Key Stage Results
Our Performance Results for 2016
We are delighted to share with parents some of the headline performance information from the 15-16 academic year:
At the end of the 2015/16 school year, children in Reception were assessed as follows:
|% expected or exceeding grade|
|Areas of learning||Communication and language||92|
|Personal, social and emotional development||90|
|Understanding the world||97|
|Expressive arts and design||95|
|Overall||Prime learning goals||84%|
|Specific learning goals||76%|
|All learning goals||76%|
76% of our pupils showed a ‘good level of development’ compared to 69% nationally, which demonstrates both an able cohort and the challenging provision on offer in our Early Years.
In most areas, the Reception outcomes (% attaining each of the above and % attaining overall ‘good level of development’) showed a good improvement on 2015.
Across Reception, 89% of pupils made expected (or better than expected) progress for reading, 80% for writing and 89% for maths. Many pupils actually made even more progress – above expectations (29% rapid progress for reading, 18% for writing and 35% 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!
Key Stages 1 and 2
The annual tests and teacher assessments for Key Stages 1 and 2, for 2016, showed the following outcomes:
Key Stage 1
|School % at expected standard||National % at expected standard||School % working greater depth||National % working at greater depth|
This was the first year of the new test framework for year 2 with challenging new standards in place for each of the core areas.
Whilst reading and writing were broadly in line with national (with higher grades for reading above national) we found that pupils struggled in the maths assessments and in turn this has resulted in a combined reading-writing-maths percentage below national.
A particular focus for the coming year will therefore be given to maths:
- For our current year 3 cohort to ensure that any ‘catch up’ needed against these y2 results is soon made
- For key stage 1 in general, to ensure all pupils are suitably challenged and supported in their learning and that year 2 are well prepared for the assessment period
Our Year 1 phonics test results steadily improved between 2012 and 2014, but dropped in 2015. This year our Year 1 was greatly improved with 73% working at the expected standard. Given the range of individual need in the year 1 cohort for 2015, this represented considerable in year progress for many of our youngsters.
Of the pupils in year 2 needing to re-take the test from year 1, 66% of those pupils passed the test.
All pupils entering year 2 this Autumn will continue to have daily phonics input, with particular focus on those individuals who did not pass the test in 2015 and so will re-take the test in year 2.
All pupils entering year 3 who have not reached the test standard in phonics will continue to have bespoke provision as they enter year 3.
Key Stage 2
|% at expected standard - school||National – expected standard||% working greater depth; higher standard||National – greater depth; higher standard|
|Reading teacher assessment||86%|
|Maths teacher assessment||89%|
|SPaG teacher assessment||75%|
|Average scaled score in reading||105||103|
|Average scaled score in SPaG||105||104|
|Average scaled score in maths||104||104|
|Reading progress score||+1.3|
|Writing progress score||-2.2|
|Maths progress score||+0.1|
As with year 2, this year saw our year 6 students sit new SATs tests and assessed using new Test Frameworks. What is more, tested against a Key Stage 2 Curriculum which they have only been taught in since the beginning of year 5!
Broadly, our year 6 cohort performed well against national comparators and against the challenging new assessment frameworks.
As ever with our wonderful Riverside students, our Year 6 cohort applied themselves well throughout the year and showed a superb, responsible attitude through the assessment period.
We were particularly pleased to see that a cohort of pupils who were generally high attaining when they were in year 2, were able to echo this success in the new tests especially demonstrating some good performance in the ‘higher standards.’
The reading test is now nationally ‘famed’ for being tricky and we were pleased to have a positive progress score with our higher ability pupils doing especially well.
Maths had been an area of concern going into year 6 and so to perform well against national percentages and with a positive progress score was a marked success for staff and students.
From the above data you will see that the writing progress score is negative, meaning that our students made less progress than national. In part we believe this related to the ever-evolving advice with regard writing last year, in part because our focus was on getting pupils to pass the new stretching standard as opposed to aiming for the next stage up, the higher standard. Writing will most certainly be an area of focus for us this coming year.
There are several points of reflection and action in the 2016 performance data. In the 2016/17 academic year, school will:
- Continue to impact our approaches to phonics and ensure our pupils attain well, building on the improvements made in 2016
- Set challenging targets for all year groups such as the large majority of pupils in all year groups score well against Age Related Expectations and make good progress across a year and across a key stage
- Revisit Top Down Planning/Mastery approaches in maths – such as to aspire for all pupils to do as well as possible in maths, especially at key stage one and for girls across the whole school in maths
- Ensure writing attainment and progress is maximised throughout the whole school including ensuring our students are suitably prepared against the ‘frameworks for assessment’ at years 2 and 6, and including the higher standard
- Continue to develop approaches to writing, which have been having positive impact over the past few years
- Prepare for and maximise attainment in the 2017 Key Stage 1 and Key Stage 2 tests
- Challenge ALL pupils to make the best possible progress in their learning including through a highly targeted approach which we are calling ‘spotlight pupils’
- Continue to enhance all areas of provision for the more able – 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 challenge ourselves to help our pupils achieve the very best that they are able!