Now that we’ve reached the end of the school year, we’d like to share with you some facts and figures about how well the Year 6 class have performed over the course of their time at Moortown Primary. To help make sense of the data, please bear in mind the following points:
- We’ve included the equivalent data for all schools in England for last year
- Level 4 is the expected level; more precisely, a Level 4b
- All figures relate to percentages
- ‘W’ refers to ‘working towards’ – where a child’s attainment falls below Level 1
- As a school, we had no pupils who were absent or not included in the tests / assessments; this matches the national average where so few are absent or not included that the average is 0%, so we’ve not included this data in the tables
Teacher assessments
|
W |
1 |
2 |
3 |
4 |
5 |
6 |
||
| School data (2015) | English |
0.0 |
0.0 |
0.0 |
6.5 |
41.9 |
51.6 |
0.0 |
| National data (2014) |
1 |
1 |
2 |
9 |
47 |
39 |
2 |
|
| School data (2015) | Speaking and listening |
0.0 |
0.0 |
0.0 |
3.2 |
45.2 |
51.6 |
0.0 |
| National data (2014) |
1 |
1 |
2 |
10 |
48 |
38 |
2 |
|
| School data (2015) | Reading |
0.0 |
0.0 |
0.0 |
6.5 |
29.0 |
64.5 |
0.0 |
| National data (2014) |
1 |
1 |
2 |
8 |
40 |
46 |
3 |
|
| School data (2015) | Writing |
0.0 |
0.0 |
0.0 |
6.5 |
48.4 |
45.2 |
0.0 |
| National data (2014) |
1 |
1 |
3 |
11 |
52 |
31 |
2 |
|
| School data (2015) | Mathematics |
0.0 |
0.0 |
0.0 |
3.2 |
51.6 |
35.5 |
9.7 |
| National data (2014) |
1 |
0 |
2 |
9 |
44 |
36 |
8 |
|
| School data (2015) | Science |
0.0 |
0.0 |
0.0 |
6.5 |
41.9 |
51.6 |
0.0 |
| National data (2014) |
1 |
0 |
2 |
9 |
49 |
38 |
0 |
The proportions reaching Level 4 or higher based on teacher assessments are:
- Reading: 93.5%
- Writing: 93.5%
- Maths: 96.8%
The proportions reaching Level 5 or higher based on teacher assessments are:
- Reading: 64.5%
- Writing: 45.2%
- Maths: 45.2%
Tests
|
Below 3 |
3 |
4 |
5 |
6 |
||
| School data (2015) | Reading |
0.0 |
3.2 |
25.8 |
71.0 |
0.0 |
| National data (2014) |
5 |
6 |
39 |
50 |
0 |
|
| School data (2015) | Grammar, punctuation and spelling |
0.0 |
3.2 |
22.6 |
64.5 |
9.7 |
| National data (2014) |
6 |
18 |
24 |
49 |
4 |
|
| School data (2015) | Mathematics |
0.0 |
3.2 |
41.9 |
45.2 |
9.7 |
| National data (2014) |
4 |
10 |
44 |
33 |
9 |
The proportions reaching Level 4 or higher in the tests are:
- Reading: 96.8%
- Grammar, punctuation and spelling: 96.8%
- Maths: 96.8%
- (There is no Writing test)
The proportions reaching Level 5 or higher in the tests are:
- Reading: 71.0%
- Grammar, punctuation and spelling: 74.2%
- Maths: 54.8%
Disadvantaged pupils
In the cohort are three pupils who are entitled to pupil premium funding. Here’s how they got on in the tests:
- Reading: one pupil attained Level 4, the other two reached Level 5; all three pupils made three levels of progress since Year 2 (whilst the national standard is two)
- Writing (teacher assessment – there is no Writing test): one pupil attained Level 3, one at Level 4 and one at Level 5; two pupils made two levels of progress and one progressed by three levels since Year 2
- Grammar, punctuation and spelling: one pupil attained Level 3 in the test (and was one mark away from reaching Level 4!) whilst the other two reached Level 5; there is no Key Stage 1 data so we can’t measure progress for this aspect of learning
- Maths: all three pupils reached Level 4; one made three levels of progress since Year 2 whilst the other two made two levels
As a summary, the pupils’ attainment averages out at a Level 4a – a high Level 4.
Incidentally, this is the last year that schools are required to assess according to levels. Only Year 2 and Year 6 have continued to use levels as a way to assess children’s attainment. It’s not clear yet how the Department for Education will publish from 2016 assessment data for children at the end of Key Stages 1 and 2.