Assessment and Performance Data
Due to the Covid-19 pandemic and subsequent restriction, assessments at the end of the academic year 2020 did not take place. Therefore the assessment and performance measures are available up to the end of the academic year 2019.
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.
Standard Attainment Tests (SATS)
When reporting on children’s attainment we 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.
Every child’s progress is individual and unique. Tracking begins upon entry, through to exit, to show progression over time. We use our own internal tracking system that is based on tracking standardised scores. The children complete standardised papers three times a year. The outcomes of these papers and the child’s body of completed work triangulate the teacher’s judgement of each individual’s progress.
- Reception begin with an initial baseline assessment when the children start school
- All year groups are assessed against the National Curriculum using our school’s key concept cards that track the progression of skills and knowledge.
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.
|Good Level of Development|
|% achieving GLD||St James's||Richmond||National|
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 2019
KS1 Results Summer 2019
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 2018-2019
|KS1 - % Achieving||St James's||Richmond||National|
|English Reading Expected||87%||83%||75%|
|English Reading Greater Depth||40%||39%||25%|
|English Writing Expected||83%||76%||69%|
|English Writing Greater Depth||26%||23%||15%|
|Maths Greater Depth||33%||34%||22%|
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 2018-2019
|KS2 - % Achieving||St James's||Richmond||National|
|High Score Reading||60%||62%||47%||45%||28%||27%|
|High Score Maths||34%||48%||42%||47%||23%||27%|
|High Score GPS||57%||54%||55%||56%||34%||36%|
|Expected Standard Writing||96%||95%||87%||88%||78%||78%|
|Greater Depth Writing||34%||40%||30%||38%||20%||20%|
|St James's Pupils' average reading test standardised score = 111|
|St James's Pupils' average maths test standardised score = 109|
NB:High score=110 and above in the scaled score
*Grammar,Punctuation and Spelling
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.
|2018-2019||Reading Progress||Writing Progress||Maths Progress|
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.
* National and Richmond are provisional data