Performance Data
What are SATs?
SATs are statutory assessments carried out by all state schools. They assess how your child’s abilities compare nationally with other children in the same year group.
Your child will be assessed at Key Stage 1 (KS1) during Year 2, at age 7.
Further SATs testing takes place at Key Stage 2 (KS2), when your child will take part in National Curriculum tests in English, maths and the new grammar test at the end of Year 6 (usually age 11).
KS1 Phonics
| Year 1 Phonics Test Results | Number | % Passed |
|---|---|---|
| All pupils | 58 | 91% |
| Girls | 25 | 92% |
| Boys | 33 | 92% |
| Pupil Premium | 3 | 100% |
| SEN | 4 | 100% |
KS2 SATS
The government will not publish KS2 school level data for the 2021 to 2022 academic year. The last available public data is from the 2018 to 2019 academic year as shown below. It is important to note that the data from that year may no longer reflect current performance.
KS2 SATS Results 2018/2019
| 2018 - 19 | Reading | Writing | Maths | Combined |
|---|---|---|---|---|
| At Standard - WCLPS | 86% | 85% | 93% | 76% |
| At Standard - National | 73% | 78% | 79% | 65% |
| Greater Depth - WCLPS | 25% | 15% | 37% | 7% |
| Greater Depth - National | 27% | 20% | 27% | 11% |
| Average Progress Score - WCLPS | -0.7 | -1.6 | 0.1 | - |
| Average Scaled Score - WCLPS | 105 | N/A | 107 | - |
Further information:
* For a pupil to achieve the expected standard in reading and maths they must achieve a scaled score of 100+ in the KS2 corresponding tests.
* For a pupil to be working at greater depth in reading and maths they must achieve a scaled score of 110+ in the KS2 corresponding tests.
National average progress is always 0. Schools that make less progress receive a negative number rating, schools that make more progress receive a positive rating.
Click here to view our school’s performance tables on the government website.
‘Student Responsibility and Community Engagement: The school offers numerous lunchtime and after-school clubs, fostering interests in sports and creative arts.’
‘Student Responsibility and Community Engagement: Year 6 pupils are given responsibilities, such as being ‘dinner buddies’ and leading celebration assemblies.’
‘Wider Development Opportunities: The school promotes pupils’ wider development through opportunities beyond the curriculum, such as links with a school in Uganda, debates, sustainability awareness, and diverse role models.’
‘Enthusiastic Curriculum Leaders: Pupils, including those with special needs, benefit from scaffolded tasks and appropriately pitched work.’
‘Support for Early Career Teachers: The school supports early career teachers with training from subject leaders.’
‘Well-Planned Curriculum: Curriculum leaders have developed knowledge organisers to identify key knowledge, skills, and vocabulary, which are shared with families and pupils.’
‘Effective Phonics Teaching: The phonics leader ensures consistent teaching of phonics across the school.’
‘Governance and Safeguarding: Safeguarding arrangements are effective, with consistent training and comprehensive incident logging.’
‘Effective Phonics Teaching: The school is considering a new phonics program to maintain high-quality teaching.’
‘Effective Phonics Teaching: Reading books match the taught sounds, and additional support is provided for pupils needing extra help.’
‘Governance and Safeguarding: Governors have a strong understanding of the school’s strengths and areas for improvement, effectively supporting and challenging the school leadership.’
‘Enthusiastic Curriculum Leaders: Curriculum leaders have clear visions for their subjects, with PE and mathematics leaders investing in schemes to support teachers.’
‘Well-Planned Curriculum: The school has redesigned its curriculum to build on existing knowledge, with all teachers responsible for specific areas.’
‘Student Responsibility and Community Engagement: Pupils also engage in community activities, like making Christmas food hampers and starting a road safety campaign.’
‘Support for Early Career Teachers: An emotional literacy support assistant has been employed to enhance the special educational needs and disabilities team, providing valuable support to parents and pupils.’
‘Happy and Safe Environment: Pupils feel happy and safe at school, working cooperatively and responding well to teachers’ instructions. They perceive the behavior policy as fair and report that bullying is rare.’
