Information

 

Key Stage Results

School Performance Data

School results for 2018-2019 - unvalidated data

We are delighted to share with parents some of the headline performance information from the 2018-2019 school year:

 

Early Years

At the end of the 2018-19 school year, children in Reception were assessed as follows:

 

Percentage at each score

Area of Development

Emerging

Expected

Exceeding

Listening and attention

6.25

62.5

31.25

Understanding

6.25

66.67

27.08

Speaking

8.33

75.0

16.67

Moving and handling

10.42

83.33

6.25

Health and self care

8.33

85.42

6.25

Self-confidence and self-awareness

6.25

83.33

10.42

Managing feelings and behaviour

6.25

83.33

10.42

Making relationships

6.25

85.42

8.33

Reading

20.83

62.5

16.67

Writing

20.83

68.75

10.42

Numbers

16.67

68.75

14.58

Shape, space and measures

12.5

83.33

4.17

People and communities

8.33

91.67

0.0

The world

8.33

87.5

4.17

Technology

4.17

93.75

2.08

Exploring and using media and materials

6.25

85.42

8.33

Being imaginative

8.33

87.5

4.17

 

 

% expected or exceeding grade

Areas of learning

Communication and language

92%

Physical development

90%

Personal, social and emotional development

92%

Literacy

79%

Maths

85%

Understanding the world

92%

Expressive arts and design

92%

Overall

Prime learning goals

90%

Specific learning goals

77%

All learning goals

79%

79% of our reception pupils showed a ‘good level of development’ compared to 72% nationally in 2018, which demonstrates both an able cohort and the effective and challenging provision on offer in our Early Years.

Across Reception, 94% of pupils made expected (or better than expected) progress for reading, 94% for writing and 83% for maths. Many pupils actually made even more progress – above expectations (17% rapid progress for reading, 21% for writing and 17% for maths).

Where individual children have not met Early Years expectations in certain areas, they will of course be tracked carefully and given tailored support in Year 1 to ensure they catch up. Where pupils met or exceeded expectations in Early Years, they are ready to make a flying start in Year 1 and will be tracked (and ‘pushed’) to continue to excel as they move through school!

Key Stages 1 and 2

The annual tests and teacher assessments for Key Stages 1 and 2, for 2019, showed the following outcomes:

Key Stage 1

 

School % at expected and greater depth standard

National % at expected standard (2018)

School % at greater depth

National % at greater depth (2018)

Reading

60

75.5%

42

25

Writing

55

70%

11

16

Maths

70

76.1%

25

21

RWM combined

53

65.4%

7

 

The test frameworks continue to challenge in each of the core areas.

Following a challenging year in Year 2 in 2018/19 including some necessary staff changes,  although the overall attainment may be lower than the National standard, we are pleased that the number of children working at greater depth in reading and maths is likely to be above the national level. Further analysis shows that the y2 cohort’s progress accelerated over the course of the year, albeit in some cases not as far as ideal. All children, including those children not attaining at the expected standard at the end of Key Stage 1 will be carefully tracked into year 3 and beyond to make sure the provision is meeting their needs, with writing as a focus. Targets set for pupils for y3 and beyond will also refer back to their prior attainment in Early Years to ensure stretch and ‘catch up.’ Our year 3 staff will happily discuss this with parents in our October parents evenings.

Phonics

Our Year 1 phonics test results have been strong for the past four years. The 2019 pass rate for year one was 75%, which is likely to be below the national pass rate (2018 was 82% nationally). Many individual pupils showed considerable progress and attained well to pass the threshold for the test. Several changes to staffing in one year 1 class, did however have an impact and also several pupils relatively new to the school were not ready to pass the test in June.

The overall end Year 2 pass rate is that 87% of children achieved the expected standard by the end of Key Stage 1, just below national at 92% in 2018.

We will continue to work hard on this aspect in 2019-20; so many of our pupils are already sound readers and need to specifically be taught ‘how to pass’ the phonics test!

Any pupils not passing the phonics test in year 1 or 2 will be carefully tracked into years 2 and 3 and have additional provision in place to ensure they reach (and can demonstrate in a test) the required standard as soon as possible.

We are delighted that so many of our EYFS pupils left Reception and enter Year 1 already tracking well into year 1 phonics – this can only stand us in good stead for results in 2020.

 

Key Stage 2

Year 6

 

% at expected standard - school

National – expected standard

% working greater depth; higher standard

National – greater depth; higher standard

Reading test

70%

73%

18%

27%

Writing

85%

78%

10%

20%

Maths test

78%

79%

30%

27%

SPaG test

80%

78%

33%

36%

RWM combined

62%

65%

7%

11%

 

School

National

Average scaled score in reading

104

104

Average scaled score in SPaG

106

106

Average scaled score in maths

105

105

Reading progress score

-1.1

Writing progress score

-0.3

Maths progress score

+0.3

We have continued to work hard to develop our internal tracking systems to take the challenging demands of the End of KS2 tests into account and we are pleased to have impacted positively in several key areas this year – improving all aspects of outcome in maths and improved outcomes at ‘expected’ in both writing and Spelling, Punctuation and Grammar.

As ever with our wonderful Riverside students, Year 6 applied themselves well throughout the year and showed a superb, responsible attitude during the assessment period.

Maths had been a focus following last year’s tests, and our results show improvements in all aspects.

Writing was also an area of continued focus with improved outcome in technical areas of grammar along with ‘expected’ level of writing.

Into 2019/20 we will be continuing to focus on writing, striving for a larger percentage of pupils to attain the ‘greater depth’ standard within their writing. We will also be continuing work on our spelling strategy. With such good impact on maths this year, we will of course be looking to maintain this success and hope that the addition to the year 5/6 curriculum of the IXL Artificial Intelligence Software (used at home and school), will help our pupils target areas of maths (and grammar) to polish and perfect.

Whilst our pupils in year 6 have really focused on reading skills and comprehension answers in their lessons during 2018-19, this year’s SATs test was notably tricky. Indeed, the percentage of pupils ‘passing’ this test nationally decreased, which is very unusual. That said, we were disappointed for our pupils not to have achieved in line with national in 2019 and will be working with our 19/20 cohort on some of the trickier aspects of this year’s tests including pace and stamina in written response.

Our combined Reading/Writing/Maths attainment dropped a little from 2018, led by the result in reading and is a little below national – this again is a target for improvement into next year.

All of this taken into account our key stage 1 to key stage 2 progress measures are in line with national and classed as ‘average.’ Whilst no school would aspire for average, it must be noted that this is a very wide band – effectively 60% of schools nationally are deemed within this zone.

What next?

There are several points of reflection and action in the 2019 performance data. In the 2019/20 academic year, we will:

  • Continue to ensure our pupils attain well in phonics, building on the improvements made over the last 4 years. We will track and carefully provide for every pupil who has not passed the phonics test in year 1 or 2
  • Continue to challenge and develop our pupils in Early Years, ensuring every possible pupil makes accelerated progress towards challenging targets
  • Continue to build on successful writing initiatives implemented since 2017 which have impacted favourably on performance outcomes at ‘expected’ and embed our new spelling strategy into this area to further support the Grammar, Punctuation and Spelling progress throughout the whole school. We will stretch and challenge all pupils possible to reach ‘greater depth’ in aspects of their writing
  • Continue to build on and strengthen the success in maths
  • Set challenging targets for all year groups to make sure pupils make good progress across a year and across a key stage
  • Challenge ALL individual pupils to make the best possible progress in their learning including through a highly targeted approach
  • Ensure all pupils can demonstrate their teacher assessed grades within test situations
  • Target positive progress scores in all core areas
  • Continue to develop independent learners using metacognitive and positive mindset strategies such that the children are motivated to learn and are challenged appropriately– continue to deliver real stretch and challenge and with it see more and more pupils make ABOVE expected progress

As you will see from this list of actions, we are keen to pro-actively challenge ourselves to help our pupils achieve the very best that they are able!

 



Access the DFE School Performance Tables Website here

 

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Contact Us

General queries to:
Mrs J Coates/Mrs J Kavanagh/Mrs V Scoot - School Administrators
Mrs S Borradaile - School Business Manager

sampleTel:  01937 832 899
Fax: 01937 531 707

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Wetherby Road, Tadcaster
North Yorkshire LS24 9JN

 

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