Our Performance Data
Reception
The Reception Baseline Assessment (RBA) is a short assessment, taken in the first six weeks in which a child starts Reception. In the final term of the year, the Early Years Foundation Stage Profile (EYFS Profile) must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their attainment against expected levels, and their readiness for Year 1. Each child’s level of development must be assessed against the early learning goals . Practitioners must indicate whether children are meeting expected levels of development, or if they are not yet reaching expected levels (‘emerging’).
Year 1
National screening of children's phonic knowledge takes place in Year 1. Any child who has not met the expected standard is routinely supported and then re-assessed in Year 2.
Year 2
SATs examinations are a national framework to measure the attainment and progress of individual children in key academic subjects. The results provide the basis of the school peformance tables which are used as the annual measure of how a school is performing in comparison to other schools.
Year 6
SATs tests are taken at the end of Key Stage 1 (Year 2) and the end of Key Stage 2 (Year 6). The national expected level of attainment is for children to be working at the "expected standard" at the end of Key Stage 1 and Key Stage 2.
National assessments
|
EYFS Good Level of Development
|
| Phonics Data |
| KS1 Data |
| KS2 Data |
EYFS Good Level of Development
-
Good Level of Development Year No. of children Gurnard National 2019 44 2020 No data 2021 No data 2022 59 58% 65% 2023 60 78% 67%
Phonics Data
- The Phonics Screening Check is a test carried out towards the end of Y1 where children have to score a minimumof 32/40 in order to meet the threshold. If children do not meet the threshold in Y1 then they are given another opportunity to re-take the test in Y2.
| Y1 Children | |||
| Year | No. of children | Gurnard | National |
| 2019 | 55 | 89% | 82% |
| 2020 | No data | ||
| 2021 | No data | ||
| 2022 | 48 | 83% | 76% |
| 2023 | 58 | 81% | 79% |
2019 Key Stage 1 (end of Year 2)
National figures are in brackets
|
|
% of children achieving the expected standard
|
% of children achieving the higher standard
|
|
Reading |
76% (75%) |
29% (25%) |
|
Writing |
73% (69%) |
12% (15%) |
|
Maths |
76% (76%) |
22% (22%) |
2019 Key Stage 2 (end of Year 6)
National figures are in brackets
|
|
% of children achieving the expected standard |
% of children achieving the higher standard |
Progress score |
Average scaled score |
|
Reading, Writing and Maths Combined
|
71% (65%) |
10% (10%) |
N/A |
N/A |
|
Reading |
78% (73%) |
35% (27%) |
0.6
|
105.9 (104) |
|
Writing |
82% (78%) |
20% (20%) |
-0.5
|
N/A |
|
Maths |
88% (79%) |
39% (27%) |
1.9
|
107.6 (106) |
|
Grammar, Punctuation and Spelling
|
82% (78%) |
47% (36%) |
N/A |
107.4 (105) |
Notes:
- The figures shown are the validated results.
- In the Key Stage 2 SAT tests, the national ‘expected standard’ is met by achieving at least 100 on a scaled score in reading; grammar, punctuation and spelling; and mathematics. Children that achieve a score of 110+ on the scaled score are identified as attaining a ‘higher standard’. Outcomes in writing are measured by assessments made by teaching staff and may be moderated by the local authority.
- The progress score for the year group indicates whether the children, collectively, have made progress ‘below’, ‘in line with’ or ‘above’ expectation nationally. A progress score of 0 means pupils in a school (on average) do about as well as those nationally. A positive score means pupils in a school (on average) do better than those nationally. Sufficient progress scores in 2018 were at least -5 for reading, -7 for writing and -5 for maths.