Due to the Coronavirus Pandemic, all schools were closed to pupils in March 2020. This meant that statutory assessment information for children for the academic year which ended in July 2020 and July 2021 is missing.
In response to the COVID19 pandemic, children in Year 2 have been required to sit the Year 1 phonics assessment in the Autumn term when they are Year 2.
In Autumn 2020, 93% of children met the expected standard in phonics compared to the National Average 78%. In Autumn 2021, 97% of children met the expected standard in phonics, representing the positive impact the catch up programme has had in ensuring children catch up quickly on missed learning as a result of school closures.
Children in a primary school have reportable data in the following year groups:
- the end of their Reception year- this judgement is called “Good Level of Development.” Children achieving a good level of development are those achieving at least the expected level within the following areas of learning: communication and language; physical development; personal, social and emotional development; literacy; and mathematics.
- in the Summer term in Year 1 as part of a ‘phonics check’. The check tests that individual children have learnt phonic decoding to an appropriate standard.
- at the end of Year 2, children take SATs in Reading, English grammar, punctuation and spelling and Maths.
- in Year 4 the children sit a Multiplication Tables Check. The purpose of the Multiplication Tables Check is to determine whether pupils can recall their times tables fluently.
- in the Summer term in Year 6 children sit their KS2 SATS. They are national tests that children in primary schools across the country sit at the same time.
At Greenfields, we have a strong track record of children achieving well; outcomes throughout school in the 2019 national assessments were in line with or above national averages:
- At the end of Early Years (Reception Year), 84% achieved a Good Level of Development, significantly above national and in the highest 20% of all schools.
- At the end of Year 1, 97% achieved the expected standard in the phonics check, this was significantly
above national and in the top 5% of all schools.
- At the end of Key Stage 1 (Year 2), attainment in all subjects was above average at both the expected standard and at greater depth than the expected standard.
- Key stage 1 attainment at greater depth in reading and in writing was significantly above national and in the highest 20% of all schools.
- Key stage 1 attainment at the expected standard and at greater depth than the expected standard in mathematics was significantly above national and in the highest 20% of all schools.
- At the end of Key Stage 2 (Year 6), attainment in Reading, Writing and Maths combined was in line with the national average at both the expected standard and at greater depth than the expected standard.
- The average scaled score in KS2 Reading was 103.7 and in KS2 Maths the average scaled score was 105.4.
Details of our performance at the end of each Key Stage in 2019 can be found here: 2019 Performance Overview
You can find and compare schools in England by clicking on this link: gov.uk/school-performance-tables
From there, you can view and download school test results, Ofsted reports and financial information.
Assessment information used within school
Within school, teachers use a range of assessment practices in order to inform their daily teaching. Termly this is through standardised assessments which help to inform teacher assessment.
The staff at Greenfields main form of assessment is timely feedback that will in turn help children to make improvements. At Greenfields, we understand how important it is to give children feedback, to accelerate progress for children who have previously underachieved, but also to offer additional individualised challenge and support.
…be bold ~ You are capable of changing a situation… become the explorer of tomorrow.
Children are taught to believe and understand that they should have bold ambitions for themselves; that hard work and determination will lead to good results and that there is always a goal to aim for; we are not of a fixed intelligence – this is reflected in the way we feedback the children’s work both to the children directly, but also to
The feedback given to children in their books is intrinsically linked to our school values:
… be brave ~ confront your fears and take a chance… mistakes are the best lessons
… be original ~ never stop asking questions… seek out the answers