Attainment: expected standard

71% of our pupils achieved the expected standard in Reading, Writing and Maths, combined. This is above the national average which was 63%.

The proportions reaching national expectations for each subject, and for Grammar, Punctuation and Spelling, are:

• Reading: 79% meeting expected standards (national: 75%)
• Writing: 79% meeting expected standards (national: 73%)
• Grammar, Punctuation and Spelling: 71% meeting expected standards (national: 74%)
• Maths: 86% meeting expected standards (national: 75%)

Attainment: greater depth (higher level)

14% of our pupils achieved the greater depth standard in Reading, Writing and Maths, combined. This is above the national average of 9%.

Proportions reaching greater depth standard (scaled scores of over 110) in each subject are:

• Reading: 29% reaching greater depth (national: 31%)
• Writing: 21% reaching greater depth (national: 13%)
• Grammar, Punctuation and Spelling: 36% reaching greater depth (national: 30%)
• Maths: 36% reaching greater depth (national: 27%)

Scaled scores

Scaled scores are another way to consider pupil outcomes. These are the scores given to each pupil based on the test score, where 100 is the expected national standard (80 is the lowest possible, 120 is the highest).

• Reading: 103.9 is the average scaled score (national: 105.7)
• Grammar, Punctuation and Spelling: 106.3 is the average scaled score (national: 105.4)
• Maths: 105.2 is the average scaled score (national: 105.0)

(There are no scaled scores for Writing because that is assessed in a different way.)

We’re a small school. Our small pupil numbers can result in misleading statistics so care should be taken in interpreting the results shown.

60% of our pupils achieved the expected standard in Reading, Writing and Maths, combined. This is broadly in line with the national figure of 62%.

No pupil achieved the greater depth standard in Reading, Writing and Maths, combined. The national figure was 8%.

Another measure used to analyse the assessment data is average scaled scores. ‘Scaled scores’ are the scores given to each pupil based on the test score, where 100 is the expected national standard (80 is the lowest possible, 120 is the highest).

• Reading: 103 is the average scaled score (national: 106)
• Maths: 103 is the average scaled score (national: 105)

We’re a small school. Our small pupil numbers can result in misleading statistics so care should be taken in interpreting the results shown.

Attainment:

50% of our pupils achieved the expected standard in Reading, Writing and Maths, combined. No child reached greater depth standard in Reading, Writing and Maths, combined.

Another measure used to analyse the assessment data is average scaled scores. ‘Scaled scores’ are the scores given to each pupil based on the test score, where 100 is the expected national standard (80 is the lowest possible, 120 is the highest).

• Reading: 101 was the average scaled score
• Maths: 100 was the average scaled score

As we are a small school, our results are not always published within the Department for Education (DfE) school performance tables. This is the case for 2023 pupil outcomes. The 2022-23 Year 6 cohort was very small.

Small pupil numbers can result in misleading statistics and it also guards against individual children’s results being identifiable from the tables.

The government has not published Key Stage 2 data for the 2021-22 academic year. They have archived data from the 2018 to 2019 academic year because they recognise that the data from that year may no longer reflect current performance due to the disruptions in education caused by Covid.

73% of our pupils achieved the expected standard in Reading, Writing and Maths, combined – higher than the national figure of 59%. In relation to pupil progress, the cohort was small (ten pupils), therefore therefore no conclusions can be drawn from this data.

‘Performance data for 2022 should not be directly compared with 2019 and earlier. Nor should comparisons be made between schools. This is because schools may have been affected differently by COVID-19.’ (Inspection Data Summary Report, Ofsted website)