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Our Sats results

Grafton Primary Headline Assessment outcomes 2017 – 2018

Key Stage Two (KS2)  

The KS2 tests are designed to test pupils’ knowledge and understanding of the KS2 programmes of study. Children in Year 6 undertake these tests and each test is administered on a specified national date. The tests are marked externally and the results are reported to schools. Writing results are based on Teacher Assessment (TA), which is based on a variety of work that the children have produced throughout the academic year. The KS2 Tests consist of one English Reading paper, two English grammar, punctuation and spelling (gps) papers and three Mathematics papers (one on arithmetic, two on reasoning). Children are reported as working below, at or above (greater depth) the expected standard for the end of Year 6. We calculate the % of children who achieved the expected standard or above in all areas (including gps). Children’s results are reported using a ‘Scaled score’- this reflects their ‘raw’ score achieved on a test. For KS2 tests, a scaled score of 100 represents achieving the ‘expected standard’. Below you will also see the school’s ‘average progress score’ – this reflects the cohort’s average progress made when comparing to other children with similar starting points nationally: 

  • 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.  

  • A negative score means pupils in this school on average do worse at KS2 as those with similar prior attainment nationally.  
    A negative score does not mean that pupils did not make any progress, rather it means they made less progress than other pupils nationally with similar starting points. (Primary Progress Measure, DFE 2016) 

For example, a score of - 4 would mean that on average, pupils achieved 4 scaled points less than other pupils nationally with similar starting points. 

 

KEY STAGE 2

Grafton 2017 Local Authority 2017 National 2017 Grafton 2018 Local Authority 2018 National 2018 Target 2019
Reading (working at expected or above) 78.5% 72.2% 71.5% 82.9% 74.7% 75.3% 90%
Reading (greater depth) 20.1% 21.1% 24.5% 36.2% 26.2% 28.1% 40%
Reading Scaled Score 104.5 103.6 104.1 106.3 104.8 105.1  
Reading Average Progress Score 0.8 0.3 0.1 1.7 0.1 0.0  
 
Writing (working at expected or above) 84% 76.5% 76.3% 75.9% 78.5% 78.3% 87%
Writing (greater depth) 12.5% 17.6% 17.7% 16.4% 18.7% 19.8% 20%
Writing Average Progress score 0.7 1.3 0.1 -0.8 0.5 0.0  
 
GPS (working at expected) 81.3% 81.4% 76.9% 95.7% 82.1% 77.7% 90%
GPS (greater depth) 39.6% 39.6% 30.9% 66.4% 42.2% 34.4% 60%
GPS Scaled score 107.3 107.5 106 111.7 107.7 106.2  
 
Mathematics (working at expected or above) 84% 80.7% 74.8% 86.2% 78.9% 75.6% 95%
Mathematics (greater depth) 27.1% 25.3% 22.6% 33.6% 25.3% 23.6% 40%
Mathematics Scaled Score 105.8 105.2 104.2 106.0 104.9 104.4 106
Mathematics Average Scaled score 1.8 1.7 0.0 2.0 0.9 0.0  
 
Combined RWM 69.4% 62.9% 61.1% 65.5% 65.9% 64.3% 70%
Combined RWM (greater depth) 7.6% 8.4% 8.6% 12.1% 9.1% 9.6%  

Combined RWMS

78.5% 71.8% 68.6% 74.1% 72.4% 70.8% 80%
 
Science (working at expected) 92.4% 81.8% 81.7% 92.2% 83.7% 82.4% 95%
 
Average Scaled Score 107     112     115
  • Progress measure in Reading and Mathematics puts School in top 25% of all schools nationally. 

  • Our Writing judgements were validated through Local Authority Moderation. 

 

Key Stage One (KS1)  

The KS1 tests are designed to test pupils’ knowledge and understanding of the KS1 programmes of study. Teachers must administer the English Reading and Mathematics tests to help make a secure judgement for their final Teacher Assessment (TA) at the end of KS1. The KS1 Tests consist of two English Reading papers and two Mathematics papers (one on arithmetic, one on reasoning). These tests are administered during the Summer Term in Year 2. Children are reported as working below, at or above (greater depth) the expected standard for the end of Year 2. We calculate the % of children who achieved the expected standard or above in all areas. 

 

KEY STAGE 1

Grafton 2017 Local Authority 2017 National 2017 Grafton 2018 Local Authority 2018 National 2018 Target 2019
Reading (working at expected or above) 80.0% 76.5% 75.5% 75.8% 74.9% 75.4% 82%
Reading (greater depth) 33.3% 26.6% 25.2% 32.5% 26.6% 25.6% 35%
Writing (working at expected or above) 68.3% 68.9% 68.2% 75.8% 70% 69.9% 82%
Writing (greater depth) 10.8% 17.5% 15.6% 20.8% 17.5% 15.9% 25%
Mathematics (working at expected or above) 82.5% 76.9% 75.1% 77.5% 76.2% 76.1% 85%
Mathematics (greater depth) 20.8% 23.7% 20.5% 20.8% 23.6% 21.8% 30%
Combined RWM 64.2% 64.8% 63.7% 66.7% 65.2% 65.3% 72%
Combined RWM (greater depth) 6.7% 13.1% 10.9% 12.5% 13.1% 11.7% 15%
Combined RWMS 64.2% 64.6% 63.3% 66.7% 64.9% 65% 69%
Science (working at expected) 90.8% 81.6% 82.6% 88.3% 82.4% 82.8% 90%
  • The focus on raising the % of children working at Greater Depth in writing had a positive impact and is reflected in our outcomes.  

 

Phonics Screening  

This is a test which is taken by children in Year 1. The test is made up of 40 words (20 real words/20 Pseudo words). It is a short assessment which is administered every June to ensure that children have learned phonic decoding to an appropriate level (this is the ability to use letter-sound knowledge to correctly pronounce written words). The children had to achieve a score of 32 to pass the Phonics Screening. For those that do not achieve this mark, they will re-take the Phonics Screening in Year 2, with the expectation of passing.

 

PHONICS

Grafton 2017 Local Authority 2017 National 2017 Grafton 2018 Local Authority 2018 National 2018 Target 2019
YEAR 1 74.4% 80.1% 81.2% 82.4% 81.8% 82.5% 90%
% entering Y3 Passing Phonics Screening 96%     89.1%     98%
  • Improvement on 2-year decline, now inline with National attainment. 
  • This year smaller whole class teaching groups were introduced at the beginning of Spring term. 

  • Implementation of new phonic intervention had a positive impact and children made rapid progress. 

  • Drop in % of children entering Year 3 having achieved Phonic Screening Pass Mark. New Phonic intervention has been implemented into Year 2 this year.  

 

EYFS  

Children are defined as having reached a Good Level of Development (GLD) at the end of the EYFS (Reception year) if they have achieved the expected standard - Early Learning Goals (ELGs) in Communication and Language, Personal, Social and Emotional Development, Physical Development, Literacy and Mathematics(12 ELGS in total). For each ELG, a practitioner must make their judgement based on a variety of sources of evidence. 

 

EYFS

Grafton 2017 Local Authority 2017 National 2017 Grafton 2018 Local Authority 2018 National 2018 Target 2019
Good Level of Development 67.5% 71.5% 70.7% 68.7% 71.3% 71.5% 75%
 
Areas of Learning              
Communication and Language 80.8% 80.3% 82% 87.8% 80.1% 82.4%  
Physical Development 94.2% 86.1% 87.4% 93% 86.4% 87.3%  
Personal, Social and Emotional Development 87.5% 83.9% 85.1% 89.6% 83.4% 85.2  
Literacy 67.5% 73% 72.8% 68.7% 72.5% 73.3%  
Mathematics 71.7% 77.9% 77.9% 76.5% 76.1% 78.3%  
Understanding the World 87.5% 80.1% 83.5% 85.2% 79.4% 83.9%  
Expressive
Arts and Design
94.2% 84% 86.7% 87% 83.8% 87.1%  
  • 2018 EYFS results show an improvement in attainment of the GLD, but we are 3% below the National picture. 

  • 13 % of the cohort were children with complex needs, 6% whom required 1:1 support.  

  • Literacy continues to be an area for development. New Reading interventions have already been put into place to diminish the difference. 

Click here to see Grafton Primary School's Performance Table via the DFE website