St Mary's CE Primary School

A Caring, Christian, Community, Committed to Achievement

Key Stage 1 and 2 Results

 

Here is a link to the North Somerset Performance tables to compare our school with other schools in North Somerset for performance at the end of KS2

https://www.compare-school-performance.service.gov.uk/schools-by-type?step=phase&region=802&geographic=la&phase=primary

 

St Mary’s Data  for the end of academic year - 2016-2017

As a small school please be aware that our year group cohorts are 15 pupils maximum and each child in a cohort of 15,represents 7% of our data scores. Other factors such as the number of children who have SEN in a cohort or the level of mobility are also important to bear in mind when reading our school data.

Early Years: Number of children in cohort:12

86% of our reception children achieved the ‘Good Level of Development’.

 This is the percentage of children who achieve the Expected level (or Exceeding) in all the 12 Early Learning Goals within the prime areas of learning (personal, social and emotional development, physical development and communication and language) and the early learning goals within the specific areas of mathematics and literacy.

Phonics Y1: Number of children in cohort: 14

67% of Y1 children passed the phonics screening check.

End KS1 – Y2: Number of children in cohort:15. Number of children who have joined since the end of Reception Class:2 – 14% of cohort.

The government has set a standard for each subject, which it wants the majority of children to reach. For teacher assessment judgements these ‘standards’ are based on a list of things that children should be able to do. The results from tests and teacher assessment judgements are made against the same framework for all children in the country.

In the core subjects of Reading, Writing and Maths, teachers will make a separate judgement in each area against the statutory lists of criteria. Children will then usually be judged as meeting one of three different standards.

Children who are able to do all of the things required of them for their age will be judged to be “Working at the Expected Standard”.

In some cases, more confident children may be able to use more advanced skills and knowledge. These children will be judged to be “Working at Greater Depth within the Expected Standard”, showing that they have developed their skills more fully.

Some children may not yet have achieved all the requirements for the expected standard, and will be judged as “Working Towards the Expected Standard”. This will show that children can use some of the basic ideas that are covered in the Key Stage 1 curriculum. This year, in reading, 90% of children have achieved the expected standard or are working at greater depth within that expected standard.

This year, in Reading, 100% of children have achieved the expected standard or are working at greater depth within that expected standard.

This year, in Writing 86% of children have achieved the expected standard or are working at greater depth within that expected standard.

This year, in Maths, 86% of children have achieved the expected standard or are working at greater depth within that expected standard.

End KS2 – Y6: Number of children in cohort:15. Number of children with SEN: 5 = 34% of cohort. Number of children who have joined since end of KS1: 7 =46%

 A child’s result in each test has been reported using a scaled score. A scaled score of 100 represents the expected standard for each test.

If a child gets a scaled score of 100 or more it means they are “working at or above the expected standard” in the subject.

If a child gets a scaled score of less than 100 it means that they may need more support to reach the expected standard. The highest scaled score possible is 120, and the lowest is 80.

This year, in reading, 73% of children have achieved the expected standard or are working at greater depth within that expected standard.

This year, in Writing (which is teacher assessed), 66% of children have achieved the expected standard or are working at greater depth within that expected standard.

This year, in Maths, 67% of children have achieved the expected standard or are working at greater depth within that expected standard.

This year, in English Grammar, Punctuation and Spelling, 67% of children  achieved the expected standard or are working at greater depth within that expected standard.

 This year, in combined reading, writing and maths, 53% of children have achieved the expected standard or are working at greater depth within that expected standard in all three areas.

 We are very proud of the achievements of all our children at these stages.