“Celebrating Success”

Key Stage 2 Results

 

Key Stage One and Two results

Table 1

Attainment

 

Table 2

 

 

 

 

Table 3

Achieving at least expected progress from KS 1 to KS 2

Expected Standards

2017 %

2018 %

2019 %

 

Value Added Scores

 

2017

2018

2019

 

 

2017

2018

2019

KS 1 Expected standard Readng

0%

50%

25%

 

Reading

+0.57

+1.49

+0.23

 

Enrolled before Y3 Reading

50%

100%

80%

KS 1 expected standard Writing

0%

0%

0%

 

Writing

-3.42

+3.15

-1.52

 

Enrolled after Y3 Reading

61%

60%

57%

KS 1 expected standard Maths

33%

0%

50%

 

Mathematics

+0.72

+1.25

+2.56

 

Enrolled before Y3 Writing

0%

80%

80%

KS 2 Expected standard Reading

24%

13%

17%

 

 

 

 

 

 

Enrolled after Y3 Writing

31%

70%

43%

KS 2 expected standard Writing

6%

13%

0%

 

 

 

 

 

 

Enrolled before Y3 Maths

50%

80%

80%

KS 2 expected standard Maths

12%

13%

50%

 

 

 

 

 

 

Enrolled after Y3 Maths

55%

90%

71%

 

 

 

The 2019 assessment process creates a whole school progress score. 0 is acknowledged as expected progress, with a positive score being above

expected and a negative score being below expected.  This is a mainstream model. (Primary School Accountability 2019). There is yet to be a special school set of results to compare with. It also states that Special Schools are exempt from Floor Standards.

 

Whole school progress data:

      2019                    2018                     2017                      2016

Reading: -4.61     Reading: -4.56        Reading: -6.5         Reading: -7.1

Writing:  -5.89      Writing:  -2.67         Writing: -10.1         Writing: -10.7

Maths:    - 1.48     Maths:    -4.18        Maths: -6.1            Maths: -6.8

 

This is progress from the end of Key Stage 1 to the end of Key Stage 2.

This suggests that pupils make less than expected in all three areas. However, in all three subjects, progress is improving.

The ‘Primary school accountability in 2019’ makes reference to pupil mobility and states that where pupils have moved schools between Key Stage 1 and Key Stage 2, their Key Stage 1 data will be retrieved from their previous school and will help give a progress calculation for their current school.

 

With only 42% of our 2019 leavers spending all of Key Stage 2 at CHS, it is crucial that we analyse progress from our baseline and compare this against their progress to date.

Therefore, we have plotted pupils’ baseline data at Cicely Haughton against their year on roll to produce a more accurate progress score.

This then gives us an accurate Whole school progress score of:

 

  2019                  2018                     2017                        2016

Reading +1.76   Reading: +1.49     Reading: +0.57      Reading: -1.14

Writing -0.86     Writing: +3.15       Writing: -3.42          Writing: -8.07

Maths +3.94     Maths:  +1.25        Maths: +0.72           Maths: -2.34

This demonstrates that from baseline to departure, pupils are making
accelerated progress in Maths (top 5% nationally), with Reading (top 25% nationally) and Writing just below the expected average. This trend is increasing over time.

National comparisons are measured against mainstream schools.

 

The DFE school and college performance tables can be found at

https://www.compare-school-performance.service.gov.uk/school/142169/cicely-haughton-school