SATs Results & Assessment

SATs Results 2019

Key Stage 2 pupils achieved the expected standard or above - Year 6

 *Note: The figure for ‘Reaching Expected Standard’ includes those working ‘At’ and ‘Above’ Expected Standard (i.e. at Greater Depth)

At St Thomas of Canterbury Catholic Primary School, we have achieved higher than National in Maths, Writing, Spelling, Punctuation and Grammar. Nationally, 65% of pupils reached the new expected standard in Reading, Writing and Maths. Our overall expected standard in Reading, Writing and Maths was also higher at 81%.   

 Key Stage 2 pupils achieved ‘above expected’ standard

Pupils in Receipt of Pupil Premium funding - achieved the expected standard

Pupils in Receipt of Pupil Premium funding - achieved ‘above expected’ standard

Key Stage 1 Pupils achieved the expected standard.

SATs Results 2018

Key Stage 2 pupils achieved the expected standard or above.

Key Stage 2 - Year 6

 *Note: The figure for ‘Reaching Expected Standard’ includes those working ‘At’ and ‘Above’ Expected Standard (ie. at Greater Depth).

At St Thomas of Canterbury Catholic Primary School, we have achieved higher than National in Maths, Writing, Spelling, Punctuation and Grammar. Nationally, 64% of pupils reached the new expected standard in Reading, Writing and Maths. Our overall new expected standard in Reading, Writing and Maths was also higher at 77%.   

Key Stage 2 pupils achieved ‘above expected’ standard or above

Pupils in Receipt of Pupil Premium funding - achieved the expected standard

         Key Stage 1 Pupils achieved the expected standard.

 New Key Stage 2 Assessments in 2017

Results are no longer reported as levels, and each pupil will now receive their test results as a scaled score with 100 being the expected standard.

Key Stage 2 pupils achieved the expected standard or above.

At St Thomas of Canterbury Catholic Primary School, we have achieved higher than National in Maths, Writing, Spelling, Punctuation and Grammar.

Nationally, 61% of pupils reached the new expected standard in Reading, Writing and Maths. Our overall new expected standard in Reading, Writing and Maths was also higher at 68%.   

Key Stage 1 Pupils achieved the expected standard.

Pupils in Receipt of Pupil Premium funding - achieved the expected standard

Year 1 Phonics

The new statutory screening check for all Year 1 pupils takes place in June. The phonics screening check is a short assessment of phonic decoding which consists of 40 words. Please do not worry if your child has not reached this standard at the end of Year 1, we will put in extra support to ensure the children will improve their skills. Children will be retested in Year 2.

Results for St Thomas of Canterbury were 80% in 2017. The National average for 2017 was 81%.

Parents/ carers can view School Performance Tables published by the Secretary of State on the DfE's website, just click here:

Assessment

Since teaching the ‘Knowledge Based Curriculum’ all assessments in foundation subjects have changed. Regular low stake quizzes or discussions are now used. We try to align our assessments to the knowledge types and cognitive processes taught. Our assessment is undertaken to support the teaching of the curriculum (what could be called ‘quality first teaching’).

During our pupil progress meetings we make careful inferences about pupils’ progress by triangulating the results of different sorts of formal and informal assessments and other useful and relevant information. We believe that assessment information is only ever a starting point: first-hand evidence, such as lesson observations, work scrutiny and conversations with staff and pupils should prevail. As the curriculum is the progression model (progress is made through knowing more and remembering more) data is simply an attempt to measure that outcome.

However in English (reading and writing) and Mathematics pupil progress and attainment is now communicated in terms of descriptive profiles rather than numerical data. Assessment is at the heart of teaching and learning. All staff understand that the new curriculum focuses primarily on assessment as a formative tool for improving teaching and learning, rather than a means for gathering data. Assessment is first and foremost a diagnostic tool to highlight knowledge gaps in pupils’ learning and to identify the appropriate strategies to tackle them. Our assessment encompasses:

• what a child knows now
• how well they know it
• what they need to know next
• whether they are on track to reach these targets by the end of the year

Assessment enables staff to measure whether pupils are on track to meet end of key stage expectations. It enables staff to pinpoint the aspects of the curriculum in which pupils are falling behind, and recognise exceptional performance. It supports teaching & planning for all pupils and it enables staff to report regularly to parents and, where pupils move to other schools, providing clear information about each pupil’s strengths, weaknesses and progress towards the end of key stage expectations.

Outcomes dictate teacher’s planning and teaching, this means assessment should be viewed as a vital aid to teaching and learning. Staff will integrate their assessment approaches to build a picture of a child’s learning that can be used to identify strengths, weaknesses, areas for support, progress and attainment grades for each pupil.

Teacher judgement, pupil progress meetings and moderation is used in the interim to identify, what is expected progress, and whether a child was on track term by term. This means assessment is still tracked however this is to inform whole school picture and to make comparisons of groups such as pupil premium children, gender, SEND/vulnerable groups

Assessment sheets and records are kept by all class teachers which demonstrate every child’s learning journey in literacy and maths. This is shared with all senior leaders. New assessment sheets in line with the new curriculum have been prepared by the English and maths leader and all staff now record on the new format. The English and maths leader will monitor and evaluate these assessments every term, more regularly in years 2 and 6, this will help plan any interventions necessary to ensure gaps in learning are addressed.

Assessments will be shared with pupils and parents so as to give next steps and achievements

The assessments will help inform moderation and pupil progress

Assessments will help provide clear targets

Assessment sheets and records are kept, shared and monitored, evaluated by all class teachers in RE, science and topic

Summative tests: Statutory tests will take place in Year 1 phonics, year 2 phonics if pupil not successful in year 1, tests end of KS1, tests end of KS2. Summative English tests will take place in all year groups in KS2. Summative Maths progress tests will take place throughout the school to help inform attainment and progress. This will help analyse whole school performance, certain trends and groups.

The curriculum focuses on depth and breadth and therefore it may be not always be possible to show progress in this way. The expectation now is that all learners fully understand the key facts and concepts before moving on to new material. Progress will now involve developing deeper, wider understanding, and consolidation not moving on to work of greater difficulty. Formative assessment strategies will now distinguish those learners who had successfully mastered the new learning, and could clearly demonstrate it, from those who needed more time thereafter, the former would be provided with opportunities to deepen and enrich their understanding, whilst the latter would receive further support and feedback personalised to their needs, so that they too achieved the intended learning.

At St. Thomas of Canterbury we have put in place new assessments in line with the government guidelines. As these are now age related expectations, we have used the year group number followed by the appropriate letter. We have chosen to use the following key:

• Emerging
• Developing
• Consolidating
• Secure
• Greater Depth

There may be a small minority of children who do not reach the age related expectations for their own year group. They may either be ‘Emerging’ or working at a year group below however all pupils should be taught (if possible) the same curriculum. Consistent with the curriculum and a mastery/greater depth approach, of catering for different attainment levels within a classroom could include giving pupils differing amounts of time using concrete resources to help them grasp concepts, small group work, extra tuition. The children must be competent in applying all the skills that have been taught before jumping to the next level. Mastery curriculum and assessment is designed for precision, sequencing and visibility. The curriculum is precisely sequenced to focus on a much greater depth of concepts, which are rigorously checked for deep understanding.