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School Results 2016 - 2017

 

We have been very pleased with the progress that the children have made during the course of the last academic year.

 

The Reception children all achieved GLD ( a Good Level of Development ) and made significant progress at the start of their academic careers.

 

Tests are carried out on the phonic abilities of children during Year One. The children's ability to read both real and made up words by their sound is tested. The Year One pupils scored 71% at the expected standard. Children who do not pass the test at the end of Year One are tested again at the end of Year Two and I am pleased to report that all of these children achieved the expected standard.

 

At the end of Year Two children currently undertake the end of Key Stage One assessments. Again we were very pleased with the results the children obtained. In Reading, 88% of the children were at the expected standard and 44% of these achieved the higher standard. In Mathematics, 75% of children achieved the expected while 25% obtained the higher standard. In writing, 68% of the children were at the expected standard with 13% at the higher standard. Though we are pleased with these results they also point to areas for improvement and you can rest assured that these are being tackled.

 

The results obtained by the Year Six pupils in their end of Key Stage assessments were even more pleasing. The children take formal written tests in English and Mathematics. There are a number of papers in the English and these contribute to the award of the expected standard. In Reading, 76% of the children were at the expected standard with 40% of the children being awarded the higher standard. A second paper made up of marks gained in spelling, grammar and punctuation tests was even more pleasing with 80% of the children achieving the expected level with 36% achieving the higher standard. Writing is teacher assessed and I am delighted to report that here the children achieved 76% at the expected standard with 24% achieving what is termed as greater depth. In the mathematics tests 68% of the children obtained the expected standard with with 24% achieving the higher standard.

 

A combined figure is obtained by working out which children achieved the expected standard in reading, writing and mathematics. Last year this figure was 39% and I am delighted to report that this academic year it was 64%. This puts the school in a much stronger position and compared to nationally the school is now working above the national in this combined figure.

 

The progress measures were also pleasing. A points score is given to a child's attainment at the end of Key Stage One for the different areas, this is repeated at the end of Key Stage Two. A progress score of 0 indicates that a child, or a group of children, has made the expected progress, anything above zero represents a progress beyond the expected and anything below zero represents that insufficient progress has been made. Last year's figures were disappointing but this year we have a reading score of +1.9, a writing score of +0.3 and a maths score of -0.1. This indicates that the majority of the children made the expected progress with only a slight dip in the maths. Combined with the attainment results this puts Chelmondiston Church of England Primary school where it should be, being one of the better attaining schools in the county.

 

 

2016 - 2017 Results in table form

School Results 2015 - 2016

As you will be aware last academic year was the first time that the new assessment arrangements were in place for Key Stage One and Key Stage Two children. It is fair to say that our results were not as good as we would have wished them to be in most cases but we are determined to make things better this year.

In Reception last year 66.7% of children reached a good level of development, as opposed to 69% nationally. This is a standard that the DFE uses to assess if children are ready for the more formal work of Year One and above. As with all of our results we have smaller cohorts than nationally which means that each child counts for much more in percentage terms than they would in other schools. For example, in a school where there are 100 pupils in Reception each child would be worth 1%, in our school last year with only 14 children, each reception child was worth approximately 7%. The impact of one child succeeding or not can have dramatic implications.

In Year One 75% of children reached the expected level in their Phonics test, 81% did so nationally. Again the numbers of children is significant here. Each one of our children was worth 7%. Effectively, this means that if just one more of our children achieved the expected level we would have been above the national figure.

At the end of Key Stage One I am pleased to say that in two of the three assessed subjects the school did better than the national average. In reading 88% of the children achieved the expected level as opposed to 74% nationally, while in mathematics again 88% of our children attained the expected level as opposed to 73% nationally. In writing we were just 1% below the national average of 66%

 

 

 

School

National

EYFS GLD 2016

66.7%

69%

 

 

 

 

School

National

Yr 1 Phonics

Test 2016

75%

81%

 

 

 

 

Reading School

Reading National

Writing School

Writing National

Maths School

Maths National

Key Stage One 2016 above expected standard

88%

74%

65%

66%

88%

73%

 

Each child in Year Two last year was worth 5.5%.

 

 

 

Reading School

Reading National

Writing School

Writing National

SPAG

School

SPAG

National

Maths School

Maths

National

Key Stage Two 2016 above expected standard

61%

66%

44%

74%

39%

72%

56%

70%

Average Scaled Scores

103

102.7

This was teacher assessed.

101

103.9

102

103

Average Progress Score

-0.6

0.18

-6.9

-0.07

No data available

-1.8

-0.04

 

 

School

National

Percentage of Pupils achieving a higher score in reading and maths and working at greater depth in writing.

11%

5.4%

 

At the end of Key Stage Two the results achieved were less favourable than expected.

In Reading 61% of our pupils achieved the expected level as opposed to 66 % nationally. In Mathematics this figure was 56% where the national figure was 70% and in Writing we achieved 44% as opposed to national figures of 70%. The results in the Spelling, Grammar and Punctuation tests were that the school achieved 39% against the national figure of 72%. This meant that the children achieved a combined score of 44% against a figure of 53% nationally.

We are naturally very disappointed with these results and in our opinion they do not reflect the incredible hard work of the staff and children.

 

There were members of this cohort of children who had struggled all the way through school and their attainment, despite being below the expected level, represented a considerable achievement for those children.

As stated before the size of the cohort had an impact with each child being worth 5.5%. It was also the case that two children, 11% of the cohort, were absent from the tests. However, they are counted within the figures as not achieving as this is the way that the results are calculated.

There were two other factors which also had a considerable impact on the children’s results. The first was the fact that this was the first year that the new assessment arrangements had been in place. At Chelmondiston CEVC Primary School we pride ourselves on being very stringent and honest in our assessment of children’s attainment. The writing figure is a teacher assessed figure and I think that it shows the very stringent approach that we have to saying if a child has attained the expected level or not. The second factor is that of the considerable change that there has been at the school over the past three years. This was at the same time as a period of change both with the curriculum and with assessment arrangements. The school was not best placed to address these issues at that time.

We have already put steps into place to improve matters for the children in the school. As you will be aware Read Write Inc Phonics has been established at the school for a couple of terms now and this is already having an impact. We are continuing with this strategy and ensuring that those children who have missed out on this important package are being supported with additional work in other year groups.

We have also introduced Read Write Inc Spelling in Years three to six. This means that spelling is actively taught rather than being caught. I am confident that this will cause a dramatic improvement. We have purchased books which show exactly what the expected standards are for each year group in terms of grammar and punctuation and this is an area of focus throughout the school.

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