Here are the results for Key Stage Two, Year 6. (we are in 18-19, so these are the last results)
This is the third year where the outcome of assessments are not reported in levels. We have kept the reporting format as basic as possible to allow you to see how we are doing. The outcomes are now aimed much higher. English Writing has been the source of dispute over exact fit of what is required or best fit, best fit being a child who has shown ability over time in most areas. Schools interpreted the result accordingly unless you were moderated and that was exact fit (we were moderated) a view across all schools highlights the concern over some outcomes actually truly representing the writing.
The data can be seen alongside other data on the compare a school website run by the DfE. The results are presented in several tables. Progress was across the three areas as average. It reflects the particular cohort which in this year had a significant pupil movement in its pupil numbers. However in terms of achieving national standard outcomes the children and school results continue to be at and above national figures.
Disadvantaged children along with SEN have many issues and our aim has always been to support these children as effectively as possible. On going work with these children is producing improving results.
The results are a solid reflection of BP. Pupils moved on with these outcomes into both state and independent schools. Feedback from all highlights the accurate attainment of the children allowing schools to accurately place them in form sets and provide support based upon the information we provide.
Tracking the progress of pupils is an essential part of what we do. Using a target tracker we are able to identify and intervene where progress is slow.
Two measures are used in the key stage two assessments. The most important is progress. Where the pupil started from at age 7 (Key Stage 1) From there did they make progress did BP make a difference compared to schools nationally. Did pupils at age 11 reach the National standard and did some achieve above the national standard.
At the National Standard
Above the National Standard
Attainment is the results of the actual assessment, the pupil compared to all pupils nationally at the time. At the national standard
Improvement is always a priority for us and what we intend to do follows. Results will vary each year depending on the children. In the last two years we have gained pupils later in their school career. We can make some difference but often not enough to move them to national standard. This year we had six children who did not meet national standard in two of the three areas but all achieved scholarships to schools in the independent sector, a strange outcome.
Should we be concerned about the results. No not particularly. They represent one year group. If we fell well below national standards that would be poor. Our children thrive in their new schools and we have an enviable reputation with both state and independent schools for providing well balanced, educated and thoughtful children, clearly able to voice opinions and with an excellent broad and balanced curriculum knowledge.
We also build into our development plan any actions to follow up. From this year 18-19 we maintain subject reviews, class observations and book scrutinies. Improve resilience in reading to match the extended reading assessments put in place this year. Ensure at year 3 & 4 expectations are high enough. Spot any gaps in learning earlier. Provide challenge.