Performance and Assessment
Schools in England are measured on individual pupils progress and attainment that they make from Reception through to the end of Year 2 and then from Year 2 to the time the pupils leave the school in Year 6.
There are national tests at Year 6 (SATs) with a combination of teacher assessments that are also used by schools from Reception through to year 6 to internally track pupil attainment and progress.
SATs Results 2016
Key Stage 2 results
2016 saw the introduction of new tests at Key Stage 2. These were significantly more challenging than previous years and tested the new primary curriculum which was introduced in September 2014. Consequently, the children were tested against end of Key Stage expectations despite only being taught the new curriculum for 2 years. Comparisons with previous years are unreliable.
60% of pupils met the expected standard in reading.
93% of pupils met the expected standard in writing.
65% of pupils met the expected standard in maths.
67% of pupils met the expected standard in grammar and spelling.
55% of pupils met the expected standard in reading, writing and maths combined compared to 53% nationally.
The percentage of children judged to be working at greater depth in reading is 18%, in writing is 3% and in maths is 10%.
In 2016, Christ Church achieved an average scaled score of 100.6 for reading, 101.8 for maths and 102.7 for grammar and spelling.
The scores below show how much progress pupils have made in reading, maths and writing between the end of key stage 1 and the end of key stage 2, compared to pupils across England who got similar results at the end of key stage 1.
The progress score for reading was -2.2, for maths -1.6 and for writing 0.6.
SATs Results 2015
Key Stage 1 results
|% of pupils attaining each level in reading, writing and mathematics|
Key Stage 2 results
At the end of Key Stage Two (Year 6) children are assessed against a National expectation for Maths, Writing, English Grammar and Maths. The government expectation is that children achieve a Level 4. Achieving a Level 5 shows that the children are performing at above the expected level for their age.
The table below shows the percentage of pupils who have achieved a level 4 or above in the academic years 2014-2015 and 2013-2014 and also the percentage of pupils who have achieved a level 5 or above in the academic years 2014-2015 and 2013-2014 .
|Level 4+||Level 4+||Level 5+||Level 5+|
|English Grammar, Punctuation and Spelling||73%||88%||28%||65%|
It is expected that children will make 2 levels progress from KS1 to KS2. At Christ Church in 2015, 90% of children made at least 2 levels progress in reading, 98% did so in writing and 90% did so in maths.
Some children made better than expected progress, moving at least 3 levels from KS1 to KS2. In 2015, 47% of children did so in reading, 53% in writing and 47% in maths.
DfE schools performance tables
National curriculum and assessment information for schools
The manner in which schools assess learning has changed dramatically. Although there are still statutory assessments levels have been removed. Partially this is due to a shift in perception about levels: that children should master the skills that they have been taught rather than merely racing through the curriculum without gaining a secure understanding of what they have learnt.
Although the content has been stipulated by the Government and Statutory Assessments will continue to be prescribed, schools are free to assess the skills acquired in each subject, at each stage of learning, in whatever manner they deem appropriate.
We have been urged from this year to ensure that by the time children leave Christ Church, they are ‘Secondary Ready’. In other words, that they are equipped with the essential knowledge, skills and understanding required for their next stage of learning when they leave our school. To be 'Secondary Ready' the children must be able to understand and apply all the expectations set out in the primary national curriculum.
In readiness for the removal of levels we have put together an assessment database based upon Chris Quigley Essentials that matches the assessment and planning to monitor both pupil progress and attainment linked to the national curriculum.
We hold joint consultation meetings with parents and teachers and sending home termly reports to inform you of the progress your child is making and to see whether they are on track to meet or exceed their targets based on the new assessment system in place. We have also put together a set of school standards for effort, behaviour, homework and organisation.