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grafton primary results 2018/19

Grafton Primary Headline Assessment outcomes 2018 – 2019

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 GrammarPunctuation 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: 

  • score of 0 means pupils in this school on average do about as well at KS2 as those with similar prior attainment nationally.  

  • positive score means pupils in this school on average do better at KS2 as those with similar prior attainment nationally.  

  • 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 2018 Local Authority 2018 National 2018 Grafton 2019 Local Authority 2019 National 2019 Target 2020
Reading (working at expected or above) 81.9% 74.7% 75.3% 69% 72.9% 73% 80%
Reading (greater depth) 36.2% 26.2% 28.1% 17% 26.3% 27% 35%
Reading Scaled Score 106.3 104.8 105.0 103.5 104.1 104.4  
Reading Average Progress Score 1.7 0.1 0 -0.58 0.1 0.03  
 
Writing (working at expected or above) 75.9% 78.5% 78.3% 78% 78.9% 78% 80%
Writing (greater depth) 16.4% 18.7% 19.8% 20% 17.9% 20% 25%
Writing Average Progress score -0.8 0.5 0 0.64 0.1 0.03  
 
GPS (working at expected) 95.7% 82.1% 77.7% 90% 82.6% 78% 90%
GPS (greater depth) 66.4% 42.2% 34.4% 60% 45.6% 35% 65%
GPS Scaled score 111.7 107.7 106.2 111.1 108.2 106.3  
 
Mathematics (working at expected or above) 86.2% 78.9% 75.6% 87% 80.3% 79% 88%
Mathematics (greater depth) 33.6% 25.3% 23.6% 19% 30.3% 27% 27%
Mathematics Scaled Score 106 104.9 104.4 105.3 105.6 105  
Mathematics Average Scaled score 2.0 0.9 0` 0.66 0.7 0.03  
 
Combined RWM 65.5% 65.9% 64.3% 63% 65.5% 65% 70%
Combined RWM (greater depth) 12.1% 9.1% 9.8% 6.1% 11.2% 11% 12%

Combined RWMS

74.1% 72.4% 70.8%        
Science (working at expected) 92.2% 83.7% 82.4% 84.3% 83.5% 83% 85%
 
Average Scaled Score 112            
  • 90% of pupils achieved the expected standard or higher in English grammar, punctuation and spelling, this is significantly above national and places the school in the highest 20% of all schools. 60% of pupils achieved the higher standard, which was also significantly above the national average. 

  • Progress in Writing and Mathematics was above national. Our progress measure in Mathematics places us in the top 40% of all schools nationally (based on new published measures Sept 2019). 

  • Writing attainment of the expected standard was in line with National.  

  • Reading attainment and progress dipped and is a focus for the school. Our Reading lead has already conducted staff and pupil surveys, monitored planning, carried out a work scrutiny and delivered staff insets – firstly focusing on the teaching of reading skills. 

 

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 2018 Local Authority 2018 National 2018 Grafton 2019 Local Authority 2019 National 2019 Target 2020
Reading (working at expected or above) 75.8% 74.9% 75.4% 68% 73.3% 77.5% 77%
Reading (greater depth) 32.5% 26.6% 25.6% 10% 23.9% 27.6% 28%
Writing (working at expected or above) 75.8% 70% 69.9% 67% 68.8% 72.7% 75%
Writing (greater depth) 20.8% 17.5% 15.9% 9% 15.1% 17.8% 25%
Mathematics (working at expected or above) 77.5% 76.2% 76.1% 70% 75.7% 78.5% 80%
Mathematics (greater depth) 20.8% 23.6% 21.8% 19% 23.8% 25.3% 25%
Combined RWM 66.7% 65.2% 65.3% 57.5% 64.2% 68.9% 70%
Combined RWM (greater depth) 12.5% 13.1% 11.7% 6.7% 11.2% 14% 15%
Combined RWMS 66.7% 64.9% 65%        
Science (working at expected) 88.3% 82.4% 82.8% 82.5% 81.1%   84%
  • Our children who are learning English as an additional language (51% of cohort) performed well in all areas, performing better than children whom speak English as their first language.  

  • 18% of the cohort are on the SEND register and receive SEND support, 57% of this group have speech and language difficulties, 23% have social, emotional and mental health difficulties. 

  • This year was the first year that our attainment dipped below National as we are always in line with or above. 

  • We were externally moderated by the Local Authority in Reading, Writing and Mathematics. This was a collaborative process and action points taken from this are: to continue to develop reading evidence collected to support teacher judgments, and develop staff’s use of exemplification materials to guide them in confidently making assessments of children working at/above/below the expected standards in all areas.  

  • We have also implemented ‘Power Maths’ from Year 1 – 3 to further strengthen the teaching of Mathematics throughout KS1 and into KS2.  

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 2018 Local Authority 2018 National 2018 Grafton 2019 Local Authority 2019 National 2019 Target 2020
YEAR 1 82.4% 81.8% 82.5% 85% 81% 82% 88%
% entering Y3 Passing Phonics Screening 89.1%     87.5%     90%
  • This year we saw attainment of the expected standard improve to now be above National. 

  • Our males (55% of cohort) performed better when compared to other males nationally, there was only 3% attainment gap between our males/females.  

  • Our children who have English as an additional language (48% of cohort) performed exceptionally well, achieving significantly more than National.  

  • 15% of the cohort are on the SEND register, of this group of children 29% require 1:1 support from an adult – these children did not sit the Phonics Screening Check.

  • With a change in teaching staff, the focus is on maintaining the good progress and attainment and improving the rescreening pass rate in Year 2.  

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 2018 Local Authority 2018 National 2018 Grafton 2019 Local Authority 2019 National 2019 Target 2020
Good Level of Development 68.7% 71.3% 71.5% 69% 72.4% 72% 74%
 
Areas of Learning              
Communication and Language 87.8% 80.1% 82.4% 84.4% 80%    
Physical Development 93% 86.4% 87.3% 87.2% 85.65%    
Personal, Social and Emotional Development 89.6% 83.4% 85.2% 88.1% 83.05%    
Literacy 68.7% 72.5% 73.3% 70.6% 73.5%    
Mathematics 76.5% 76.1% 78.3% 73.4% 77.2%    
Understanding the World 85.2% 79.4% 83.9% 82.6% 78.6%    
Expressive
Arts and Design
87% 83.8% 87.1% 80.7% 83.4%    
  • Over 50% of the cohort entered Reception below the age-related expected standard. A key focus for practitioners is the development of children in the Prime Areas of Learning (Communication and Language, Physical Development and Personal, Social and Emotional Development), building upon the teaching in Nursery. In the Prime areas of Learning, our children attain above that of the Local Authority, demonstrating our values of educating the whole child and instilling a love for learning. We know the importance of children having had life experiences from which to draw upon, this was a focus of the year group last academic year. The children had more off-site educational experiences and learning in school was linked to these. 

  • We were moderated by the Local Authority. The process was supportive and many strengths were identified, including the evident progress that children had made in Reception from low starting points. Our judgments were seen as accurate and practitioners use a good range of evidence to support their teacher assessments. 

  • Although the National data for the EYFS has yet to be released, key focuses for us as a school are Literacy (Reading and Writing) and Mathematics as we are just below the LA in these areas. This year we are focusing on oral story telling as one means of improving attainment in Literacy. We have implemented ‘Helicopter Stories’ in Reception. Nursery are implementing a new ‘Language based’ intervention/methods of teaching, to improve children’s speaking and listening skills.  

  • We have worked with the East London Maths Hub and have made changes to our teaching of Mathematics. 

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