KS1 Results 2013 Analysis - For Schools Education Extract KS1 Analysis 2013 v4 Final Report Grade: Summary Attainment: Grade 3 APS at the end of Y2 was in line with the national picture

24/10/2013 Extract KS1 Analysis 2013 v4 Final Report

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KS1 Results 2013 Analysis

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1


Grade:

Summary

3Attainment: Grade

APS at the end of Y2 was in line with the national picture in 2013 which continues the marked

improvement seen in 2012 over the previous year's outcomes. Each individual subject has APS close

to the 2012 averages.

The thresholds for 2013 show only 1 pupil still below L1 in reading with the percentages in all

subjects close to the national averages at L1+, this suggests substantial positive progress has been

made with the less able pupils on entry. At the expected threshold L2B+ the proportions for reading

and maths were in line with the norm, although there was a lag in writing which the school should

review and act on in Y3. At L2A+ reading and maths percentages fall away a little although at L3+all

subjects are in line with the national picture, this suggests relatively few higher attainers in the

group although more than appeared on entry.

Groups APS suggests boys and girls performed similarly overall, girls better in reading and boys in

maths. The small FSM group have APS significantly above their national peers in reading and

writing, and in both these areas they outperformed their classmates. Although a slight gap remains

in maths the FSM attainment gap has closed for this cohort suggesting potentially good use of the

pupil premium funding. The EAL pupils have generally performed in line with their national peer

group and just below their classmates in all areas. The SEN results seem to be mixed with the SA

group performing significantly above average in reading whilst the SA+ group have struggled in all

areas. The key here will be to review individual SEN outcomes to see if the pupils are progressing in

line with their cognitive ability and to plan their Y3 intervention plans.

2


Grade:Progress 2

The progress made in KS1 by the 2013 cohort appears strong with all subjects showing above

average points progress from the Y1 baselines for the 27 pupils who were with the school from the

beginning of Y1. On average the group seem to have made a terms more progress in KS1 than is

expected. The proportions making expected progress are stronger in reading and maths than in

writing reflecting the fact that the groups writing levels on exit from Reception and on entry into

KS1 seemed unusually strong compared to their reading and maths levels.

The EYFSP to end KS1 transition tables suggest strong progress as been made by the group since

Reception in reading and maths with more than half the cohort making more than expected

progress. The writing proportions are slightly weaker although the EYFSP starting points for writing

seem high when compared to the other scales. All 4 FSM pupils made expected progress in maths

and they also did well in reading but progress in this group in writing was more of a concern. The

same can be said for the SEN pupils although only 1 out of 7 pupils made expected progress in

writing their progress in reading and maths was better. The EAL pupils seem to have shown good

progress in all subjects from the end of Reception.

Progress measured from Y1 baselines shown in the transition tables supports the progress seen from

EY and highlights that it is mainly the lower ability (mainly SEN) pupils who have struggled to make

expected progress. Very few SEN pupils made more than expected progress in any subject. The 4

FSM pupils had average progress in reading and maths and weaker progress in writing. The EAL

again demonstrated good progress in all subjects.

The group analysis of pupils making 8 or more points progress from the Y1 baseline assessments

supports a view of good progress. Boys have shown proportionally more progress than girls in both

reading and writing. Only 2 of the 4 FSM pupils have shown this level of progress, whilst 5 of the 6

EAL pupils have. The SEN pupils have made weaker progress by this measure in writing than

reading. In maths again more boys than girls showed 8+ points progress. Also only half the FSM

pupils made this progress whilst 5 of the 6 EAL pupils did. The SEN pupil progress was mixed with

just over half making the 8+ points progress.

3


Grade:

Grade guidance throughout this report:

1 - Outstanding

2 - Good

3 - Requires Improvement

4 - Inadequate/Weak

In some cases individual measures (or groups of measures) may be shown to be on the border of 2

judgements e.g. 2 or 3, or to be predominantly one grade with aspects of another - e.g. 3 (2).

● Although the group have only reached average outcomes this hides the substantial improvement

made from entry when the group was below average with few higher ability pupils and a bulk of the

cohort below expected levels.

● The FSM group have progressed well to results that suggest the performance gaps has been

closed in the literacy subjects and narrowed in maths.

● Progress is a term more than expected fast for this cohort in KS1 with the EAL pupils making good

percentages in expected progress terms.

Recommendations

● Review individual SEN pupil progress against expectations and their cognitive ability to ensure

they are reaching their potential and to plan their interventions for KS2.

● Relatively few pupils gained L2B+ in writing, the pupils below this may be worth review to create

an intervention plan to lift them to expected levels by end KS2.

● The SEN pupils seem to have struggled to build on their writing assessments on entry, this slow

progress needs to be reviewed.

Strengths

Achievement 2

The best fit to the Ofsted Achievement criteria seems to be grade 2 - Good for this cohort with the

pupils rising from below average on entry to in line with national data at the end of Y2, suggesting

good progress has been made in all subjects given the pupils starting points. The FSM gap has

closed and the EAL pupils have shown strong progress. The SEN results are a little mixed but this

may be explained by the cognitive abilities of the pupils on SA+.

4


X

X

X

N/A

X

N/A

√

N/A

√

√

N/A

√

N/A

Good

(2)

Taking account of their different starting points, the proportions of pupils making and

exceeding expected progress compare favourably with national figures.

Where the proportion making expected progress overall is lower than that found

nationally, it is improving over a sustained period.

Progress across year groups in a wide range of subjects is consistently strong and

evidence in pupils’ work indicates that they achieve well.

The learning and progress of groups of pupils, particularly those who are disabled,

those who have special educational needs, and those for whom the pupil premium

provides support, are good.

Performance will exceed floor standards .

The standards of attainment of the large majority of groups of pupils are likely to be

at least in line with national averages .

Where attainment, including attainment in reading in primary schools, is low overall, it

is improving at a faster rate than nationally, over a sustained period.

Achievement Criteria Evaluation

In making their judgements about Achievement, Inspectors are required to weigh up the evidence and to consider it

against the descriptors for outstanding, good, requires improvement or inadequate before making a professional

judgement. Inspectors must consider which descriptor best fits the evidence available. When evidence indicates that any

of the bullet points in the descriptor for inadequate applies, then Achievement is likely to be judged inadequate. The

descriptors used here to evaluate Achievement align to the September 2012 Ofsted grade descriptors but For Schools

has added the descriptors in italics to aid evaluation. Please note only those Ofsted descriptors relating specifically to

data are included here.

The descriptors in the following table have been separated and then colour coded where possible to show the similar

descriptors at each grade.

Outstanding

(1)

Taking account of their different starting points, the proportions of pupils making and

exceeding expected progress are high compared with national figures.

Pupils make rapid and sustained progress throughout year groups across many

subjects, including English and mathematics, and learn exceptionally well.

The learning, quality of work and progress of groups of pupils, particularly those who

are disabled, those who have special educational needs and those for whom the pupil

premium provides support, show that they achieve exceptionally well.

Performance will exceed floor standards .

The standards of attainment of almost all groups of pupils are likely to be at least in

line with national averages with many pupils attaining above this.

In exceptional circumstances, an outstanding grade can be awarded where standards of

attainment of any group of pupils are below those of all pupils nationally, but the gap

is closing rapidly, as shown by trends in a range of attainment indicators. This may

include attainment in reading.

5


√+

√+

√+

N/A

√

√+

X

X

X

X

X

Inadequate

(4)

Achievement is likely to be inadequate if any of the following apply:

Pupils overall, or particular groups of pupils, are consistently making less than

expected progress given their starting points.

Pupils’ learning and progress in any key subject or key stage, including the sixth form

or the Early Years Foundation Stage, indicate they are underachieving.

Disabled pupils and/or those who have special educational needs and/or those for

whom the pupil premium provides support, are underachieving.

Attainment is consistently below floor standards or is in decline and shows little,

fragile or inconsistent improvement.

There are wide gaps in the attainment and/or the learning and progress of different

groups.

Achievement Criteria Evaluation

Requires

Improvement

(3)

Taking account of their different starting points , the proportions of pupils making and

exceeding expected progress are broadly in line with national figures .

Progress across year groups in a wide range of subjects is similar to that seen

nationally .

The learning and progress of groups of pupils, particularly those who are disabled ,

those who have special educational needs , and those for whom the pupil premium

provides support, is in line with that seen nationally .

Performance is usually at least in line with floor standards .

The standards of attainment of the majority of groups of pupils are likely to be in

line with national averages .

There remain some gaps in the attainment and/or the learning and progress of

different groups , despite some closing of the gap.

6


Year 2

School

Figure

Mean Mean Median

Cohort 29Single

Form Entry

Girls 55.2% 49.0% 49.0%

FSM 17.2% 26.2% 19.9%

EAL 20.7% 17.5% 4.2%

School

Action13.8% 10.6% 9.5%

School

Action Plus

+

Statement

13.8% 7.9% 7.1%

Prior

Attainment

Autumn Y1

6.1 - -

Prior

Attainment

EYFSP

(6+%

PSE/CLL/

PRSN)

41% - -

Whole School

National

Average (12)

Contextual Information

There are 4 SA pupils in the group.

With 4 SA+ pupils the overall SEN proportions in

the cohort are high compared to the percentage

seen nationally.

At 41% the percentage of pupils working securely

within the Early Learning Goals is significantly

below average on exit from Reception.

The NC points entry levels are low on average just

below L1, compared to a national expectation of

between L1C and L1B.

Comments

The cohort is a single form wit each child

representing just over 3% of the results.

There are slightly more girls than boys in this

cohort.

The percentage of FSM is similar to the national

picture with 5 of the 29 child receiving Pupil

Premium funding.

There are 6 EAL pupils in the group which is

slightly above the mean average but well above

the 50th school.

7

Table Description: Key:

- School proportion below national figure

- School proportion above national figure

0 1-3 4-8 9 6+ 0 1-3 4-8 9 6+ 0 1-3 4-8 9 6+

Girls PSE: DA 0 0 93 7 93 14 0 1 85 14 94 0 -1 8 -7 -1

PSE: SD 0 0 100 0 86 0 1 87 11 91 0 -1 13 -11 -5

PSE: ED 0 0 100 0 93 0 2 87 11 88 0 -2 13 -11 5

CLL: LCT 0 0 100 0 86 0 2 87 10 90 0 -2 13 -10 -4

CLL: LSL 0 7 93 0 64 0 5 81 14 84 0 2 12 -14 -20

CLL: R 0 0 93 7 57 0 3 88 9 82 0 -3 5 -2 -25

CLL: W 0 21 79 0 64 0 6 87 7 77 0 15 -8 -7 -13

PSRN: NLC 0 7 93 0 71 0 2 83 15 92 0 5 10 -15 -21

PSRN: C 0 0 100 0 57 0 5 89 5 80 0 -5 11 -5 -23

PSRN: SSM 0 0 100 0 64 0 3 91 6 87 0 -3 9 -6 -23

KUW: KUW 0 0 100 0 57 0 3 94 3 86 0 -3 6 -3 -29

PD: PD 0 0 100 0 93 0 1 91 8 95 0 -1 9 -8 -2

CD: CD 0 0 100 0 71 0 1 94 5 90 0 -1 6 -5 -19

Boys PSE: DA 0 0 100 0 85 13 0 1 89 10 89 0 -1 11 -10 -4

PSE: SD 0 0 100 0 69 0 3 89 7 83 0 -3 11 -7 -14

PSE: ED 0 0 100 0 69 0 5 88 7 78 0 -5 12 -7 -9

CLL: LCT 0 0 100 0 46 0 4 88 7 82 0 -4 12 -7 -36

CLL: LSL 0 8 92 0 62 1 8 82 9 74 -1 0 10 -9 -12

CLL: R 0 0 100 0 46 0 6 87 6 71 0 -6 13 -6 -25

CLL: W 0 15 85 0 54 1 14 82 3 58 -1 1 3 -3 -4

PSRN: NLC 0 0 100 0 77 0 3 82 15 88 0 -3 18 -15 -11

PSRN: C 0 0 100 0 54 1 8 85 7 75 -1 -8 15 -7 -21

PSRN: SSM 0 0 100 0 62 0 5 88 7 82 0 -5 12 -7 -20

KUW: KUW 0 0 100 0 85 0 4 92 3 82 0 -4 8 -3 3

PD: PD 0 0 100 0 77 0 3 92 5 88 0 -3 8 -5 -11

CD: CD 0 0 100 0 85 0 3 95 2 77 0 -3 5 -2 8

ALL PSE: DA 0 0 96 4 89 27 0 1 87 12 91 0 -1 9 -8 -2

PSE: SD 0 0 100 0 78 0 2 88 9 87 0 -2 12 -9 -9

PSE: ED 0 0 100 0 81 0 4 87 9 83 0 -4 13 -9 -2

CLL: LCT 0 0 100 0 67 0 3 88 9 86 0 -3 12 -9 -19

CLL: LSL 0 7 93 0 63 0 7 82 11 79 0 0 11 -11 -16

CLL: R 0 0 96 4 52 0 5 87 7 76 0 -5 9 -3 -24

CLL: W 0 19 81 0 59 0 10 85 5 67 0 9 -4 -5 -8

PSRN: NLC 0 4 96 0 74 0 2 82 15 90 0 2 14 -15 -16

PSRN: C 0 0 100 0 56 1 7 87 6 78 -1 -7 13 -6 -22

PSRN: SSM 0 0 100 0 63 0 4 89 7 85 0 -4 11 -7 -22

KUW: KUW 0 0 100 0 70 0 3 93 3 84 0 -3 7 -3 -14

PD: PD 0 0 100 0 85 0 2 92 6 91 0 -2 8 -6 -6

CD: CD 0 0 100 0 78 0 2 94 3 83 0 -2 6 -3 -5

The table below summarises the schools EYFSP data for all children at the school at the end of the Reception Year by each of the 13

scales. Banding the results for children with 0, 1-3 - working towards the Early Learning Goals, 4-8 working in the Early Learning Goals or

9 working beyond the Early Learning Goals. The table also considers the proportion of the cohort working at 6+ the expected level at the

end of Reception Year. The table also shows the National equivalent figures for comparison purposes.

Prior Attainment - Comparison of the school EYFSP to the national data (end of Reception Year)

School National (2011) Comparison

Comments:

KEY:

PSE: DA Personal, social and emotional development: Dispositions and attitudes

PSE: SD Personal, social and emotional development: Social development

PSE: ED Personal, social and emotional development: Emotional development

CLL: LCT Communication, language and literacy: Language for communication and thinking

CLL: LSL Communication, language and literacy: Linking sounds and letters

CLL: R Communication, language and literacy: Reading

CLL: W Communication, language and literacy: Writing

PSRN: NLC Problem Solving, reasoning and numeracy: Numbers as labels and for counting

PSRN: C Problem Solving, reasoning and numeracy: Calculating

PSRN: SSM Problem Solving, reasoning and numeracy: Shape, space and measures

KUW Knowledge and understanding of the world

PD Physical development

CD Creative development

At the end of reception very few pupils were working below ELG in any scales although writing was the exception with 6 pupils below 4 points on the scale. However there were also very few pupils working

beyond the ELG on any of the scales (1 in Disposition and Attitude and 1 in reading) suggesting a lack of higher attainers in the group at this stage. Therefore on most scales the bulk of the cohort were

working within the ELG but the percentages working securely (6+ points) was below the national picture on all scales. The largest gaps to the national picture were in the CLL, PSRN and KUW scales. These

weaknesses were similar in both the boys and girls.

Prior Attainment - Comparison of the school EYFSP to the national data (end of Reception Year)

Key:

PSE

CLL

PSE&CLL

PSRN

KUW

PD

CD

Overall

Total in groupComments:

Difference

-26%

-14%

-6%

-5%

-7%

59%

62%

79% -5%

-18%

-15%

83%

91%

84%

23

21

11

27

(in 30% most

deprived areas)

74%

44%

44%

48%

70%

85%

78%

41%

13

19

51%

Table Description:

Prior Attainment - Summary of those working securely (6+) in EYFSP at the end of

Reception

The aggregated scales at 6+ points (securely within the Early Years Goals) show that this cohort was behind the national averages in all

areas with the most marked differences in PSRN and then CLL.

This table summarises the individual scales at EYFSP into the core 6 groups and

compares them in summary form to the national picture.

No. in school

- School proportion below

national figure

- School proportion above

national figure

20

12

12

National % (2011)%

74%

Table Description:

All L1C+ L1B+ L1A+ L2+Reading Cohort 27 27 13 9 3 0

School 5.8 100% 48% 33% 11% 0%

Writing Cohort 27 27 12 7 5 1

School 5.7 100% 44% 26% 19% 4%

Maths Cohort 27 27 19 12 0 0

School 6.7 100% 70% 44% 0% 0%

<1 L1C L1B L1A L2+Reading Cohort 27 14 4 6 3 0 27

School 5.8 52% 15% 22% 11% 0%

Writing Cohort 27 15 5 2 4 1 27

School 5.7 56% 19% 7% 15% 4%

Maths Cohort 27 8 7 12 0 0 27

School 6.7 30% 26% 44% 0% 0%

Comments:

Prior Attainment - Summary of Autumn (yr1) assessments

The first baseline assessments against the NC levels suggest that over half the cohort were working below L1 on entry into KS1 in

the literacy areas. There were no pupils working above L1B in maths which is consistent with the picture from the EYFSP with only

3 and 5 respectively doing so in reading and writing. The overall picture on entry to Y1 is of a below average cohort with a lack of

more able pupils.

Y1 Autumn

APSCumulative

Proportion at levelY1 Autumn

APS

This table shows the Average Points Score (APS) of the pupils who were in

Reception and remained through to the end of y2. Then it summarises, by

subject area, the proportion of pupils reaching each sub-level on a cumulative

and individual level basis.


Year 2009 2010 2011 2012 2013*

All Subjects Cohort 30 26 30 30 29School 14.7 14.3 13.1 15.4 15.4

National 15.2 15.2 15.3 15.5 15.5

Difference -0.5 -0.9 -2.2 -0.1 -0.1

Reading Cohort 30 26 30 30 29School 14.8 14.8 12.6 15.7 15.6

National 15.7 15.7 15.8 16.0 16.0

Difference -0.9 -0.9 -3.2 -0.3 -0.4

Writing Cohort 30 26 30 30 29School 14.0 13.7 12.7 14.6 14.9

National 14.3 14.4 14.4 14.7 14.7

Difference -0.3 -0.7 -1.7 -0.1 0.2

Mathematics Cohort 30 26 30 30 29School 15.2 14.4 14.1 16.0 15.9

National 15.8 15.7 15.7 15.9 15.9

Difference -0.6 -1.3 -1.6 0.1 0.0

Significantly above the national average *2013 national figures are those from 2012Significantly below the national average

Key: Reading - RE; Writing - WR; Maths - MA

Cohort

base APS

KS1 APS - All Subjects, Reading, Writing & Maths

The table below shows the Average Point Scores by subjects for the last five years. Average Points

Scores are calculated on whole levels, as calculated in RAISEonline.

Below, but not significantly

different to, averageALL, RE, WR ALL, RE

2011 2012 2013

Above, but not significantly

different to, averageMA WR, MA

APS at the end of Y2 was in line with the national picture in 2013 which continues the marked improvement

seen in 2012 over the previous years outcomes. Each individual subject has APS close to the 2012 averages.

Significantly above average

(SIG+)

APS Judgement: 3

Significantly below average

(SIG-)ALL, RE, WR, MA

12


A/T <L1 L1+ L2c+ L2b+ L2a+ L3+Cohort 29 29 29 29 29 29 29

Reading Entries 0 1 28 25 23 11 7

School 0% 3% 97% 86% 79% 38% 24%

National 0% 2% 98% 87% 76% 53% 27%

Difference 0% 1% -1% -1% 3% -15% -3%Cohort 29 29 29 29 29 29 29

Writing Entries 0 0 29 23 15 10 7

School 0% 0% 100% 79% 52% 34% 24%

National 0% 3% 97% 83% 64% 35% 14%

Difference 0% -3% 3% -4% -12% -1% 10%Cohort 29 29 29 29 29 29 29

Maths Entries 0 0 29 27 22 10 7

School 0% 0% 100% 93% 76% 34% 24%

National 0% 2% 98% 91% 76% 49% 22%

Difference 0% -2% 2% 2% 0% -15% 2%

National Averages relate to 2012

Key: Reading - RE; Writing - WR; Maths - MA

3

KS1 Cumulative Thresholds by Subject

2012

L3+L2b+

KS1 Cumulative Thresholds by Subject Judgement:

The thresholds for 2013 show only 1 pupil still below L1 in reading with the percentages in all subjects close to the

national averages at L1+, this suggests substantial positive progress has been made with the less able pupils on

entry. At the expected threshold L2B+ the proportions for reading and maths were in line with the norm although

there was a lag in writing which the school should review and act on in Y3. At L2A+ reading and maths percentages

fall away a little although at L3+all subjects are in line with the national picture, this suggests relatively few higher

atttainers in the group although more than appeared on entry.

Significantly above average (SIG+)

Above, but not significantly different to, average

Below, but not significantly different to, average

Significantly below average (SIG-)

WR, MA

RE

WR

RE, MA

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Pe

rce

nta

ge

L1+ L2c+ L2b+ L3+ L6

Percentage of pupils attaining each level in Key Stage 1 National

Curriculum core subject, cumulative distribution

Reading School

Reading - National

Writing - School

Writing - National

Maths - School

Maths - National

13


National National National National

Cohort APS APS Cohort APS APS Cohort APS APS Cohort APS APS

All Pupils 29 15.4 15.5 29 15.6 16.0 29 14.9 14.7 29 15.9 15.9

Gender

Male 13 15.6 15.1 13 15.3 15.5 13 14.8 14.0 13 16.5 15.9

Female 16 15.3 16.0 16 15.8 16.6 16 14.9 15.4 16 15.4 15.9

Free School Meals

FSM 5 15.7 14.1 5 16.2 14.4 5 15.8 13.2 5 15.0 14.6

Non FSM 24 15.4 16.1 24 15.4 16.6 24 14.7 15.2 24 16.1 16.4

English as a First

Language

English or believed to

be English23 15.6 15.7 23 15.7 16.2 23 15.1 14.8 23 16.0 16.0

Other than English or

believed to be other6 14.8 15.0 6 15.0 15.3 6 14.0 14.2 6 15.3 15.4

Unclassified 0 0.0 12.1 0 0.0 12.2 0 0.0 11.2 0 0.0 13.1

Special Educational

Needs

No Identified SEN 21 16.9 16.5 21 16.7 17.1 21 16.7 15.7 21 17.2 16.8

SEN without a

statement 8 11.7 12.0 8 12.5 12.2 8 10.0 11.0 8 12.5 12.9

School Action 4 13.2 12.4 4 14.5 12.5 4 11.0 11.4 4 14.0 13.2

School Action plus 4 10.2 11.4 4 10.5 11.6 4 9.0 10.3 4 11.0 12.3

SEN with a statement 0 0.0 7.2 0 0.0 7.5 0 0.0 6.5 0 0.0 7.7

National Averages relate to 2012

Below national figure

SA+

KS1 APS by Characteristic

All NC Core Subjects Reading Writing Mathematics

More than 1.1 points below the national figure

More than 1.1 points above the national figure

School School School School

More than 1.1 points away from the national

figuresAbove national figure

FSMSizeable/key groups (All subjects)

Sizeable/key groups (Reading)

Groups APS suggests boys and girls performed similarly overall, girls better in reading and boys in maths. The small

FSM group have APS significantly above their national peers in reading and writing, and in both these areas they

outperformed their classmates. Although a slight gap remains in maths the FSM attainment gap has closed for this

cohort suggesting potentially good use of the pupil premium funding. The EAL pupils have generally performed in line

with their national peer group and just below their classmates in all areas. The SEN results seem to be mixed with the

SA group performing significantly above average in reading whilst the SA+ group have struggled in all areas. The key

here will be to review individual SEN outcomes to see if the pupils are progressing in line with their cognitive ability

and to plan their Y3 intervention plans.

APS by Characteristic Judgement: 3

Sizeable/key groups (Writing)

Sizeable/key groups (Maths)

FSM, SA

FSMSA+

SA+

14

Progress


Year

All Subjects Cohort 27 27

School 15.4 6.1 9.3

National Expected 15.0 7.0 8.0

Difference 0.4 -0.9 1.3

Reading Cohort 27 27

School 15.1 5.8 9.3 From Aut Y1

National Expected 15.0 7.0 8.0 From EY- Reading


Writing Cohort 27 27


National Expected 15.0 7.0 8.0 From EY - Writing

Difference -0.6 -1.3 0.7

Mathematics Cohort 27 27


National Expected 15.0 7.0 8.0 From EY - PSRN


* These are the combined results for child in the cohort with both Y1 Autumn Term and end of KS1 Assessments.

2

74%

The progress made in KS1 by the 2013 cohort appears strong with all subjects showing above average points progress from the Y1 baselines

for the 27 pupils who were with the school from the beginning of Y1. On average the group seem to have made a terms more progress in

KS1 than is expected. The proportions making expected progress are stronger in reading and maths than in writing reflecting the fact that

the groups writing levels on exit from Reception and on entry into KS1 seemed unusually strong compared to their reading and maths levels.

78%

81%

70%

63%

Progress by Subject Judgement

93%

Progress by Subject

The table below shows the average points progress by subjects. Points progress is calculated by subtracting the average

Autumn term Y1 score from the average End of KS1 scores. Average Points Scores are calculated on sub-level basis.

Points

Progress based

on sublevels

Proportions

making

expected

progress from

Y1 Aut/ EYFSP

End of KS1

Assessments

Autumn Y1

Assessments

16


- Possibly inadequate progress

Expected Expected

<1 1 2c 2b 2a 3+ <1 1 2c 2b 2a 3+

Low 0-5 0 3 1 7 2 0 77% 69% Low 0-5 0 6 4 1 0 0 45% 9%

Expected 6-7 1 0 1 4 1 4 82% 45% Expected 6-7 0 0 3 3 2 2 70% 40%

High 8+ 0 0 0 0 0 3 100% 100% High 8+ 0 0 0 1 1 4 83% 67%

22 27 81% 63% 17 27 63% 33%

PSE/CLL to Writing

Expected Expected

<1 1 2c 2b 2a 3+ <1 1 2c 2b 2a 3+

Low 0-5 0 3 1 9 2 0 80% 73% Low 0-5 0 6 6 2 1 0 60% 20%


High 8+ 0 0 0 0 0 0 0% 0% High 8+ 0 0 0 0 0 0 0% 0%

22 27 81% 70% 20 27 74% 41%

Expected

<1 1 2c 2b 2a 3+

Low 0-5 0 2 5 5 2 0 86% 50%

Expected 6-7 0 0 0 5 1 7 100% 62%

High 8+ 0 0 0 0 0 0 0% 0%

25 27 93% 56%

Low High% making

Expected Prog

% making more

than Expected

Prog

PSRN to Maths

% making more

than Expected

Prog

Progress - EYFSP to end of KS1 transition tables

Writing to WritingReading to Reading

PSE/CLL to Reading

% making more

than Expected

Prog

The tables below show the number of children who have moved from an EYFSP scale point (where a group of scales is

used this means each individual scale within that group was at least at this points level) to a NC level at the end of KS1.

The tables are colour coded to suggest where good or better progress has been made (green) and possibly inadequate

progress (red).

- Good or better progress

% making more

than Expected

Prog

Low High% making

Expected Prog

Low High% making

Expected Prog

Low High% making

Expected Prog

Low High% making

Expected Prog

% making more

than Expected

Prog EYFSP points evaluation is based on

children achieving the stated points in

each individual scales within the scale

groups

Comments (including on group transition tables that are on following pages):

Progress - EYFSP to end of KS1 transition tables

The EYFSP to end KS1 transition tables suggest strong progress as been made by the group since Reception in reading and maths with more than half the cohort making

more than expected progress. The writing proportions are slightly weaker although the EYFSP starting points for writing seem high when compared to the other scales. All

4 FSM pupils made expected progress in maths and they also did well in reading but progress in this group in writing was more of a concern. The same can be said for the

SEN pupils although only 1 out of 7 pupils made expected progress in writing their progress in reading and writing was better. The EAL pupils seem to have shown good

progress in all subjects from the end of Reception.



Expected Expected

FSM<1 1 2c 2b 2a 3+

FSM<1 1 2c 2b 2a 3+

Low 0-5 0 0 0 0 0 0 0% 0% Low 0-5 0 1 0 0 0 0 0% 0%


High 8+ 0 0 0 0 0 1 100% 100% High 8+ 0 0 0 1 0 1 50% 50%

3 4 75% 25% 1 4 25% 25%

PSE/CLL to Writing

Expected Expected

FSM<1 1 2c 2b 2a 3+

FSM<1 1 2c 2b 2a 3+

Low 0-5 0 0 0 1 0 0 100% 100% Low 0-5 0 1 0 0 0 0 0% 0%


High 8+ 0 0 0 0 0 0 0% 0% High 8+ 0 0 0 0 0 0 0% 0%

3 4 75% 50% 2 4 50% 25%

Expected

FSM<1 1 2c 2b 2a 3+

Low 0-5 0 0 1 0 0 0 100% 0%

Expected 6-7 0 0 0 2 1 0 100% 33%

High 8+ 0 0 0 0 0 0 0% 0%

4 4 100% 25%

EYFSP points evaluation is based on



groups

PSE/CLL to Reading

High

High% making

Expected Prog

PSRN to Maths

Low High% making

Expected Prog

% making more

than Expected

Prog

% making more

than Expected

Prog

Low High% making

Expected Prog

% making more

than Expected

Prog

Low

Low High% making

Expected Prog

% making more

than Expected

Prog

Low% making

Expected Prog

% making more

than Expected

Prog

Progress - EYFSP to end of KS1 transition tables (FSM)




progress (red).


Reading to Reading Writing to Writing



Expected Expected

EAL<1 1 2c 2b 2a 3+

EAL<1 1 2c 2b 2a 3+

Low 0-5 0 1 1 2 1 0 80% 60% Low 0-5 0 2 1 1 0 0 50% 25%


High 8+ 0 0 0 0 0 0 0% 0% High 8+ 0 0 0 0 0 0 0% 0%

5 6 83% 67% 4 6 67% 50%

PSE/CLL to Writing

Expected Expected

EAL<1 1 2c 2b 2a 3+

EAL<1 1 2c 2b 2a 3+

Low 0-5 0 1 1 2 1 0 80% 60% Low 0-5 0 2 1 1 1 0 60% 40%


High 8+ 0 0 0 0 0 0 0% 0% High 8+ 0 0 0 0 0 0 0% 0%

5 6 83% 67% 4 6 67% 50%

Expected

EAL<1 1 2c 2b 2a 3+

Low 0-5 0 1 1 1 2 0 80% 60%

Expected 6-7 0 0 0 0 0 1 100% 100%

High 8+ 0 0 0 0 0 0 0% 0%

5 6 83% 67%

PSRN to Maths

Low High% making

Expected Prog

% making more

than Expected

Prog EYFSP points evaluation is based on



groups

Low High% making

Expected Prog

% making more

than Expected

Prog

Low

PSE/CLL to Reading

High% making

Expected Prog

% making more

than Expected

Prog

Low High% making

Expected Prog

Progress - EYFSP to end of KS1 transition tables (EAL)




progress (red).



% making more

than Expected

Prog

Low High% making

Expected Prog

% making more

than Expected

Prog



Expected Expected

SEN<1 1 2c 2b 2a 3+

SEN<1 1 2c 2b 2a 3+

Low 0-5 0 3 1 1 0 0 40% 20% Low 0-5 0 6 1 0 0 0 14% 0%


High 8+ 0 0 0 0 0 0 0% 0% High 8+ 0 0 0 0 0 0 0% 0%

4 7 57% 14% 1 7 14% 0%

PSE/CLL to Writing

Expected Expected

SEN<1 1 2c 2b 2a 3+

SEN<1 1 2c 2b 2a 3+

Low 0-5 0 3 1 3 0 0 57% 43% Low 0-5 0 6 1 0 0 0 14% 0%


High 8+ 0 0 0 0 0 0 0% 0% High 8+ 0 0 0 0 0 0 0% 0%

4 7 57% 43% 1 7 14% 0%

Expected

SEN<1 1 2c 2b 2a 3+

Low 0-5 0 2 4 1 0 0 71% 14%

Expected 6-7 0 0 0 0 0 0 0% 0%

High 8+ 0 0 0 0 0 0 0% 0%

5 7 71% 14%

EYFSP points evaluation is based on



groups

PSE/CLL to Reading

High

High% making

Expected Prog

PSRN to Maths

Low High% making

Expected Prog

% making more

than Expected

Prog

% making more

than Expected

Prog

Low High% making

Expected Prog

% making more

than Expected

Prog

Low

Low High% making

Expected Prog

% making more

than Expected

Prog

Low% making

Expected Prog

% making more

than Expected

Prog

Progress - EYFSP to end of KS1 transition tables (SEN)




progress (red).





Expected Expected

<1 1 2c 2b 2a 3+ <1 1 2c 2b 2a 3+

Low <1 0 3 1 8 2 0 79% 71% Low <1 0 6 6 2 1 0 60% 20%

Expected 1c 0 0 1 2 0 1 75% 25% Expected 1c 0 0 0 2 2 1 100% 60%

1b 1 0 0 1 1 3 67% 50% 1b 0 0 0 0 0 2 100% 100%

1a 0 0 0 0 0 3 100% 0% 1a 0 0 1 1 0 2 50% 0%

2+ 0 0 0 0 0 0 0% 0% 2+ 0 0 0 0 0 1 100% 0%

21 27 78% 52% 19 27 70% 30%

Maths

Expected

<1 1 2c 2b 2a 3+

Low <1 0 2 3 3 0 0 75% 38%

Expected 1c 0 0 2 4 0 1 71% 14%

1b 0 0 0 3 3 6 75% 50%

1a 0 0 0 0 0 0 0% 0%

2+ 0 0 0 0 0 0 0% 0%

20 27 74% 37%

Comments (including group transition tables on the following pages):

High

Progress measured from Y1 baselines shown in the transition tables supports the progress from EY and highlights that it is mainly the lower ability (mainly SEN) pupils who

have struggled to make expected progress. Very few SEN pupils made more than expected progress in any subject. The 4 FSM pupils had average progress in reading and

maths and weaker progress in writing. The EAL again demonstrated good progress in all subjects.

% making

Expected Prog

High High

% making more

than Expected

Prog

Low High

High% making

Expected Prog

% making more

than Expected

Prog

Low High% making

Expected Prog

% making more

than Expected

Prog

Low

Progress - Autumn Y1 Assessments to KS1 transition tables

The tables below show the number of children who have moved NC levels between the Y1 Autumn Assessment and the

end of KS1. The tables are colour coded to suggest where good or better progress has been made (Green) and possibly

inadequate progress (red).


Reading Writing


Cohort No. % Cohort No. %

All pupils 27 23 85.2% 27 21 77.8%

Gender

Male 13 12 92.3% 13 11 84.6%

Female 14 11 78.6% 14 10 71.4%

Free School Meals

FSM 4 2 50.0% 4 2 50.0%

Non FSM 23 21 91.3% 23 19 82.6%

Special Educational Needs

No identified SEN 20 17 85.0% 20 17 85.0%

SEN without a statement7 6 85.7% 7 4 57.1%

School Action 3 3 100.0% 3 2 66.7%

School Action Plus 4 3 75.0% 4 2 50.0%

Statemented 0 0 0.0% 0 0 0.0%

English as a First Language

English or believed to be English21 18 85.7% 21 16 76.2%

Other than English or believed to be

other

6 5 83.3% 6 5 83.3%

Unclassified 0 0 0.0% 0 0 0.0%

2

8 Points of progress based on Sub Levels

Points Progress from Y1 to KS1 for Reading & Writing

by CharacteristicJudgement:

The group analysis of pupils making 8 or more points progress from the Y1 baseline assessments supports a view of good

progress. Boys have shown proportionally more progress than girls in both reading and writing. Only 2 of the 4 FSM pupils have

shown this level of progress, whilst 5 of the 6 EAL pupils have. The SEN pupils have made weaker progress by this measure in

writing than reading.

Points Progress from Y1 to end KS1: Reading & Writing by Characteristic

The table below shows the number and percentage of children that have made 8 points of progress based on sub

levels from Autumn term Y1 to end KS1

Reading Writing

8 Points of progress based on Sub Levels

23


Raw Scores - Reading

Achieves or exceeds expected progress e.g. 8+ points from Y1

Achieves less than expected progress e.g. Less than 8 points progress

Pupil Gen

der

SE

N

FS

M

EA

L

Read

ing

EY

FS

P

Read

ing

Au

tum

n Y

1 L

evel

Read

ing

En

d K

S1

Level

Pro

gress f

ro

m E

YFS

P t

o E

nd

KS

1

Pro

gress f

ro

m Y

1 t

o E

nd

KS

1

Pupil 1 Girl School Action Plus Yes No 6 W 2b 12

Pupil 2 Girl NA No No 7 1b 2a 8

Pupil 3 Girl School Action No No 0 2b 0

Pupil 4 Girl School Action Plus No No 5 W 1a 8

Pupil 5 Girl NA No No 4 W 2b 12

Pupil 6 Girl NA Yes No 7 1c 2c 6

Pupil 7 Boy NA No No 7 1b W -6

Pupil 8 Boy School Action Plus No No 4 W 1a 8

Pupil 9 Boy School Action No No 6 1c 2b 8

Pupil 10 Girl NA Yes No 0 2a 0


Pupil 12 Girl NA No No 7 1b 3c 10

Pupil 13 Girl School Action Plus No Yes 4 W 1c 4

Pupil 14 Boy NA No Yes 5 W 2a 14

Pupil 15 Boy NA No Yes 5 W 2b 12

Pupil 16 Boy NA No No 7 1b 3c 10

Pupil 17 Girl School Action No Yes 4 W 2c 10

Pupil 18 Boy NA No No 6 W 2b 12

Pupil 19 Boy NA No No 6 1c 3c 12

Pupil 20 Boy NA No No 8 1b 3c 10

Pupil 21 Girl NA No Yes 7 1a 3c 8

Pupil 22 Boy School Action No No 5 1c 2b 8

Pupil 23 Boy NA No Yes 5 W 2b 12

Pupil 24 Boy NA No No 5 W 2b 12

Pupil 25 Girl NA Yes No 7 1b 2b 6

Pupil 26 Boy NA No No 5 W 2a 14

Pupil 27 Girl NA No No 9 1a 3b 10

Pupil 28 Girl NA Yes No 8 1a 3c 8


24

KS1 Results 2013 Analysis - For Schools Education Extract KS1 Analysis 2013 v4 Final Report Grade: Summary Attainment: Grade 3 APS at the end of Y2 was in line with the national picture

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