The Government announced that it will not publish any school or college level educational performance data based on tests, assessments or exams for 2020 and 2021. .

 

How do we measure our success?

Primary school progress measures

 

In 2016 the government introduced new tests to reflect the new curriculum launched in 2014.

 

Test results are no longer reported as levels. Scaled scores are used instead to help calculate the new progress measures for school.

 

What has changed?

 

The way the government measures primary school performance at the end of KS2 has changed. Instead of measuring progress for individual pupils, they look at progress at a school level. Progress measures provide you, the parent, with information to help you understand how the school is performing and to inform school choices.

 

In order to calculate the school level progress measures, pupils’ results at KS2 are compared to the achievements of other pupils across the country who had a similar starting point, their ‘prior attainment’. Prior attainment is based on teacher assessment judgements at KS1 in reading, writing and maths.

There are 2 main advantages to the new progress measures:

 

  • They are fairer to schools because we can compare pupils with similar starting points to each other
  • They recognise the progress schools make with all their pupils, highlighting the best schools whose pupils go furthest, whatever their starting point.

 

What progress measures mean

 

Most schools will have progress scores between -5 and +5.

 

If a school has a progress score of 0, this means that on average their pupils achieved similar results at the end of KS2 to pupils in other schools with similar results at the end of KS1.

 

For example: a score of +3 in reading would mean that on average pupils at the school got 3 scaled score points more in the KS2 English reading test, compared to other pupils nationally with similar results at the end of KS1.

A negative score doesn’t mean a school has failed or pupils have made no progress. It just means that on average their pupils have made less progress than pupils in other schools with similar results at the end of KS1.

 

For example: a score of -4 in maths would mean that on average pupils at the school got 4 scaled points fewer in the KS2 maths test, compared to other pupils nationally with similar results at the end of KS1.

 

Writing is teacher assessed against a very rigid set of expectations and our school moderated the children’s work with other schools. The bar is set exceedingly high.

 

Further information

More information can be found at www.gov.uk/STA

  

 

End of Key Stage Two - 2022

63% of Brookside pupils reached ‘expected standard’ in Reading, Writing AND Mathematics

59% of pupils nationally reached ‘expected standard’ in Reading, Writing AND Mathematics

 

 

%

Average Scaled Score

 

Brookside

National

2022

Brookside

National

Progress KS1-KS2

Reading

Expected

83

74

  105  

Greater Depth

33

27

SPAG

Expected

70

72

  105  

Greater Depth

10

36

Writing

Expected

66

69

N/A

N/A

 

Greater Depth

7

18

Mathematics

Expected

70

71

  104

 

Greater Depth

13

27

Combined

(Reading, Writing AND Mathematics)

Expected

63

59

N/A

N/A

N/A

Greater Depth

 

7

 

 

 

End of Key Stage One - 2022

Following the introduction of the revised, more challenging Primary Curriculum, the 2019 Key Stage 1 results presented in this document reflect a move away from reporting levels.  Instead, pupils now receive test results as a scaled score and teacher assessment based on the Interim Framework. 

 

79% of Year 1 Brookside pupils reached the pass mark in the Phonics Screening Check 2022.

Compared to National results 75% 2022.

 

 

 

%

Brookside

National

Reading

Expected

68

67

Greater Depth

14

 

Writing

Expected

68

58

Greater Depth

7

 

Mathematics

Expected

64

68

Greater Depth

14

 

 

59% of Reception pupils (2021-2022) gained a GOOD level of Development. 

 

Historic Brookside Assessment Results

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