As mentioned on our current results page, the content of the new National Curriculum is more challenging, and the expected standards in turn require a higher level of skills, application and understanding than the old 'level' system. Since the new curriculum is only in its second academic year, these standards have been additionally challenging for the first cohort of pupils to be assessed under the new system.
The set of results below are from the first cohort to sit the new SATs tests in 2016.
Key Stage 1 Teacher Assessment (2016)
|Expected or better||Greater Depth|
|R, W, M + S||75%||66%||10%||14.7%|
Key Stage 2 (2016)
|Expected or better||Greater Depth||Average Scaled Score||Progress|
|Grammar, Punctuation and Spelling (Test)||52.4%||72%||14.3%||22.5%||99.9||104.0|
|Writing (Teacher Assessment)||28.6%*||74%||9.5%||14.7%||-7.7|
|R, W + M||28.6%||53.2%||0%||5.4%|
*Although these are teacher assessments, our school was chosen for a moderation visit by 2 moderators who validated this data.
This set of data is disappointing for the school and unusual compared to previous years. The school and governors have spent time analysing this data and using the outcomes plus other school information to form the school development priorities for 2016-17. These were:
Key priorities in SDP:
Priority 1: Raise standards of writing across the school
Writing is a key priority across the school. We are focusing on improving pupil's application of the basics of writing: spelling, grammar and punctuation as well as to increase their stamina when writing.
Priority 2: Raise standards of mathematics across the school
We are concentrating on pupil’s fluency in the foundation skills of mathematics, feeling confident in the basic skills of all four operations. We are aiming to raise the profile of mathematics, ensuring a consistent approach with good or better progress and attainment results.
Priority 3: Assessment
We are focusing on embedding our knowledge and understanding of the new assessment expectations; ensuring that there is consistency across the school.
Priority 4: Middle Leadership
We are looking at our middle leaders having whole school impact on their subject leadership areas – data analysis, staff training and monitoring impact.