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School Performance Tables

 

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Previous Ofsted reports

 

Click here to open our last Ofsted report

 

2017 Statutory Assessments.

 

The following results are unvalidated.  This page will be updated once the validated results have been published.

 

 

EYFS Foundation Stage profile 2017

There were 59 children in this cohort, 43 of whom had attended our Nursery.

2 of these children joined school during Autumn term and 2 more in Spring.

8% (5 children) have SEN/D needs.

 

Emerging

GLD

35.5%

64.4%

 

 

Phonics screening 2017

There were 59 children in this cohort. 3 children were not assessed as they were new arrivals with little or no English at the time of the Phonics screening.

10 children joined this cohort in Year 1 with 4 of them leaving before the end of the academic year.

22% (13 children) have identified SEN/D needs including 1 child with a statement.

 

26 Year 2 children accessed the Phonics screening, 13 of who have SEN/D needs (22% of this cohort overall have SEN/D needs).

11 of these (42%) achieved the expected standard.

 

Year 1

 

Year 2 cumulative

59%

73%

 

 

Y2 standards overview 2017 based on Teacher Assessments

60 children (100%) were assessed

5 children joined this cohort in Year 1 and a further 5 children joined in Year 2.

22% (13 children) have identified SEN/D needs.

 

Reading

Writing

Maths

Expected

standard +

Greater depth

Expected

standard +

Greater depth

Expected

standard +

Greater depth

63%

13%

67%

15%

72%

12%

 

Y6 standards overview 2017

60 children (out of 61) were assessed.

7 children were registered as ‘working below the tests’ including 4 who joined as new arrivals in Year 6; the latter 4 will not be included in the validated data.

11% (7 children) have SEN/D support including 1 child with an EHC plan and 1 with an EHC plan submission in progress at the time of the tests.

 

 

UNVALIDATED DATA

END OF KS2 RESULTS 2017

 

 

SCHOOL

 

 

NATIONAL AVERAGE

READING, WRITING & MATHS

(Expected Standard)

39%

61%

READING, WRITING & MATHS

(High level of attainment)

0%

9%

 

READING (Expected Standard)

46%

71%

READING (High level of attainment)

5%

25%

READING (Average Scaled Score)

99

104

READING (Average progress)

-1.8

Threshold for sufficient progress -5

 

WRITING (Expected Standard)

69%

76%

WRITING (Greater Depth)

0%

18%

WRITING (Average Progress)

0.8

Threshold for sufficient progress -7

 

SPELLING, PUNCTUATION & GRAMMAR (Expected Standard)

57%

77%

SPELLING, PUNCTUATION & GRAMMAR (High level of attainment)

20%

31%

SPELLING, PUNCTUATION & GRAMMAR (Ave. Scaled Score)

103

106

 

MATHS (Expected Standard)

48%

75%

MATHS (High level of attainment)

7%

23%

MATHS (Average Scaled Score)

100

104

MATHS (Average Progress)

-1.3

Threshold for sufficient progress -5

 

Progress measures

 

Reading data is for 89% of the pupils in the cohort.

The remaining pupils in the cohort have no KS1 data and therefore progress cannot be ascertained.

  • Progress is a value-added measure calculated by using KS1 data for those pupils for which have this recorded.
  • There is no measure of ‘sufficient progress’ for individual pupils.
  • To meet the progress element a school needs to have sufficient progress scores in English reading, and English writing, and mathematics.
  • Interpreting Progress Scores:
  • A score of 0 means pupils in this school on average do about as well at KS2 as those with similar prior attainment nationally.
  • A positive score means pupils in this school on average do better at KS2 as those with similar prior attainment nationally.

 

 

EYFS Foundation Stage profile 2016

There were 54 children in this cohort, 29 of whom had attended our Nursery. 

8 of these children joined school during Autumn term and 5 more in Spring; a child left during both terms.

19% (10 children) have SEN/D needs.

 

Emerging

GLD

39%

61%

 

 

Phonics screening 2016

There were 62 children in this cohort.  3 children were not assessed as they were new arrivals with little or no English at the time of the Phonics screening.

5 children joined this cohort in Year 1.

21% (13 children) have identified SEN/D needs including 1 child with a statement.

 

17 Year 2 children accessed the Phonics screening.

9 of these (53%) achieved the expected standard.

 

Year 1

 

Year 2 cumulative

56%

85%

 

 

Y2 standards overview 2016 based on Teacher Assessments

60 children (100%) were assessed

5 children joined this cohort in Year 1 and a further child joined in Year 2.

23% (14 children) have identified SEN/D needs.

 

Reading

Writing

Maths

Expected

standard +

Greater depth

Expected

standard +

Greater depth

Expected

standard +

Greater depth

63%

13%

62%

7%

68%

10%

 

Y6 standards overview 2016

60 children (out of 61) were assessed.

1 child joined as a new arrival in Year 6 and therefore will not be included in the SATs results. 

14% (9 children) have SEN/D support including 1 child with an EHC plan.

We were moderated for Writing, with all of our judgements ratified.

 

 

END OF KS2 RESULTS 2016

SCHOOL

NATIONAL AVERAGE

READING, WRITING & MATHS

(Expected Standard)

32%

53%

READING, WRITING & MATHS

(High level of attainment)

0%

5%

 

READING (Expected Standard)

31%

66%

READING (High level of attainment)

3%

19%

READING (Average Scaled Score)

96.2

103

READING

-3.19

Threshold for sufficient progress -5

 

WRITING (Expected Standard)

68%

74%

WRITING (Greater Depth)

0%

15%

WRITING (Average Progress)

0.92

Threshold for sufficient progress -7

 

SPELLING, PUNCTUATION & GRAMMAR (Expected Standard)

48%

72%

SPELLING, PUNCTUATION & GRAMMAR (High level of attainment)

10%

23%

SPELLING, PUNCTUATION & GRAMMAR (Ave. Scaled Score)

99.7

104

 

MATHS (Expected Standard)

49%

70%

MATHS (High level of attainment)

3%

17%

MATHS (Average Scaled Score)

98.8

103

MATHS (Average Progress)

-1.26

Threshold for sufficient progress -5

 

Progress measures

 

Reading data is for 56 pupils; writing and maths for 57 pupils.

The remaining pupils in the cohort have no KS1 data and therefore progress cannot be ascertained.

  • Progress is a value-added measure calculated by using KS1 data for those pupils for which have this recorded. 
  • There is no measure of ‘sufficient progress’ for individual pupils.
  • To meet the progress element a school needs to have sufficient progress scores in English reading, and English writing, and mathematics.  
  • Interpreting Progress Scores:
  • score of 0 means pupils in this school on average do about as well at KS2 as those with similar prior attainment nationally. 
  • positive score means pupils in this school on average do better at KS2 as those with similar prior attainment nationally.

 

 

 

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