Exam & Assessment Results

We are really proud of the results we achieve and feel that we help all of our children to achieve their maximum potential. If you would like to discuss this information further, please feel free to contact the headteacher.

Click here to be directed to the DfE website which breaks down our school’s recent results and statistics.

Due to the pandemic the children did not complete satutory assessments in 2019/20 and 2020/21.

Please find below the most recent satutory assessments that we have for 2018/19

School Results 2018/19

End Of EY – Baseline Assessments

Children in the Early Years are assessed using the EYFS profile. This profile summarises the pupil’s attainment in relation to the 17 early learning goals (ELG) descriptors.  Early Year’s staff carry out assessments that are primarily based on observing a pupil’s daily activities and events. In the final term of the year, a review of all information from all sources is used to make a judgement for each pupil. The judgement is will say whether the pupil’s learning and development are:

• Not yet at the level of development expected at the end of the EYFS (emerging)
• Best described by the level of development expected at the end of the EYFS (expected)
• Beyond the level of development expected at the end of the EYFS (exceeding)

The percentage of our children that achived a good level of development

Year 1 Phonics Screening Test

End Of KS1 – Year 2 Results

Expected Standard: Working at the expected standard for a child at the end of Year 2.

End of KS2 – Year 6 Results

The results of the SATs (tests) are reported using a scaled score, where a score of 100 represents the expected standard, and a scaled score of 110 – 120 means that a child is working at a higher level of attainment. The highest possible score is 120 and the lowest is 80.

Children were awarded one of the following Teacher Assessment judgements in writing:

Expected Standard: Working at the expected standard for a child at the end of Year 6.

Greater Depth: Working at greater depth within the expected standard, with a strong understanding of the curriculum.