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Primary School (Key Stage 2) Primary school (key stage 2) Performance tables 2015 Cornwall 908 Introduction The performance tables give information on the achievements of pupils in local primary schools, and how they compare with other schools in the local authority (LA) area and in England as a whole. This booklet presents a selection of key performance measures, but a wider range of information is available at www.education.gov.uk/schools/performance 1 About the tables in this booklet General You should also look at more than one ■ and below the average percentage of pupils The national curriculum key stage 2 test results for performance measure to get an idea of how at the end of KS2 made expected progress in state funded schools in England are provided in latest results for diferent schools compare. For reading (2015 national median=94%) these tables along with teacher assessment data. example, while igures for the percentage of ■ and below the average percentage of pupils For each LA, schools are listed alphabetically, with pupils achieving level 4+ in reading, writing and at the end of KS2 made expected progress in special schools shown in a separate section at the maths gives an indication of pupils’ achievements writing (2015 national median =97%) end of each list. Schools that do not take pupils at the end of KS2, it doesn’t tell you how far they ■ and below the average percentage of pupils up to the age of 11 (e.g. infant schools) are not have progressed from their starting point. at the end of KS2 made expected progress in included. Neither are independent schools as maths (2015 national median=93%). Expected progress and value added measures give there is no requirement for them to enter their you information to consider alongside attainment What a school’s attainment measures tell you pupils for national curriculum tests. data, and an explanation of both can be found National curriculum tests measure pupils’ If your child attends a school listed in the tables, in the user guidance section of the website at attainment against speciied levels. They you may be interested to see how its results www.education.gov.uk/schools/performance measure the extent to which pupils have the compare with other schools in the area, and with speciic knowledge, skills and understanding You should also consider the data in LA and national averages. To get a more rounded that the national curriculum expects them to performance tables and this booklet alongside picture, you can also obtain details of the most have mastered in reading (test), writing (based other important sources of information such recent Ofsted judgements of the school. on teacher assessment) and mathematics (test) as Ofsted reports, visits to the school itself and by the end of key stage 2. You may want to discuss the results with teachers talking to teachers. Ofsted school inspection at your child’s school. How do they feel their reports can be obtained from either the tables However, schools’ KS2 test results are largely school is performing, and what plans do they website, www.ofsted.gov.uk, or direct from afected by the prior attainment of their have to improve levels of achievement? How can the school on request. pupils (how well they did at KS1). Therefore, you support the work of the school? What more in comparing the efectiveness of two or more Expected levels of primary school can you do to help your own child do better? primary schools, it is best to also look at their performance at the end of key stage 2 KS1 average points score; the percentage of Choosing a school The government assesses mainstream state pupils making expected progress in reading, If using the performance tables to inform your funded primary schools’ performance against writing and in maths; and information on choice of school, be aware that they give only ’loor standards’. Considered against these, a achievements and progress of pupils, who at part of the picture of each school and its pupils’ school would be seen as underperforming if: the end of KS1 had been assessed as being achievements. Schools change from year to ■ fewer than 65% of pupils at the end of key either below, at or above level 2. year and their future results may difer from stage 2 (KS2) achieved level 4 or above in all those achieved by current pupils. of reading, writing and maths 2 How to read the Tables Key stage 1 to key stage 2 Key stage 2 test results progress measure % achieving Level 3 or below % achieving Level 4+ Key Stage 2 2015 % achieving Level 5 ( % absent or disapplied ) Average % achieving % achieving Point Score % making % making % making Level 4+ in all Level 5+ in all (based on expected expected expected of reading, of reading, reading, progress in progress in progress in writing and writing and writing and reading writing maths number maths maths Grammar, maths) of pupils Writing teacher Readingpunctuation and Maths on roll assessment spelling SCHOOLS (all ages) School name 7% 93% 7% 93% 7% 93% 7% 93% (New school name if applicable) Address 233 93% 24% 29.1 89% 89% 93% Postcode Tel num School Type Age Range Denomination 28% (0%) 28% (0%) 62% (0%) 62% (0%) The number of pupils on roll at the school. The percentage of The average point score The proportion of pupils The percentage of pupils achieving level 4 or above in each of pupils absent or is calculated by adding who, between KS1 and reading and maths tests and in teacher’s assessment of writing. unable to access together reading and writing the end of KS2, have the test. and dividing by two. Then, made at least two levels The percentage of pupils achieving level 5 or above in each of add the result to maths and of progress reading and maths tests and in teacher’s assessment of writing. then divide that by two. 3 How to read the Tables Information about the pupils at the end of KS2 2015 Low, middle and high attainers Closing the gap - three year averages % making expected progress in Number reading, writing and maths Number Number KS1 Gap (in Total and % of Number % of pupils making Reading, writing % achieving level 4 or and % of and % of Average Prior percentage number of Number pupils and % of expected and maths above in reading, writing All pupils Disadvantaged Number pupils pupils Points attainment Total number points) in eligible and % of started pupils progress in achievement Total number and maths and % of started started with Score of band of dis- achievement pupils on non- KS2 of other School-national gap Other pupils pupils KS2 KS2 at statements eligible (based on advantaged between dis- roll at the mobile above pupils disadvantaged pupils with EAL below the the of SEN pupils at KS1 pupils advantaged time of the pupils the expected expected or EHC entry to results) pupils and test expected % % Dis- level level Plan KS2 others level Reading Writing Maths Level Level advantaged Other pupils Reading Writing Maths 4+ 5 pupils Low 77% 77% 77% 56% 5% 85% 85% 85% 85% 85% 85% 19 3 3 18 6 2 29 15.0 Middle 94% 94% 94% 75% 35% 5 25 80% 100% 20 5.5% 11% 11% 67% 22% 6.9% High 100% 100% 100% 88% 50% 5 95% 5 95% 5 95% Throughout the year, teachers assess their The number and percentage Key Stage The number and percentage of all other pupils ie not pupils in each subject as a part of their of pupils who were low, 1 Average Breakdown of achievement and progress for each of eligible for free school meals or children looked after. teaching and report the level which best middle and high attainers at Points Score three ability groups. See the section on low, middle and Pupils high attainers for further information. describes a pupil’s performance. who have the start of key stage 2. of eligible English as an pupils when Pupils who attract pupil premium funding on the basis of: being additional they entered eligible for free school meals within the last 6 years; adopted from Pupils who have been in the school language. key stage 2. care; been in the care of the local authority for a day or more; or throughout both Years 5 & 6. been subject to a special guardianship or child arrangements order The number and percentage of pupils on roll at the school with statements of SEN or an Education, Health and Care Plan. A statement describes any learning diiculties that the pupil has and speciies the extra help they need. 4 Pupils reported in the tables Our calculations of performance measures are Pupils excluded from calculation based on the results of all pupils at the end of of performance tables igures KS2, including those who were absent on the The government accepts that pupils are unlikely day of the test or working at the level of the to be able to show what they can do in tests tests but unable to access them. This can hap- until they have improved their English lan- pen if all, or part, of a test is not suitable for a guage skills and are more familiar with the cur- pupil with particular special educational needs, riculum in this country. Therefore, we accept though the tests are designed to cater for most schools’ requests to remove pupils from our pupils. Because those pupils are included in the calculation of results where their irst language calculations but did not achieve a test level, this is not English and they have been admitted to may disproportionately afect a school’s results.
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