Academic Results

Look at the performance data about our school on the
Department for Education Compare Schools site

Click here to download all the performance data that appears below as a PDF document

End of Key Stage 2 (Year 6 – aged 11): 2016-2018

In 2016 the government introduced new, more challenging tests for 11 year olds. These tests are taken by Year 6 pupils in May each year. Our children’s performance for each of the last three years, along with a three year average, appears below.

Measure

2018

2017

2016

3 year average

RWM at Expected Standard

93%

91% 92%

92%

Reading Expected Standard

97%

98% 93%

96%

Reading Greater Depth

65%

75% 44%

61%

Reading Average Scaled Score

111.7

112.9 108.7

111.1

Writing Expected Standard

95%

91% 93%

93%

Writing Greater Depth

50%

45% 42%

46%

GPS Expected Standard

100%

98% 90%

96%

GPS Greater Depth

72%

76% 54%

67%

GPS Average Scaled Score

113.7

113.6 108.8

112.0

Maths Expected Standard

98%

96% 95%

96%

Maths Greater Depth

38%

56% 38%

44%

Maths Average Scaled Score

109.3

110.2 109.2

109.l6

Key

  • RWM:    Reading + Writing + Maths
  • GPS:     Grammar, punctuation and spelling
  • Scaled score range: 80-120
  • Scaled score: 100 is the national standard; over 100 is above the national standard; below 100 is below the national standard
  • Expected standard: a government set target (an expectation) for pupil performance
  • Greater depth: performing at an enhanced standard: scaled score of 110 or above.

Commentary

Overall the 2018 cohort of pupils, containing four (7%) with an Education, Health and Care Plan, was not quite as strong as the extremely capable 2017 cohort of pupils. Yet:

  • more pupils achieved the expected standard in reading than in 2017
  • more pupils reached the expected standard in writing than in 2017
  • more pupils reached the expected standard in mathematics than in 2017
  • more pupils reached the expected standard in Grammar, Punctuation and Spelling (GPS) than in 2017
  • more pupils performed at greater depth in writing
  • every single pupil reached the national standard in GPS – a 2% rise on 2017
  • they just managed to exceed the amazing 113.6 average scaled score in GPS that was achieved in 2017: an extraordinary outcome!
  • in mathematics 8 pupils (13%) achieved a scaled score of 109, just short of the 110 needed to be classified as performing at greater depth! That has accentuated the percentage difference for this measure between 2017 and 2018.

These pupils have done well because they were extremely well taught.

We were a little disappointed that more pupils didn’t reach Greater Depth in mathematics this time around. We already have clear ideas about how to improve here next time around, in 2019.

Mathematics, Key Stage 2 SATs

Year

Arithmetic paper average score  Maximum: 40

Percentage

correct

2018

34.7

86.8%

2017

34.4

86.0%

2016

35.0

87.5%

 

Year

Reasoning papers average score, Maximum: 80

Percentage

2018

57.8

72%

2017

58.6

73%

2016

55.8

70%

 

Spelling, Key Stage 2 SATs paper

Maximum: 20

2018

16.5

2017

16.1

2016

17.1

3 year average

16.6

 

 

 

  • There are 64 primary schools in Richmond and Kingston. When our 2017 results are compared with other schools we did as follows:
    Measure 2017
    Reading Expected Standard 1st
    Reading at Greater Depth 1st
    Writing Expected Standard (TA) 2nd
    Writing Greater Depth (TA) 1st
    GPS Expected Standard 2nd
    GPS Greater Depth 1st
    Maths Expected Standard 5th
    Maths Greater Depth 4th

 

 

  •  The performance of summer born children

In England, the term ‘summer born’ is used to refer to children born from 1 April to 31 August. Our pupil performance data reveals that all pupils at our school are performing at high standards by the time they leave us. I analyse the performance data of all pupils very carefully and keep detailed records of the performance of groups of pupils born at different times in the year. This data shows clearly and unequivocally all pupils perform well by the time pupils they leave our school, whether they are born in the autumn, the spring or the summer. Overall there is little difference between pupils born at different times of the year.

It is true that children born in the later months of June, July and August don’t do quite as well as children born in the other nine months of the year, but they still perform very well in comparison to pupils in other schools, both nationally and locally.

One piece of compelling data is presented below to back up this assertion: the two year average scaled scores (2016 and 2017) for reading, grammar, punctuation and spelling and mathematics.

Two year scaled scores, 2016-17

Subject

All pupils  

Non summer born

 

Summer born

 

Late Summer born

(Jun, Jul, Aug)

Reading

110.8

110.6

110.9

109.6

GPS

111.2

110.8

112.8

110.4

Maths

109.2

108.8

109.6

107.6

The scaledscore range is between 80 and 120, with 100 being the nationally expected standard for an 11 year old Year 6 pupil

GPS: Grammar, punctuation and spelling

Writing is not assessed using scaled scores – that’s why figures are not presented here.We fully accept and appreciate that as far as our national school system is concerned the best date a child could be born on is probably 1st September and the hardest date to be born on is 31st August. But whatever happens at any other school we ensure that pupils born at all times of the calendar year do extremely well by the time they leave Barnes Primary School. We know that it can sometimes take a little longer for the late summer born children to flourish. We are aware of this and make highly effective use of intervention support to address this issue.

Key Stage 1 (end of Year 2) SATs test results

All Year 2 pupils take national assessment in June. These national curriculum tests are summative. This means they test the knowledge a pupil has acquired during their time in Key Stage 1. All pupils are given a scaled score based on the raw score they achieved in each of the three tests they sat:

  • reading
  • mathematics
  • grammar, punctuation and spelling.The raw score is the total number of marks a pupil scored in a test, based on the number of questions they answered correctly. Raw scores are then converted to a scaled score. A scaled score of 100 represents the nationally expected standard on the test. Pupils scoring 100 or more will have met the expected standard on the test.
  • 85 is the lowest scaled score that can be awarded on an end of Key Stage 1 test. The highest scaled score is 115.
  • A scaled score of 100 or more represents the nationally expected standard in each test.
  • A pupil awarded a score of 99 or less has not met the expected standard in the test. Cohort average outcomes for the past three years are as follows:2018 – Cohort size: 60Average scaled score.

 

Subject

2018

2017

2016

Reading

110.0

108.2

108.0

Maths

109.6

107.8

107.2

GPS

110.0

105.3

105.4

GPS: Grammar, Punctuation and Spelling

We are using 110, or more, as the criteria for a Greater Depth judgement, revealing a higher performance tier (though there is no official national criteria for this)Greater depth is a higher tier of performance. Pupils at Greater Depth are performing at an advanced standard.

Subject category measures

2018

2017

2016

3 year av.
Reading expected standard

98%

93% 92%

94%

Reading greater depth

57%

58% 62%

59%

Writing expected standard

80%

78% 80%

79%

Writing greater depth

40%

27% 29%

32%

Maths expected standard

95%

87% 86%

89%

Maths greater depth

60%

55% 50%

55%

Science expected standard

95%

92% 92%

93%

GPS expected standard

93%

77% 83%

84%

GPS greater depth

68%

37% 31%

45%

  • Expected standard: a government set target (an expectation) for pupil performance
  • Greater depth: performing at an enhanced standard: scaled score of 110 or above.

 

 

 Year 1 (aged 6): phonics screening test

At the end of Year 1 pupils are tested on their ability to match sounds with letters. This assessment is known as the Phonics Screening Test. ‘Sounding out words’ using phonological awareness and understanding of sound-letter correspondence is a key early reading skill. Using phonology is not the only way children learn to read – they employ a range of other strategies – but being good at phonics is seen as a most important starting point. On this occasion every pupil passed the test, which had a pass mark of 32!

Year

Pupils passing the test

Average mark (40)

Percentage achieving full marks

2011-12

93%   (56/60)

36.3

25%

2012-13

95%   (57/60)

37.4

47%

2013-14

98%   (59/60)

38.6

48%

2014-15

99%   (87/88)

39.0

53%

2015-16

97%   (59/61)

39.0

74%

2016-17

98%   (59/60)

39.0

57%

2017-18

100% (60/60)

39.0

59%

5 year av.

98.4%

39.0

58%

  • 2017 comparison figures
    Phonics – % Achieving Richmond National
    2016 2017 2016 2017
    Expected Standard 89 89 81 81

    Commentary

Pupil performance has been consistently high in the six years since the phonics screening test was introduced. Over those 6 years only 12 pupils (3%) have failed to reach the pass mark. These pupils are retested in Year 3 (virtually all passing).Impressive consistency continues! Teachers and support staff are doing an exceptional job. Phonics, the entry point for learning to reading, is taught robustly, systematically and very proficiently.