The governing body reviews academic performance across the school on a regular basis. We use a variety of measures to provide assurance that pupils are making expected or better progress.
Analysis in a small school is difficult, as natural variation in the academic profile of a year can skew our results, and we see this with our year six SATs results which vary considerably each year.
The attainment of every pupil is rigorously tracked across their time at Goodleigh – this is an essential part of the process of tailoring education to specific needs. This gives us the opportunity to question whether all pupils, regardless of SATs expectations, are making good or outstanding progress in their education from their individual starting points. We are a highly inclusive school and we are proud of the outcomes for all children, including those with special educational needs and disabilities.
Using SATs results to provide assurance on teacher assessment:
Although SATs results cannot be used reliably to assess attainment in a small school, they can be used to ensure that teacher assessments are in agreement with an external assessment; it is important that we can be assured that internal teacher assessment is robust.
These performance measures are not current as schools are not required to publish their exam and assessment results from 2019 to 2020 academic year as these have not been published as performance measures by the Secretary of State.
2018 to 2019 KS2 results:
The average progress scores were:
The average ‘scaled scores’ were:
42% per cent of pupils achieved the expected standard or above in reading, writing and maths. 72% per cent of pupils without special educational needs achieved the expected standard or above in reading, writing and maths.
42% per cent of pupils achieved the high level of attainment in reading. 25% per cent of pupils achieved the high level of attainment in maths. 33% per cent of pupils achieved the higher level of attainment in grammar, punctuation and spelling.
What do the scaled scores mean?
Each child’s raw score in the test (31/50 in the reading test, for example) is turned into a scaled score, based on making comparisons with the other children across the country who took the same test. The scaled scores are centred around 100.
That means that:
In 2018 to 2019, pupils needed 28 marks out of 50 to reach the expected standard in reading, 58 out of 110 in maths, and 36 out of 70 for spelling, punctuation and grammar.
For more information on scaled scores please see the Department for Education.
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