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Stivichall Primary School

Stivichall Primary School

Learning at Stivichall is a passport for life

Key Stage 2 Outcomes at Stivichall Primary School (based on unvalidated data)

In 2016, the government changed the way that children are assessed. Data from 2016 and 2017 is not comparable with previous years.

Children sitting key stage 2 tests in 2016 were the first to be taught and assessed under the new national curriculum. The expected standard had been raised and the accountability framework for schools had 
also changed. These changes meant that the expected standard that year was higher and not comparable with the expected standard used in previous year’s statistics.

Attainment: expected standard 

In 2017, 68% of our pupils achieved the expected standard in Reading, Writing and Maths, combined (compared with 61% nationally and up 7% from 2016).

• Reading: 81% meeting expected standards (compared with 68% nationally and up 10% from 2016)

• Writing: 89% meeting expected standards (compared with 76% nationally and up 1% from 2016


• Grammar, Punctuation and Spelling: 81% meeting expected standards (compared with 77% nationally and up 2% from 2016)


• Maths: 82% meeting expected standards (compared with 75% nationally and up 10% from 2016)

Scaled scores

100 is the expected national standard, Stivichall pupils perform well (there are no scaled scores available for Writing).

• 106.1 average scaled score in Reading (National: 104.1)


• 106.3 average scaled score in Maths (National: 104.2)


• 107.2 average scaled score in Grammar, Punctuation and Spelling (National: 106)

Attainment: higher standard 

We continue to offer an appropriate level of challenge to all children, including higher attaining pupils. Scaled scores of over 110 are considered ‘high scores’. 
  15.3% of our pupils achieved a high level of attainment in combined Reading, Writing and Maths (compared with 8.6% nationally and up 10% from 2016)

• Reading: 34.7% high standard (compared with 24.5% nationally and up 13.4% from 2016)

• Writing: 30.6% greater depth standard (compared with 14.9% nationally and up 5.3% from 2016)

• Grammar, Punctuation and Spelling: 34.7% high standard (compared with 30.8% nationally and up 4% from 2016)

• Maths: 33.3% high standard (compared with 22.5% nationally and up 22.6% from 2016)

Progress 

The Department for Education measures progress from Key Stage 1 (KS1) to Key Stage 2 (KS2). Expected progress is zero, with anything above that being better than expected and negative numbers showing less than expected progress.

• +0.2 average progress in Reading

• +1.2 average progress in Writing

• +0.4 average progress in Maths

Overall, we are happy that outcomes at Stivichall for both attainment and progress remain higher than national and exceed local authority outcomes. 

The Reading and Mathematics tests remain challenging – something widely reported and commented on in the media and social media. This raises the importance of reading and discussing what is being read at home and ensuring that children have opportunity to apply Maths skills outside of daily lessons. Where the expected standard has not been met, it is usually for the following three reasons:

  • Some children struggled to complete the whole text – flagging up how important regular reading and Maths practice at home are to build up fluency and stamina. 
  • Others struggled with the range of content in the tests. In Reading, the texts were difficult to read (one was an extract from a newspaper, whose intended audience is adults, rather than 11 year olds) – this flags up the importance of encouraging your child to read often, and to read a variety of texts, from fiction to non-fiction, comics to newspapers building up a wider skills base. In Mathematics, the quantity and complexity of questions within the time allowed proved challenging - this flags up the importance of rapid recall of number facts, flexibility in using different strategies and being able to explain and justify an answer using key Maths vocabulary. 
  • Many children found that the level of challenge within the tests including the actual test questions was tough – we always encourage parents and carers to listen to their child read and talk about what is being read, even when a child is quite a fluent reader and to try to bring Maths into everyday tasks and events at home to build up fluency and confidence.