End of Key Stage Results Summary

End of Key Stage Results for 2016


Parents and carers may be interested in knowing how well Foulds children have achieved in the end of year statutory assessments in 2016.  Each cohort of children is different and has a different range of needs, so year on year comparisons are not always useful. All data is unvalidated and may change, although not significantly.

Reception

At the end of Reception, teachers assess whether or not children have achieved a Good Level of Development (GLD) in the prime areas of learning and reading, writing and maths.

These are our results compared with Barnet and National


Percentage of children achieving GLD in 2016

Foulds

Barnet

National

80%

68.7%

69.2%

This is a very positive picture and the staff and children are to be congratulated on their hard work in achieving such good attainment and progress.


Year 1

At the end of Year 1 pupils sit a phonics screening check. Again, each cohort of children is different and has a different range of needs, so year on year comparisons are not always useful.

Percentage of children meeting expected standard in the phonics check in 2016

Foulds

Barnet

National

93%

81.1%

80.7%

Again, a very positive picture which reflects lots of hard work from children and staff and high quality teaching and learning in year 1.


Year 2

At the end of Year 2 children sit tests and their teachers form a judgment (using the information from the tests and from their work in class) as to whether or not children are meeting national expected standard or are working at greater depth within the expected standard. This year’s teacher assessment results should not be compared with those of previous years as the curriculum is very different and expectations are higher.

Percentage of children attaining expected standard or higher in 2016:


Foulds

Barnet

National

Reading

76.1%

76.7%

74.1%

Writing

60.9%

68.1%

65.5%

Maths

80.4%

74.4%

72.6%

Meeting Expected Standard in Reading, Writing and Maths

58.7%

63%

60.3%


Percentage of children attaining Greater Depth standard in 2016


Foulds

Barnet

National

Reading

39.1%

25.2%

23.5%

Writing

26.1%

14.7%

13.3%

Maths

30.4%

20.1%

17.8%

Achieving Greater Depth Standard in Reading, Writing and Maths

19.6%

10%

8.9%

The staff and children have again worked very hard this year and we are proud of the progress that has been made by all. Whilst we are pleased with the percentage of children working at expected standard in maths and at greater depth in all subjects, children’s achievement in writing will now be our area for development going forward. We have identified spelling as being a barrier that needs to be overcome in order for more children to do better in writing. A number of children in year 2 are able to write well but cannot reliably spell most of the common exception words such as busy, they, said, every, beautiful, could, most, and in order for a child to be judged as meeting expected standard they needed to meet all the interim framework criteria, including spelling.  Next year there will be a greater emphasis on teaching spelling with spellings for homework to include all of those common exception words as well as spelling patterns.


Year 6

Again, there has been a huge change in the curriculum and in the nature of the tests and assessment, with the bar being raised. This year it has been much harder for children to meet the expected standard e.g. nationally, only 53% of children met the expected standard in reading, writing and maths combined this year, compared with 80% last year, so direct comparisons with previous years’ data are not valid.


Percentage of pupils meeting expected standard or higher in 2016:



Foulds

Barnet

National

Reading (test)

81.8%

70.3%

65.3%

Writing (not a test, teacher assessment only)

72.7%

72.1%

74.1%

Maths (test)

79.5%

76.3%

69.5%

Grammar, Punctuation and Spelling (test)

88.6%

78.3%

72.1%

Meeting Expected Standard in Reading, Writing and Maths

61.4%

57.3%

53%

Higher attainment in Reading, Writing and Maths

14%

Data not available

Data not available

Average progress in reading

1.0


0

Average progress in writing

-2.2


0

Average progress in maths

-0.6


0

Average scaled score in reading

107

104

103

Average scaled score in maths

106

105

103


We are very pleased overall and feel that these results reflect the hard work by both the children and the staff.  As in KS1, spelling is an area which we will be working on to enable us to do better in writing next year - a child cannot now be judged to be meeting the expected standard if they cannot reliably spell most of the year 6 spelling list words such as exaggerate, parliament, foreign, cemetery and privilege. The hard work of the children in spelling in class and in homework this year has, however, led to the Grammar, Punctuation and Spelling test result being the highest overall which is a great improvement on last year. You will notice that, nationally, writing results are higher than all other subjects. This has never happened before, and questions will be asked at a borough and national level, as to how it can be so this year, as historically (and rationally) children always do better in reading than in writing.  We have been rigorous and honest in our teacher assessment of writing, and feel that the judgments that we have made are correct, as borne out by the fact that our reading test results are better than our writing.


With so many changes to the curriculum and assessment, this has been a year of challenges for us all and we must recognise that our staff have worked extremely hard each day to give your children the best education possible and your children have risen to the challenge of even higher expectations of them this year. We are inevitably judged by the DfE and by Ofsted on our data. However, the data does not reflect how well your children do socially and emotionally. It doesn’t reflect the high level of involvement and achievement in sporting activities, performing arts and clubs. It doesn’t reflect your child’s attitude and aspirations, their ability to be resilient in their learning and when faced with challenges, nor does it reflect their ability to be creative or to work well in a team. Please take a moment to look on our website at our “Ethos and Vision” section because that is what we are judging ourselves against, as a school community, it’s not all about data. We aim to develop the whole child, not just their ability to do well in tests. Thank you for your support this year, our working partnerships with you, our parents and carers, are so important and will continue to be as we move forward and aim to improve on what we have achieved this year.