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Grange Park

Junior School

Striving to be the best that we can be

Results

End of Keystage 2 Assessments over last three years

Year 6 Results

Reading

Mathematics

GPAS

Writing (TA)

RWM

 

 

2016-17

 

64%

 

 

74%

 

77%

 

76%

 

54%

2017-18

73%

 

87%

81%

80%

69%

2018-19

68%

85%

84%

88%

 

60%

 

National 2019

73%

79%

78%

78%

 

65%

 

Higher Attainers

Last three years

Reading

Mathematics

GPAS

Writing (TA)

RWM

Combined

 2016-17

9%

13.3%

14.5%

25.3%

4.8%

  2017-18

23.2%

27.4%

49.5%

14.7%

9%

2018-19

21%

31%

47%

21%

14%

National 2019

27%

27%

 

36%

20%

11%

 

Summary: There is a great deal to celebrate, as evidenced in maths and writing progress and attainment – all well above the National figures for 2019.

 

Reading results did not reflect our high expectations.  A detailed review of reading has been carried out and further strategies have been implemented to ensure that all pupils have regular opportunities to read and develop stamina in reading texts of different lengths and complexity.

 

 

What is value added?

Progress through KS2 (i.e. from the end of year 2 to the end of year 6)

The Government looks carefully at the progress that children have made through KS2 - i.e. from where they are in year 2, how much more do they learn by the time they are ready to leave primary school at the end of year 6.

This measure of progress is called the Value Added Measure, and is based on progress in Reading and Maths. The individual pupil scores are averaged to produce the school level VA measure. This number is presented as a number based around 0, which indicates the value the school has added on average for their pupils. Measures above 0 represent schools where pupils on average made more progress than similar pupils nationally, while measures below 0 represent schools where pupils made less progress.

What is a scaled score and expected standard+?

Tests are developed to the same specification each year. However, because the questions must be different, the difficulty of tests may vary. This means we need to convert the total number of marks a pupil gets in a test (their ‘raw’ score) into a scaled score to ensure we can make accurate comparisons of performance over time.

Pupils scoring at least 100 will have met the expected standard on the test. However, given that the difficulty of the tests may vary each year, the number of raw score marks needed to achieve a scaled score of 100 may also change. For example, if the overall difficulty of a test decreases compared to previous years, the raw score required to meet the expected standard will increase. Similarly, if the test is more difficult, the raw score required to meet the expected standard will decrease.

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