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St James’s Catholic Primary School ‘Put out into the deep’

Assessment and Performance Data

Purpose of Assessment

‘There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils’ knowledge and understanding on a day-today basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learned at the end of a teaching period; and nationally standardised summative assessment, which is used by the Government to hold schools to account.’

-Department for education Final report of the Commission on Assessment without Levels September 2015.

 

Changes to Standard Attainment Tests (SATS)

With the introduction of the new National Curriculum there has been a change in the assessment process. Former ‘levels’ have now been replaced with the following terminology:

  • Working towards the expected standard (WTS)

  • Working at the expected standard (EXS)

  • Working at greater depth within the expected standard (GDS)

Each child in Year 2 and Year 6 will be assessed against their age related curriculum area, according to these statements.

 

Progress

Every child’s progress is individual and unique. Tracking begins upon entry, through to exit, to show progression over time. We use Sheffield STAT Online as our internal tracking system. Following the new expectations of ‘developing, secure and exceeding’ it allows teachers to input and track pupil’s progress against the New National Curriculum. This begins at Nursery, through to Year6.

  • Reception begin with an initial baseline assessment when the children start school

  • Year 1 continue from the end of Reception based on the ‘good level of development’ judgment given for each pupil

  • All year groups assess against the National Curriculum standards

     

    Click here to learn more about the Sheffield STAT Online assessment tool, as provided by ‘Educater’

Assessment in EYFS

The Good Level of Development is the measure that helps to demonstrate the proportion of children who are achieving expected levels in the prime areas of learning (communication and language, physical development and personal, social and emotional development) and in maths and literacy at Reception level.

 

 

Percentage of children who achieved  The Good Level of Development
Good Level of Development
% achieving GLD St James's Richmond National
  2016 2017 2016 2017 2016 2017
  83% 83% 77% 78% 69% 71%

Assessment in KS1

‘The Phonics Screening Check is a short ‘light touch’ assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard. It will identify the children who need help and support with their reading skills. Children will retake if they did not reach the required level.’ (DFE 2011) 

 

Year 1 Phonic Screening Check Results 2017

  St James's National
Year 1 97% 81%

Year 2

(re-test)

57% 64%

 

KS1 Results Summer 2017

In 2016 changes were made to KS1 SATs based on the new curriculum. These included the first formal grammar, punctuation and spelling (GPS) paper for this age group. Results were reported as a scaled score between 85 and 115, with 100 being the national expectation for a Year 2 pupil.

 

Summary of KS1 Attainment 2016-2017

KS1 - % Achieving St James's Richmond National
  2016 2017 2016 2017 2016 2017
Expected RWM* 74% 74% 64% 69% 60% 64%
Expected Reading 88% 88% 79% 83% 74% 76%
Greater Depth Reading 32% 45% 36% 36% 24% 25%
Expected Writing 78% 73% 68% 73% 65% 68%
Greater Depth Writing 25% 27% 19% 21% 13% 16%
Expected Maths 83% 84% 79% 82% 73% 75%
Greater Depth Maths 27% 34% 28% 29% 18% 21%

*Reading,Writing Maths

Assessment in KS2

In 2016 changes were made to KS2 SATs based on the new curriculum. Results were reported as a scaled score between 80 and 120, with 100 being the national expectation for a Year 6 pupil.

Summary of KS2 Attainment 2016-2017

 

KS2 - % Achieving St James's Richmond National
  2016 2017 2016 2017 2016 2017
Expected RWM* 86% 89% 67% 76% 53% 61%
High Score RWM 6% 20% 12% 17% 5% 9%
Expected Reading 93% 94% 81% 86% 66% 71%
High Score Reading 56% 61% 36% 44% 19% 25%
Expected Maths 90% 92% 82% 86% 70% 75%
High Score Maths 41% 48% 31% 41% 17% 23%
Expected GPS* 92% 94% 85% 89% 73% 77%
High Score GPS 51% 68% 40% 50% 23% 31%
Expected Standard Writing 97% 94% 77% 84% 74% 76%
Greater Depth Writing 9% 24% 19% 25% 15% 18%

NB:High score=110 and above in the scaled score

*Reading,Writing,Maths

*Grammar,Punctuation and Spelling

 

Progress Scores

Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress score will be zero. A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores. This means that school level progress scores will be presented as positive and negative numbers either side of zero. A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally. A positive score means pupils in this school on average do better at key stage 2 than those with similar prior attainment nationally.

2016-2017 Reading Progress Writing Progress Maths Progress

Average KS2

Progress Scores

4.0 -0.1 2.2

 

 

School Performance Tables

DfE, School Performance Tables are published by the Secretary of State on the Department for Education’s website. Click here to view St James’s performance results.

* KS1 and KS2 unvalidated 2017 data

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