Early Years Foundation Stage |
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Standards at the end of EYFS are in line with the national average. |
68% of children made a 'Good Level of Development’ (GLD). Which is in line with the national standard of 68% |
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Standards in Phonics at the end of Year 1 |
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Standards in phonics at the of Year 1 are significantly above the national average |
92% of children made the expected standard in Phonics at the end of Year 1, which is significantly above the national standard of 75% (+20%) |
Year 4 Multiplication tables check |
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| Multiplication Tables Check (MTC) is a key stage 2 assessment to be taken by pupils at the end of year 4 (in June)40% of pupils scored 25/25 – this is above the national average | |
Standards at the end of KS2 |
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| Standards at the end of year 6 (KS2) are significantly above the national average. |
83% of children made the expected standard in Reading, Writing and Maths combined, which is significantly above with the national average of 62% (+21%) 21% achieved the greater depth standard. |
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KS2 reading |
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Standards in reading are significantly above the national average. |
93% of children made the expected standard in reading, which is significantly above the national standard of 75% (+18%) 50% achieved the greater depth standard. The Average Scaled Score was 109. |
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KS2 writing |
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Standards in writing are significantly above the national average. |
83% of children made the expected standard in writing, which is significantly above the national standard of 72% (+11%) 21% achieved the greater depth standard. |
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KS2 mathematics |
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Standards in mathematics are significantly above the national average. |
93% of children made the expected standard in maths, which is significantly above the national standard of 74% (+19%) 38% achieved the greater depth standard. The Average Scaled Score was 108. |
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Spelling, Punctuation and Grammar |
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93% of children made the expected standard in SPaG, which is significantly above the national standard of 73% (+20%) 64% achieved the greater depth standard. The Average Scaled Score was 111. |
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Leaders keep a close eye on pupils who appear to be at risk of falling behind in their learning. The leader responsible for inclusion uses her comprehensive knowledge of individual pupils to ensure they receive the right support
Ofsted report, October 2016