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Exam and Assessment Results

Key Stage 2 Results 2016

 

 

 

Key Stage One and Two data

Whilst we believe that a child’s primary education is measured by far more than results in tests they are an important factor in the modern education system. Below is some comparative data to help show the progress school has made in the last 3 years.

 

Level 4+ is the required level for Year 6 children.

Subject

2013

2014

2015

KS2

Level 4+

Level 5+

Level 4+

Level 5+

Level 4+

Level 5+

Reading Test

93%

51%

94%

63%

97%

50%

Writing (teacher assessed - externally moderated)

95%

36%

100%

41%

95%

43%

Spelling, Punctuation and Grammar test

86%

56%

78%

45%

77%

58%

Maths Test

93%

49%

96%

51%

93%

33%

Reading Test, Writing Teacher Assessment and Maths Test.

86%

29%

92%

29%

90%

22%

 

 

 

In KS2 (years 3-6) schools are expected to make sure as many children as possible make 2 or more levels progress (2+)

KS2

2013

2014

2015

Subject

2+ Levels Progress

2+ Levels Progress

2+ Levels Progress

Reading Progress

96%

96%

98%

Writing Progress

96%

100%

98%

Maths Progress

98%

98%

93%

Average KS2 Point score per pupil

29.5

30.4

29.2

 

Level 2+ is the required level for Year 2 children.

KS1

2013

2014

2015

Subject

% of children who were level 2 or higher

% of children who were level 2 or higher

% of children who were level 2 or higher

Reading

93%

92%

98%

Writing

84%

89%

93%

Maths Test

98%

97%

100%

 

EYFS

2013

2014

2015

Subject

 

 

 

Good level of development

No data – different assessment scale used

78%

76.7%

 

Impact report for Reading Recovery 2015-16 Minster CEP school.

 

Reading Recover is a short-term intervention for children who have the lowest achievement in literacy learning in their first years at school. Children are taught individually by a specially trained teacher for 30 minutes each day for an average of 12-20 weeks. The goal is for children to develop effective reading and writing strategies in order to work within an average range of classroom performance.

Reading Recovery has a strong track record of preventing literacy failure for many children through early intervention. It is an important strand in the school’s strategy for ensuring that all children learn to read and write early and to the best of their ability. The success of any intervention such as Reading Recovery depends upon the quality of the decisions made about implementation. This report includes all children served by Reading Recovery within the school during the 2015-16 school year. The information was collected as a part of the European Centre for Reading Recovery annual monitoring procedure.

 

Overview of impact data for Minster CEP.

During the academic year 2015-16, 8 children took part in the ‘Reading Recovery’ programme. A further 30 children completed ‘Better Reading Partnerships’ (BRP). 90% of children completing BRP achieved 5 or more ‘RR’ book levels progress. 10 children also completed our own SEN version of BRP. We also had a member of staff complete the ‘Grow’ training which tackles reading and writing for some of our lowest achieving children in year 4.

  1. There are five possible outcomes for children Accelerated Progress (Discontinued): These children have made sufficient progress in literacy learning, within the time available, to catch up with the average band for their class, and have been judged to be likely to continue learning at the same rate as their peers, without the need for further special support.

  2. Progress (Referred): The children have made progress, but have not reached the average band in literacy and will continue to need additional support.

  3. Ongoing: These children started the intervention late in the school year, and have not yet completed it, but will do so in the new school year.

  4. Left: These children left the school part way through their series of lessons.

  5. Incomplete: These children were part way through their series of lessons when the intervention had to be suspended, e.g., because of withdrawal of funding.

who received Reading Recovery.

 

Characteristics of children participating in Reading Recovery at entry to the programme: By programme completion, Minster Church of England Primary School, 2015-16.

 

 

All Programmes

Completed Programmes

Description

number

number

 

 

 

All Children

8

7

 

 

 

Year Group

 

 

Y1

7

7

Y2

1

0

 

 

 

Programme Started

 

 

This year

7

7

Last year

1

0

 

 

 

Gender

 

 

Boys

6

6

Girls

2

1

 

 

 

Poverty - pupil premium/other indicator

 

 

Yes

2

2

No

6

5

 

 

 

First Language

 

 

English

8

7

 

 

 

Special Cohort Group

 

 

No

8

7

 

 

 

Ethnicity

 

 

White

8

7

White British

8

7

 

 

 

Season of Birth

 

 

Autumn

3

3

Spring

4

4

Summer

1

0

 

 

Programme outcomes for children receiving Reading Recovery at Minster CEP School 2015-16.

 

Outcome

Number of children

 

 

Accelerated progress (discontinued)

6

Progress (referred)

1

Incomplete

1

 

87.5% of children completing ‘Reading Recovery’ at Minster school were discontinued with accelerated progress. Nationally 78.8% of children achieve this goal. 75% of children in Kent achieved accelerated progress. This shows that we are 8.7% higher than National and 12.5% higher than other Kent schools. The child who achieved progress (referred) came off the programme at level 11 (top blue) having come onto the programme at level 0 (pre pink) which means they had still made 3 times expected progress.

Average entry book level for discontinued children was 0.7 (pre pink 1) and on exit had risen to 16.8 (orange 2/turquoise 1) in line with age expectations for reading.


Assessment


Total

Book
Level

Letter Identification

Concepts about Print

Word
Test

Writing Vocabulary


HRSIW

BAS
Reading Age

PhAb
Standard Score

Point

Pupils

Average

Average

Average

Average

Average

Average

Average

Average

 

 

 

 

 

 

 

 

 

 

Entry

7

0.7

48.9

13.3

10.1

10.1

24.3

5:4

 

At discontinuing (accelerated progress)

6

16.8

53.3

20.8

22

42.2

36.7

6:7

 

At referral (progress)

1

11

49

19

17

33

33

5:7

 

All completed programmes

7

16

52.7

20.6

21.3

40.9

36.1

6:4

 

 

SAT’s impact-

 

For the fourth year we had children completing KS2 SAT’s who had completed RR in year 1. The children identified for Reading Recovery at the age of six are those who, without intervention, are most likely to attain below Level 3 at age 11. Their performance in national assessments at age 11, five or six years, after the end of their lessons, is indicative of the long lasting effect of the intervention.

 

KS2 SAT’s results for all children who completed ‘Reading Recovery’.

KS2 Reading NS

43%

KS2 Reading AS

57%

KS2 Writing WTS

28.5%

KS2 Writing EXS

57.5%

KS2 Writing GDS

14%

 

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