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Each year, the children in Year 2 and Year 6 sit national SATs tests. In May 2017, our Year 6 pupils sat their SATs tests, in line with the National Curriculum objectives. Pupils’ raw test scores were converted into scaled scores to decide whether pupils had met the expected standard for the end of Key Stage 2. The results of these tests are summarised in the tables below.

 

Key Stage 2 SATs results – 2017.

 

 

Attainment:

 

2017 Results

Reading

Writing (Teacher Assessment)

English Grammar, Punctuation and Spelling

Mathematics

Working at or above the expected standard

81%

92%

89%

86%

Working above the expected standard

17%

16%

29%

16%

Average Scaled Score for tests

105

N/A

107

105

 

2016 Results

Reading

Writing (Teacher Assessment)

English Grammar, Punctuation and Spelling

Mathematics

Working at or above the expected standard

96%

88%

93%

94%

Working above the expected standard

38%

7%

40%

22%

Average Scaled Score for tests

109

N/A

108

106

 

 

In order to achieve the Expected Standard for Year 6, a pupil must have a scaled score of 100 or more in reading and mathematics; and have been teacher assessed in writing as ‘working at the expected standard’ or ‘working at greater depth within the expected standard’.

 

In order to achieve the Higher Standard at the end of Key Stage 2, a pupil must have a high scaled score in reading and high scaled score in mathematics; and have been teacher assessed in writing as ‘working at a greater depth’. A high scaled score refers to scores of 110 and over.

 

Achieved the Expected Standard for Year 6

Achieved the Higher Standard for Year 6

Number of Pupils

49 (78%)

3 (5%)

 

 

 

 

 

Progress:

 

New progress measures (released by the Department for Education) compare pupils’ Key Stage 2 results to the actual achievements of other pupils nationally with similar prior attainment.

 

First, all pupils nationally were put into groups based on their Key Stage 1 results. This allowed pupils with similar starting points to be grouped together. The groups were decided by working out a pupil’s average performance at Key Stage 1 across reading, writing and mathematics.

 

Next, pupils’ Key Stage 2 achievements were identified.

 

For reading and mathematics, Key Stage 2 test results are reported as scaled scores (see above) between 80 and 120, with 100 as the national standard. For writing progress scores, pupils were allocated points depending on their teacher assessment category.

 

The third step is to calculate individual pupil’s progress scores. In order to this, a pupil’s Key Stage 2 result was compared to the national average Key Stage 2 attainment for pupils with similar Key Stage 1 average points to them. A pupil’s progress score is the difference between their actual Key Stage 2 result and the average result of those in their prior attainment group. For example, if a child scored 102 in reading at Key Stage 2, and the average Key Stage 2 reading score for his/her prior attainment group was 101, his/her progress score would be +1.

 

Once all pupil progress scores have been calculated, a school level progress score is created. This is done by adding together all progress scores of Year 6 pupils and finding the average score. This process is carried out for reading, writing and mathematics.

 

Progress scores will be centred around 0, with most schools within the range of -5 to +5.

 

*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 as those with similar prior attainment nationally.

*A negative score means pupils in this school on average do not do as well at Key Stage 2 as those with similar prior attainment nationally.

 

A negative score does not mean that pupils did not make any progress, rather it means that they made less progress than other pupils nationally with similar starting points. For example, if a school has a maths score of -4, this would mean that on average, pupils in that school achieved 4 scaled scores less than other pupils nationally with similar starting points.

 

Progress Scores at Fleetdown:

 

Reading

Writing

Mathematics

-1.0

0.7

-0.8

 

Key Stage 1 SATs results – 2017

Table showing pupils achieving a scaled score of 100+ (working at the expected standard for the end of KS2):

 

Number of children

Reading Test

Writing TA

EGPS Test

Mathematics Test

Science TA

All pupils

89

83%

79%

78%

76%

90%

All pupils excluding EHCP

87

100%

92%

79%

77%

91%

Boys

43

77%

72%

74%

77%

86%

Girls

46

89%

85%

80%

76%

94%

Pupil Premium

5

80%

40%

40%

40%

80%

Non SEN Pupil Premium

4

75%

50%

25%

40%

75%

Non Pupil Premium

84

83%

81%

80%

83%

91%

All SEN

10

50%

30%

50%

40%

70%

Non SEN

79

87%

85%

81%

81%

92%

EAL

9

89%

100%

89%

89%

78%

Non EAL

80

83%

76%

76%

75%

91%

 

 

Gender gaps seem non-existent in most subjects, with boys actually outperforming the girls in Reading and EGPS. Boys’ writing still remains an issue as there is a gender gap here (10% difference). Boys have also outperformed girls in mathematics, but not significantly so.

Disadvantaged pupils have done exceptionally well, particularly in Reading and Mathematics where they outperformed their non-Disadvantaged peers.  When the two SEN pupils are removed from this list, we can see that all Disadvantaged pupils met the required standard in all areas other than Science. Next year, writing will continue to be a target area for these pupils.

EAL pupils have surpassed their non-EAL peers in all areas. Out of the four children whom we are anticipating will score at a ‘high’ standard, three of these are EAL.

SEN pupils did well in their tests; however, the extremely high expectations for writing has meant that most of these pupils were unable to reach the required standard.

 

*One boy was one mark off achieving age-related expectations in the grammar, punctuation and spelling test. On closer inspection at his paper, I believe he has been under-marked and will be appealing against his current score. Therefore, our figures may increase in this area.

Early Years Foundation Stage results – 2017

 

 

Number of children

Reading Expected +

Writing Expected +

Number Expected +

Achieved Good Level of Development

All pupils

91

81%

77%

87%

76%

All pupils excluding EHCP

88

83%

78%

89%

77%

Boys

54

76%

74%

87%

74%

Girls

37

89%

81%

87%

78%

Pupil Premium

4

25%

25%

25%

25%

Non SEN Pupil Premium

2

50%

50%

50%

50%

Non Pupil Premium

87

84%

79%

90%

78%

All SEN

8

25%

25%

38%

13%

Non SEN

83

87%

82%

92%

82%

EAL

7

100%

71%

86%

71%

Non EAL

84

80%

77%

87%

76%

 

 

 


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