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Achievement

 

Headteacher’s Summary of Results 2016 – 2017

Year 6 SATs results 2017

 

 

Headteacher’s Summary of Results 2015 – 2016

Year 6 SATs results 2016

  • Our Year 6 cohort have achieved exceptionally well in their attainment in all subject areas – reading; writing; English grammar, punctuation and spelling; and mathematics.
Alban Wood   National Herts
Reading (test)
Average progress score +2.1 0 +0.2
Average scaled score 106 103 103.9
% Expected standard or above 83 66 71.7
% Achieving high standard 30 19 23.1
Writing (TA)
Average progress score +4.8 0 +0.3
% Expected standard or above 90 74 78.8
% Achieving high standard 50 15 21.1
GPS (test)
Average scaled score 108 104 104.9
% Expected standard or above 90 72 76.4
% Achieving high standard 36.7 23 26.6
Maths (test)
Average progress score +4.5 0 -0.4
Average scaled score 108 103 103.6
% Expected standard or above 96 70 72.6
% Achieving high standard 36.7 17 19
RWM combined
% Expected standard or above 80 53 58.6
% Achieving high standard 16.7 5 7.7
  • In relation to all groups of learners (for example, SEN, children in receipt of Free School Meals or Pupil Premium, children speaking English as an Additional Language etc) in school analysis has been completed to track both progress and attainment of these learners. This is particularly positive for EAL learners and both boys and girls did equally well across all subject areas. Where gaps are present detailed analysis has already been completed and when further national results are published in November this analysis will be returned to.
  • In relation to children’s progress from KS1 (Year 2) to KS2 (Year 6), very strong progress has been achieved for the overall cohort and for all groups of pupils (boys/girls, those children receiving Free School Meals and/or Pupil Premium, speaking English as an Additional Language, on the SEN register etc).

Year 2 SATs results

  • As with KS2, these percentages support our school self-evaluation of outstanding. Pupil attainment meets or exceeds all targets that have been set.
    Alban Wood   National Herts
    Reading
    % Expected standard or above 87 74 79
    % Working at greater depth 43 24 31
    Writing
    % Expected standard or above 87 66 71
    % Working at greater depth 37 13 20
    GPS
    % Expected standard or above 80
    % Working at greater depth 37
    Maths
    % Expected standard or above 83 73 77
    % Working at greater depth 47 18 24
    RWM combined
    % Expected standard or above 77 60 66
    % Working at greater depth 30 8.9 14.7
  • Our Year 2 cohort 2016 have sustained the very high in-school attainment in all subject areas – reading, writing and mathematics. As with KS2 this year saw the introduction of a new assessment system which also included grammar and spelling.
  • In relation to all groups of learners (for example, SEN, children in receipt of Free School Meals or Pupil Premium, children speaking English as an Additional Language etc) in school analysis has been completed to track both progress and attainment of these learners. Where gaps are present, for example pupil premium learners within greater depth, careful tracking and support is in place.
  • In relation to pupil progress, overall progress from the Early Years Foundation Stage (EYFS) is also excellent. Although progress calculations are a little complicated in relation to prior attainment, the following is the clearest summary:
  • Reading: 96% achieving expected progress, 43% achieving better than expected progress
  • Writing: 100% achieving expected progress, 47% achieving better than expected progress
  • Maths: 100% achieving expected progress, 33% achieving better than expected progress.

Year 1/Year 2 phonics screening

  • Within this year’s Year 1 cohort, 83% of pupils met or exceeded the expected standard of the phonics screening. This is line with Hertfordshire’s average and we expect this to be above the National average when it is released later this term.
  • Within this year’s Year 2 cohort, 67% of pupils who found phonics learning in Year 1 challenging have now met the expected age-related standards, showing the impact of personalised support for these children in Y2.

Early Years Foundation Stage Profile (Reception)

  • We are very pleased that 76% of pupils have achieved ‘a good level of development’ (pupil attainment in Communication and Language, Physical Development, Personal social and emotional development, Literacy and Mathematics). This sustains high results for Alban wood over four years (since the curriculum and methods for assessment changed), and compares to 77% in 2015, when the National average was 66%.
  • Our pupils are making outstanding progress across EYFS (Nursery and Reception) because almost all pupils achieve expected progress and a substantial proportion achieve better than expected progress.
  • Personal/Social/Emotional Development (PSED): 96% achieving expected progress, 79% achieving better than expected progress
  • Communication and Language (CL): 100% achieving expected progress, 79% achieving better than expected progress
  • Physical Development (PD): 100% achieving expected progress, 72% achieving better than expected progress
  • Literacy (L): 96% achieving expected progress, 76% achieving better than expected progress
  • Maths (M): 100% achieving expected progress, 67% achieving better than expected progress.

Pupil achievement in Year 1 and Years 3 – 5:

  • As well as the end of key stage results (Reception, Year 2 and Year 6) that we analyse in special detail, all teachers meet with the Senior Leadership Team to discuss each year’s results. In Years 1, and Years 3 – 5 too there is lots to celebrate, with all data now recorded and analysed according to the Herts new assessment approach, as reported to parents in children’s end of year reports. As a school, we continue to provide for the higher pitch of the new curriculum well, with almost all children making good progress and groups of children from all prior attainment groups making very strong progress (better than expected progress). Most importantly, all analysis from assessments is being carefully passed to the children’s new teachers to inform planning and provision from September.