

81.3

59.5

+21.8

64.2

+17.1

70

% Expected Standard in GPS

79.4

90.9

93.8

73.7

+20.1

77.5

+16.3

88

Averaged Scale Score in Reading

103.9

106

108.4

 

 

 

 

 

Average Scale Score in Maths

101.9

106

106.2

 

 

 

 

 

Averaged Scale Score in GPS

104.6

109

 

 

 

 

 

 

Key Stage 1 – 2 Progress

 

 

School

2016

School

2017

School

2018

LA

2018

+/-

National 2018

+/-

Reading

-0.12

+0.2

+1.4

-0.7

+0.7

0

+1.4

Writing

+0.32

-1.5

-2.5

-0.6

-1.9

0

-1.5

Maths

-2.04

+0.6

-0.2

-1.2

+1

0

-0.2

 

From September 2015, the newly implemented National Curriculum is measured using ‘assessment without levels.’ This means that the previous method of validating progress and attainment, using ‘language of levels,’ is no longer valid.

 

The previous ‘expected progress’ measure, based on pupils making at least two levels of progress between key stage 1 and key stage 2, is no longer produced. This measure has been replaced by a value-added measure. There is no ‘target’ for the amount of progress an individual pupil is expected to make. Any amount of progress a pupil makes contributes towards the school’s progress score.

 

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, 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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