Academic results
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Key Stage 2 (end of Y6) SATs results
No assessments took place at the end of the academic year 2020, due to the Covid-19 pandemic and subsequent restrictions.
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 | 2019 | 2018 | 2017 | 3 year average |
| RWM at Expected Standard | 93% | 93% | 91% | 92% |
| Reading Expected Standard | 98% | 97% | 98% | 98% |
| Reading Greater Depth | 59% | 65% | 75% | 66% |
| Reading Average Scaled Score | 111.7 | 111.7 | 112.9 | 112.1 |
| Writing Expected Standard | 98% | 95% | 91% | 95% |
| Writing Greater Depth | 55% | 50% | 45% | 50% |
| GPS Expected Standard | 97% | 100% | 98% | 98% |
| GPS Greater Depth | 68% | 72% | 76% | 72% |
| GPS Average Scaled Score | 112.4 | 113.7 | 113.6 | 113.2 |
| Maths Expected Standard | 97% | 98% | 96% | 97% |
| Maths Greater Depth | 54% | 38% | 56% | 49% |
| Maths Average Scaled Score | 109.4 | 109.3 | 110.2 | 109.6 |
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 pupils have done extremely well, with a very high percentage of pupils achieving the nationally expected standard for their age and a very high percentage of pupils reaching the greater depth standard.
The reading and mathematics average scaled scores are virtually identical to those in 2018. The average scaled score for GPS is just a little lower (but everyone concurred that the level of challenge was greater this year than in previous years).
A particularly pleasing outcome is the significant increase in the number of pupils reaching greater depth in mathematics: the performance in 2019 represented a 16% increase on 2018, and just 2% below the exceptional, ‘best ever’ outcome in 2017.
There has also been a 10% increase in the number of pupils achieving greater depth in writing since 2017. 55% were judged as meeting the greater depth criteria this year. This is our best ever outcome and a monumental achievement.
11 pupils achieved the maximum scaled score of 120 in GPS; 5 did so in reading and 2 did so in mathematics.
| 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 |
Key Stage 1 (end of Y2) SATs results
No assessments took place at the end of the academic year 2020, due to the Covid-19 pandemic and subsequent restrictions.
All Year 2 pupils take national assessments 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. Our results are as follows:
| Subject category measures | 2019 | 2018 | 2017 | 2016 | 3 year av. 2017–19 |
| Reading expected standard | 100% | 98% | 93% | 92% | 97% |
| Reading greater depth | 68% | 57% | 58% | 62% | 61% |
| Writing expected standard | 80% | 80% | 78% | 80% | 79% |
| Writing greater depth | 42% | 40% | 27% | 29% | 36% |
| Maths expected standard | 100% | 95% | 87% | 86% | 94% |
| Maths greater depth | 62% | 60% | 55% | 50% | 59% |
| Science expected standard | 97% | 95% | 92% | 92% | 95% |
| GPS expected standard | 95% | 93% | 77% | 83% | 88% |
| GPS greater depth | 65% | 68% | 37% | 31% | 57% |
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.
- The scaled score range is 85 to 115.
- The scaled score national expectation is 100. A scaled score of 100 or more represents the nationally expected standard in each test. Pupils scoring 100 or more will have met the expected standard on the test.
- If a pupil is performing above 100 they are performing above the national expectation for their age.
- If a pupil is performing below 100 they are performing below the national expectation for their age. 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:
| Subject | 2019 | 2018 | 2018-19 Up/down | 2017 | 2016 | 3 year av. 17–19 |
| Reading | 110.6 | 110.0 | +0.6 | 108.2 | 108.0 | 109.6 |
| Maths | 110.6 | 109.6 | +1.0 | 107.8 | 107.2 | 109.3 |
| GPS | 110.9 | 110.0 | +0.9 | 105.3 | 105.4 | 108.7 |
Once again, our children have done remarkably well. The outstanding results achieved last year have been repeated. Some of the headline highlights from these outcomes:
- All 60 pupils reached the nationally expected standard in reading
- All 60 pupils reached the nationally expected standard in mathematics
- There was an 11% increase (2018–19) in the number of pupils achieving Greater Depth in reading: an excellent outcome. Reading standards are incredibly high – pupils will start Key Stage 2 at such an advantage
- There was an 2% increase (2018–19) in the number of pupils achieving Greater Depth in mathematics
- There was an 2% increase (2018–19) in the number of pupils achieving Expected in GPS
Year 1 (aged 6): phonics screening
No assessments took place at the end of the academic year 2020, due to the Covid-19 pandemic and subsequent restrictions.
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.
Y1 Phonics data
| Year | Pupils passing the test | Average mark (out of 40) |
| 2018–19 | 98% (59/60) | 38.8 |
| 2017–18 | 100% (60/60) | 39.0 |
| 2016–17 | 98% (59/60) | 39.0 |
| 2015–16 | 97% (59/61) | 39.0 |
| 2014–15 | 99% (87/88) | 39.0 |
| 2013–14 | 98% (59/60) | 38.6 |
| 2012–13 | 95% (57/60) | 37.4 |
| 2011–12 | 93% (56/60) | 36.3 |
| 5 year av. | 98.4% | 39.0 |
| 3 year av. | 98.6% | 38.93 |
Pupil outcomes in the phonics screening check continue to be highly impressive. In 2019 only one pupil (a pupil with an Education Health and Care plan) failed to meet the pass mark of 32 out of a possible 40 (and not by much!).
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.
| Phonics – % Achieving | Richmond | National | ||
| 2016 | 2017 | 2016 | 2017 | |
| Expected Standard | 89 | 89 | 81 | 81 |
Early Year Foundation Stage (EYFS)
Early Years Foundation Stage (EYFS)
No assessments took place at the end of the academic year 2020, due to the Covid-19 pandemic and subsequent restrictions.
This cohort of pupils were generally high performing at the end of EYFS. They achieved the highest Good Level of Development (91.7%) that the school has had. There were no children with EHCP in this cohort.
| Measure | 2019 | 2018 | 2017 | 3 year average |
| BPS: Good level of development (59) | 92% | 83% | 78% | 84.2% |
| National: Good level of development | 72% | 70.7% | 69% | 70.5% |
The Early Years Foundation Stage team are to be commended for the significant rise (9%) in the number of pupils achieving a Good Level of Development. This is due to better provision enabling pupils to make faster progress in writing
In 2019, the school’s early years’ assessments were moderated by an external local authority team. All assessments were judged to be accurate and the quality of practice received some very favourable comments.
Attainment at Barnes Primary School
It can be helpful to see how our children are doing in comparison to others. There are 72 primary schools in Richmond and Kingston. When our children’s outcomes in 2019 are compared with those of the other 71 schools we were positioned as follows:
| Early Years Foundation Stage | Position (72 schools) |
| Good Level of Development (GLD) | 3rd |
When our Year 1 children’s outcomes in their phonics test in 2019 are compared with those of the other 71 schools, Barnes was positioned as follows:
| Measure | Position (72 schools) |
| Phonics screening test | 3rd |
- Phonics screening test: a test of children’s understanding of the early reading skill of matching sounds with letters.
When our Year 2 children’s outcomes at Greater Depth in 2019 are compared with those of the other 71 schools, our position was:
| Key Stage 1 Measure | Position (72 schools) |
| Reading at Greater Depth | 1st |
| Writing at Greater Depth | 1st |
| Maths at Greater Depth | 1st |
| RWM at Greater Depth | 1st |
• Greater Depth: a high performance standard for a 7-year-old
| Key Stage 2 Measure | Position (out of 72) |
| RWM at Expected | 2 |
| RWM at Greater Depth | 1 |
| Reading at Expected | 2 |
| Reading at Greater Depth | 6 |
| Writing at Expected | 2 |
| Writing at Greater Depth | 1 |
| GPS at Expected | 7 |
| GPS at Greater Depth | 7 |
| Maths at Expected | 5 |
| Maths at Greater Depth* | 16 |
We remain a restlessly ambitious organisation. There is no complacency. So we will be aiming very high for the children, as we always do, during the 2019–20 academic year.
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 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 |
GPS: Grammar, punctuation and spelling
The scaled score range is between 80 and 120, with 100 being the nationally expected standard for an 11-year-old Year 6 pupil.
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.
