Within school we clearly track ‘All Pupil’ data, but also that of groups of pupils and their comparator groups e.g. Boys and Girls, Free School Pupils and Non-Free School Meal Pupils etc.
We use an in-house tracking system to track both progress and attainment.
Nationally we make use of a report entitled the IDSR - Inspection Data Summary Report - that guides our analysis of school performance.
We find that analysis of our internal school data and the IDSR helps us to identify the groups of pupils who require additional focus as well as helping us recognise and celebrate successes and plan our 'next steps' in school improvement.
It is expected that a school publish its data, and we are pleased to do so.
The data below is the broad headline data for Years 2 (end of KS1) and 6 (end of KS2) at the end of Summer 2019; this is the last statutory data collection point due to restrictions in 2020 and 2021 due to the COVID-19 pandemic.
There is of course a multitude of data within in a school but the headline data is as follows:
RD = Reading WR = Writing MA = Maths
65.0% of the pupils by the end of Foundation Stage attained a Good Level of Development (GLD)
From a broadly average starting point at the beginning of the Foundation Stage the pupils attained at a lower standard than desired by the end of Foundation Stage this year. The outcomes, although not externally moderated, were moderated across the LPAP and one of the school’s EYFS teaching team was an external moderator for the Local Authority.
Year 1 Phonics Screening: All Pupils Summer 2019 (and Y2 Autumn 2020)
|Year||% Pass Rate|
|2017||72% (NA 82%)|
|2018||93% (NA 82%)|
|2019||91.7% (NA 82%)|
Y2 pupils tested November 2020 (missed as Y1 Summer 2020)
|94.7% (NA 82%)|
Our pass rate has significantly improved over the past 3 years due to the hard work and dedication of the early years and KS1 practitioners; this is a marked improvement and is what we expect of our pupils.
Y2 and Y6 Attainment is judged by both Teacher Assessment and externally‑produced tests. 2018-19 saw the fourth year of the revised Testing Arrangements for Years 2 and 6.
|100+ (EXS+)||89% (NA 76%)||70% (NA 70%)||93% (NA 77%)|
|110+ (GDS)||45% (NA 25%)||12% (NA 15%)||38% (NA 22%)|
Current attainment data shows an improving picture at end KS1/Y2 from end 2016 to 2019. The 2019 data is our best set of data in the last 5 years.
Y6 Attainment: All Pupils Summer 2019
Figures in ( ) = National Average 2019
Scaled Scores 2019: KS2
Attainment at age‑related levels in the school had been broadly in line with, or above, the National Average for a number of years; but in 2016 and 2017 this was not the case. % attainment at EXS – Expected Standard - was below the National Average. There has however been improved % attainment since. Attainment in 2019 was our best set of data in 5 years, and most attainment was either at or above the Nationally Expected standard. Although not a statutory mesaure, our Teacher Assessed data for Y6 in 2020 and 2021 was equally strong.
The schools combined score for RD WR (GPS) and MA had been 'of concern' in 2016 and 2017 and so we were pleased to be able to report a marked improvement with 62% attaining at the age-expected standard across all 3 subjects in 2018 and 71% (the National Average being 65%) in 2019 - even better still! (with internal/school TA data suggesting 68% in 2020 and 77% in 2021).
The DfE ‘progress measures’ for end KS1, 2015 to end KS2, 2019 are:
|Subject||Progress Score||95% Confidence Band|
|RD||+1.4||-0.1 to +2.9|
|WR||+0.6||-0.8 to +1.9|
|MA||+0.4||-0.9 to +1.7|
Where the 95% confidence interval overlaps zero then the school's performance is not significantly different to the National Average; this is us! Our positive progress scores reflect the value that has been added to the pupils attainment since the end of Y2; this was a pleasing and improving picture.
Analysis of our 2018-19 data suggests that we need to keep a close focus upon the Progress and Attainment of our Foundation Stage pupils, Writing standards across the school and the progress of our most disadvantaged pupils.
We are not a complacent school, nor can we ever expect to be; we strive for the improvements we wish to see in the progress and attainment we expect for our pupils. We continue to review and evaluate our provision making revisions where necessary; we will continue to do so!