Professional Documents
Culture Documents
Raise Online 2015
Raise Online 2015
107249
DfE Number
3802103
Local Authority
Bradford
unvalidated data
Key Stage 2:
unvalidated data
Page 1 of 60
Important
The aim of the summary report is to help you see how effectively a school is performing in terms of the
achievement, attendance and behaviour of its pupils. The report is made available to schools to help with
their self-evaluation and planning to raise standards, and is used by inspectors, together with the new
Inspection Dashboard, to inform their planning for an inspection.
The Early Years Foundation Stage Profile report is provided for use in the context of evaluating childrens
readiness to start Year 1 in terms of their development. Data are provided for all of the early learning goals
to aid schools and inspectors identify any areas on which teaching may not have placed sufficient focus. The
report is for groups, rather than at interactive pupil level, to provide an overview of development needs on
entry to Year 1. The report currently displays 2014 data. Data for 2015 will be published in RAISEonline with
the Key Stage 2 validated release.
Changes for 2015
On 1 September 2014 a range of SEND reforms were introduced as part of the Children and Families Act.
Following the changes to SEN school census codes, RAISEonline will now show data for no SEN, SEN support
(which replaces School Action and School Action Plus) and SEN with a statement or an Education, Health and
Care (EHC) plan.
The definition of a disadvantaged pupil has changed to reflect changes to the conditions of funding for the
pupil premium in 2014-2015. Pupils will be defined as disadvantaged in RAISEonline if they are recorded as:
* eligible for Free School Meals (FSM) in the last six years or
* looked after continuously for one day or more or
* adopted from care.
The Year 2 phonics report now shows the percentage of pupils that have reached the expected standard by
the end of Year 2, whether it was in Year 1 or in Year 2. A new report is available for those pupils who did
not reach the expected standard in phonics at the end of Year 1 or who have taken the screening check for
the first time in Year 2. This report is in the format of a transition matrix and shows the Year 1 marks
achieved alongside the Year 2 outcomes to which pupils have progressed. A three year trend phonics report
has also been introduced.
The exclusion reports now contain additional data on repeat exclusions. They show the percentage of pupils
with more than one fixed term exclusion during the academic year.
Shading
Shading in the Closing the gaps reports is applied only for 2015 results and only to the gaps between results
for disadvantaged pupils in the school and other pupils nationally. It is intended to identify gaps of
educational importance. At Key Stage 2, it is applied only to the table for expected, and more than expected,
progress from each Key Stage 1 starting level. Where the schools percentage of disadvantaged pupils falls
below the national percentage for other pupils by an amount equivalent to one or more pupils, the difference
is shaded red. Where the schools percentage of disadvantaged pupils is equal to or above the national
percentage for other pupils, the difference is shaded yellow. At Key Stage 1, shading is applied to the table
for average point scores (APS). Where the disadvantaged groups APS is at least four points (equivalent to
two sublevels) less than the national APS for other pupils, it is shaded red. Where the disadvantaged groups
APS is equal to or above the national APS for other pupils, it is shaded yellow.
Elsewhere in RAISEonline, green and blue shading are used to demonstrate a statistically significant
difference between the school data for a particular group and national data for the same group. However,
the performance of specific groups should always be compared with the performance of all pupils nationally.
Statistical significance does not necessarily correlate with being educationally significant.
Page 2 of 60
Further information and guidance on the shading and the methodology used to calculate other measures
presented in RAISEonline can be found at https://www.raiseonline.org in the Library section in the folder
How Ofsted and DfE analyse your data
Other information
The FAQ section of the library includes a wide range of common questions. Further information is also
available within each interactive report at the Help?button near the top right of the screen. We also
recommend that you read RAISEonline Latest news regularly to keep up to date.
The Key Stage 1 unvalidated reports reflect the data received by the Department for Education (DfE) by the
collection deadline. Any data submitted after this deadline will be incorporated within the final datasets if
these are published.
The Key Stage 2 unvalidated reports do not reflect the outcome of amendments requested by schools during
the annual performance tablesdata checking exercise run between 7 September and 18 September 2015.
Accepted amendments from the checking exercise will be included in the DfE Key Stage 2 performance tables
being published in December 2015 and the subsequent release of validated data in RAISEonline.
We are not able to make ad hoc changes to published data in RAISEonline. The website provides interactive
reports, accessed via the Tree viewtab. The interactive reports allow access to pupil level data that underlie
the measures contained in the summary report and a range of other analyses. If you think your measures
are wrong, please first check these underlying pupil list reports. After this step, if you think there is an error
in the measures due to a miscalculation rather than incorrect data please use the Contact usfacility on
RAISEonline https://www.raiseonline.org or email enquiries@ofsted.gov.uk.
The Schools own datasection of RAISEonline contains a copy of the underlying data that a schools
RAISEonline administrator may amend. You will be able to see if analyses for your school would change and
use these in discussions with school improvement partners and inspectors. Note that the changes will apply
to the schools own copy of the data only; the published data in RAISEonline will remain unaffected.
The summary report is divided into the following sections
1.
Context
2.
3.
4.
5.
Progress (Value added then Expected progress, for schools with Key Stage 2)
6.
Page 3 of 60
Page 4 of 60
In many tables, green or blue shading is used where school results are statistically significantly above or
below the national figure. The part of the RAISEonline library to which the public has open access contains
details of how figures are calculated.
Tables that are particularly useful for governors
Tables that governors might find particularly useful to look at are highlighted by the letter G in the top right
corner. Governors may find it most useful to look first at the tables summarising three year trends in
progress, including those showing gaps between disadvantaged pupils and others nationally, to show how
well the school is performing compared to others whose pupils have similar prior attainment. Governors may
then find it useful to look at three year trends in attainment, before moving onto details for groups and the
tables showing absence, exclusions and context. This is the order of tables shown in the Inspection
dashboard. In contrast, the lists of tables below do not follow this sequence. Instead, they are clustered into
types of table and are listed broadly in the order in which they appear in the summary report, to assist in
locating them. Descriptions of the tables highlighted with the letter G and their numbers are below.
Page 5 of 60
Is the percentage of Year 1/Year 2 pupils achieving the expected standard in phonics above the national
figure? Is it rising? (currently only 2015 data are available for Year 2)
Is attainment above average? How much is attainment rising?
In which subjects is attainment strong/weak?
Is progress above average (100)? How much is progress rising or falling?
In which subjects is progress strong/weak?
3. Progress from different starting points for all pupils this year:
Expected progress in reading from Key Stage 1 to Key Stage 2 (Table 5.2.1) (The progress expected by the
government is two levels, such as from Level 2 to Level 4.)
Expected progress in writing from Key Stage 1 to Key Stage 2 (Table 5.2.3)
Expected progress in mathematics from Key Stage 1 to Key Stage 2 (Table 5.3.1)
Comparison of Year 1 and Year 2 phonics outcomes for pupils who did not achieve the expected standard in
Year 1 (Table 4.1.2)
These tables allow governors to ask themselves, and follow up, essential questions such as:
Are enough low prior-attainers (Level 1 or below) catching up to reach Level 4, by making more than
expected progress?
Are enough of those who reached the expected level (2) at Key Stage 1 attaining the expected Level 4
(expected progress) and reaching Level 5 (more than expected progress)?
Are enough high prior-attainers (Level 3 or above) attaining at least Level 5 (expected progress), and
reaching Level 6 (more than expected progress)?
Do the overall percentages making expected progress (on bottom row of the table) meet the progress part of
the floor standard (in 2014, 94% in reading, 96% in writing and 93% in mathematics; 2015 standards are
published in December 2015)? A school will be below the floor standard if it is below both the attainment and
progress elements of the floor standard.
Are enough pupils improving in phonics to meet the expected standard by the end of Year 2?
Page 6 of 60
Progress of groups
Expected progress from different starting levels for disadvantaged pupils and others (Tables 5.2.2, 5.2.4 and
5.3.2).
Value added three-year trend overall and this year for subjects (Table 5.1.4)
Scatter plot of value added for each disadvantaged pupil and other pupil (back page)
The value-added table allows governors to ask themselves, and follow up, essential questions
such as:
Which groups make the most progress and which make the least progress? How wide is the gap?
Which groups make below average (100) progress?
Page 7 of 60
The scatter plot allows governors to ask themselves, and follow up, essential questions such as:
How does the value added differ for disadvantaged and other pupils, and for different prior attainment?
Is the value added very low for any pupils?
Attainment of groups
The percentage of pupils achieving a good level of development, and the level of learning and development
expected in each early learning goal in the Early Years Foundation Stage Profile (at the front of the
attainment section)
Phonics screening check attainment in Year 1 and by Year 2 (Tables 4.1.4 and 4.1.5)
Key Stage 1 average attainment overall and in each subject (Table 4.2.5)
Percentage attaining or surpassing Key Stage 2 Level 4 in each subject and in all of mathematics, reading
and writing (Table 4.3.2) (4.1.2 in junior schools)
These tables allow governors to ask themselves, and follow up, essential questions such as:
Do enough children achieve a good level of development in the Early Years Foundation Stage Profile? In
which early learning goals is achievement highest/lowest? How ready are children for Year 1 in terms of
communication, language, literacy and mathematics? Is childrens personal and physical development good
enough?
Do enough pupils meet the expected standard in the phonics screening check in Year 1, or by the end of
Year 2?
Which groups attain most highly and which have lowest attainment? How wide is the gap?
Does the overall percentage attaining at least Level 4 in all of mathematics, reading and writing meet the
attainment part of the Key Stage 2 floor standard (65% in 2014 and 2015)? A school will be below the floor
standard if it is below both the attainment and progress elements of the floor standard.
Inspection
Inspectors will meet with as many governors during an inspection as is possible. They will expect governors
to be knowledgeable about the schools own information on the performance of its current pupils. They will
also expect governors to be familiar with historic performance data, including the summaries that Ofsteds
new Inspection Dashboard presents for their school, and know what the information in them shows about
the performance of the school. Inspectors will consider how well those responsible for governance use
information to evaluate the performance of the school and to ask challenging questions which help the
school to sustain high performance or to improve for all pupils, including disadvantaged pupils. Inspectors
will consider the impact of what a school is doing to narrow any gaps in progress and attainment between
disadvantaged pupils in the school and other pupils nationally, as well as in the school. The School inspection
handbook contains further information about how inspectors evaluate the effectiveness of governance. It
also stipulates that inspectors should consider a wide range of data including information provided by the
school.
Page 8 of 60
Context
2014
2015
20th
percentile
40th
percentile
60th
percentile
80th
percentile
Number on roll
School
252
260
294
National
257
263
269
School
49.2
51.9
49.7
National
49.0
49.0
49.0
137
210
270
405
1,218
0.0
46.1
48.2
49.9
51.9
100.0
% girls
53.5
56.7
52.4
National
26.7
26.6
26.0
0.0
9.3
15.5
24.8
39.7
89.4
0.0
5.0
9.1
17.0
41.0
100.0
56.5
58.0
63.2
National
28.7
29.7
30.7
47.9
51.1
56.5
National
18.1
18.8
19.5
0.0
1.1
3.3
8.0
23.7
100.0
0.0
7.5
10.4
13.6
18.2
72.9
0.0
0.3
0.8
1.3
2.1
25.0
27.9
79.2
84.5
88.4
92.3
100.0
0.01
0.10
0.14
0.21
0.33
0.79
19.0
National
13.0
0.3
National
1.4
School
69.8
73.6
76.3
National
85.8
85.9
85.9
% stability
0.47
0.47
0.46
National
0.24
0.24
0.24
Page 9 of 60
Context
Table 1.1.2: Basic Characteristics by National Curriculum year group
(BasicNCYearGroup)
This table includes all pupils listed in the School Census, and therefore values presented below may
differ from other figures.
NC Year
Group
Number
on Roll
%
Boy/Girl
% Free
School
Meals*
%
Minority
Ethnic
Group
% 1st
language
not
English
% Special
Education
Needs
Children
Looked
After
Pre-Compulsory
117
55.6 / 44.4
14.5
30
60.0 / 40.0
46.7
72.4
66.7
20.0
32
31.3 / 68.8
53.1
58.1
53.1
21.9
28
46.4 / 53.6
67.9
71.4
67.9
14.3
29
31.0 / 69.0
62.1
53.6
41.4
17.2
32
65.6 / 34.4
46.9
59.4
50.0
37.5
26
46.2 / 53.8
61.5
65.4
61.5
23.1
Page 10 of 60
Context
Table 1.1.3: Ethnic Groups and English as a first language (PriSec2.2)
These data are derived from the categories recorded for your pupils at your school from the School Census.
Figures are provided for children of statutory school age or older, since it is not compulsory to record
characteristics for pre-school children, figures may not add up to 100% due to rounding.
School %
Ethnic group
National %
2013
2014
2015
2015
British
43.2
41.6
36.2
70.4
Irish
0.0
0.0
0.0
0.3
0.6
1.7
1.7
0.1
Romany or Gypsy
0.6
0.0
1.1
0.3
1.2
3.4
4.5
5.1
0.0
0.0
0.0
1.4
0.0
0.0
0.0
0.6
4.1
2.2
1.7
1.1
1.2
0.6
0.0
1.8
Indian
1.2
1.7
1.7
2.7
Pakistani
34.3
35.4
40.7
4.1
Bangladeshi
2.4
3.9
4.0
1.7
4.7
2.8
2.8
1.7
Caribbean
0.0
0.0
0.0
1.3
African
3.6
3.4
2.8
3.5
0.0
0.0
0.0
0.7
Chinese
0.0
0.0
0.0
0.4
2.4
2.2
1.1
1.6
0.0
0.0
0.0
0.5
0.6
1.1
1.7
0.5
English
52.1
48.9
43.5
82.5
Other
47.9
51.1
56.5
17.3
Unclassified
0.0
0.0
0.0
0.2
White
Mixed
First language
Page 11 of 60
Context
Table 1.1.4: Main SEN Type - 3 year trend (PriSec2.6.1)
SEN support
Main SEN
Statements/EHC plan
2013
2014
2015
24
Hearing Impairment
Visual Impairment
Multi-Sensory Impairment
Physical Disability
Other Difficulty/Disability
School total
56
19.0
0.0
0.0
0.3
Page 12 of 60
2014
2015
School
National
average for
primary
schools
Median
trendline
for school's
FSM* level
School
National
average for
primary
schools
Median
trendline
for school's
FSM* level
School
National
average for
primary
schools
Median
trendline
for school's
FSM* level
% Persistent
absentees- absent for
15% or more sessions
4.5
3.6
4.9
9.8
2.8
3.7
% of sessions missed
due to Overall Absence
5.0
4.8
5.5
5.9
3.9
4.5
0.00
0.02
0.40
0.45
0.00
0.18
0.40
0.87
Absence
Exclusions
Permanent exclusions
as a percentage of the
pupil group
% pupils with 1 or
more fixed term
exclusions
2015 absence data will not be available until the end of the autumn term 2015 for mainstream schools.
Page 13 of 60
Page 14 of 60
Prior Attainment
School
National
Difference
Sig
% Coverage
Year 6
11.9
15.4
-3.5
Sig-
92.3
Year 5
13.3
15.6
-2.3
Sig-
100.0
Year 4
13.3
15.8
-2.5
Sig-
93.1
Year 3
13.7
16.0
-2.3
Sig-
100.0
National
Low
Middle
High
Low
Middle
High
Year 6
54.2
45.8
0.0
16.5
58.6
24.9
Year 5
34.4
62.5
3.1
14.7
58.7
26.6
Year 4
25.9
74.1
0.0
12.9
58.5
28.5
Year 3
32.1
67.9
0.0
11.8
57.9
30.3
Page 15 of 60
EYFSP
All Pupils
Gender
Male
Female
Free School Meals
FSM
Non FSM
Cohort Sch
29
45
Listening
and
Understanding
attention
Speaking
Literacy
Reading
Nat
61
Sch
79
Nat
84
Sch
76
Nat
84
Sch
66
Nat
82
Sch
55
Nat
74
Mathematics
Writing
Numbers
Shape,
space and
measures
Nat
75
Sch
69
Nat
79
18
11
44
45
53
69
83
73
79
89
83
64
80
88
72
55
78
87
61
45
69
80
44
45
60
75
56
55
71
78
67
73
76
83
14
15
57
33
45
64
93
67
74
86
93
60
74
86
79
53
72
84
71
40
58
78
57
33
51
71
71
40
60
78
71
67
65
82
All Pupils
Gender
Male
Female
Free School Meals
FSM
Non FSM
Page 16 of 60
Moving and
handling
Exploring
Managing
Making
People and
and using
Being
feelings and
The world Technology
relationships communities
media and imaginative
behaviour
materials
Cohort
29
Sch
83
Nat
89
Sch
76
Nat
91
Sch
79
Nat
87
Sch
72
Nat
86
Sch
79
Nat
88
Sch
72
Nat
84
18
11
78
91
84
94
72
82
88
94
83
73
84
91
72
73
81
92
72
91
83
92
78
64
80
88
61
55
81
87
14
15
86
80
82
90
86
67
84
92
93
67
80
89
86
60
77
88
93
67
80
90
86
60
73
86
71
47
73
86
Nat
91
Sch
76
Nat
86
Sch
76
Nat
85
72
45
90
92
78
73
80
93
78
73
79
92
79
47
84
92
93
60
78
88
93
60
76
87
Attainment in Phonics
Table 4.1.1: Phonics: percentage achieving the expected standard in year one and by
the end of year two year trend (Y12.PPT)
This report provides analysis of pupils reaching the expected standard over the last three years in the phonics screening
check for the school and national.
Year 1
2013
Year 2 Cumulative
2014
2015
2013
2014
2015
School
National
School
National
School
National
School
National
School
National
School
National
All Pupils
69
69
50
74
67
77
90
90
Boys
80
65
40
70
59
73
80
88
Girls
57
73
55
78
77
81
95
92
Disadvantaged
67
57
47
63
77
66
94
84
Other
73
73
53
78
59
80
87
92
Page 17 of 60
Attainment in Phonics
Table 4.1.2: Year 2 phonics screening check for pupils compared with their Year 1 screening check (Y2.PPR)
This report shows the outcomes in the Year 2 Phonics Screening check of those pupils who did not meet the expected standard in Year 1 or
have taken the check for the first time in Year 2.
Number of pupils
Number
achieved
expected
standard
School %
achieved
expected
standard
National
%
achieved
expected
standard
None
0-9
10-19
20-24
25-29
30-31
32+
Total
number
of pupils
37
0-9
33
22
10-19
100
56
20-24
76
25-29
100
86
30-31
100
91
Summary
15
12
80
64
No Y1 outcome
Year 1
marks
Year 2 Marks
Page 18 of 60
Attainment in Phonics
Chart 4.1.3: Year 1 Phonics Screening Total Marks Breakdown (Y1.PFTM - cumulative
selection)
Percent achieving each total number of marks or better
This chart shows the distribution of total marks achieved by pupils in the school compared to the national.
Page 19 of 60
Attainment in Phonics
All Pupils
Gender
Male
Female
Free School Meals*
FSM
Non FSM
Children Looked After
CLA
Not CLA
Disadvantaged pupils
Disadvantaged pupils
Other pupils
English as a First Language
English or believed to be English
Other than English or believed to be other
than English
Unclassified
Special Educational Needs
No SEN
SEN support
SEN with statement or EHC plan
Ethnicity Group
White
British
Irish
Traveller of Irish Heritage
Gypsy/Roma
Any Other White Background
Mixed
White and Black Caribbean
White and Black African
White and Asian
Any other Mixed Background
Asian or Asian British
Indian
Pakistani
Bangladeshi
Any other Asian Background
Black or Black British
Black Caribbean
Black African
Any Other Black Background
Chinese
Any Other Ethnic Group
Unclassified - Refused
Unclassified - Information Not Obtained
Term Of Birth
Autumn
Spring
Summer
Cohort
Number
A/D*
% National
30
17
13
0
1
10
10
59
77
73
81
13
17
0
1
10
10
77
59
66
80
0
30
0
1
0
20
0
67
55
77
13
17
0
1
10
10
77
59
66
80
8
22
1
0
6
14
75
64
77
76
40
24
5
1
0
1
0
18
2
0
75
40
0
83
42
18
6
0
0
2
2
0
0
0
0
0
5
0
0
1
0
83
0
0
50
0
77
77
40
32
73
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
74
79
82
80
0
17
1
0
0
1
0
0
0
13
1
0
0
76
100
0
86
76
79
82
0
1
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
75
81
76
84
75
77
45
11
8
11
1
0
0
9
4
7
82
50
64
83
77
71
77
* A in total marks indicates that a pupil was absent for the test
* D in total marks indicates that a pupil did not take the test
Page 20 of 60
Attainment in Phonics
Number
A/D*
Number
achieving
expected
standard
% School
% National
31
28
90
90
Male
10
80
88
Female
21
20
95
92
All Pupils
Gender
16
15
94
84
Non FSM
15
13
87
92
100
73
Not CLA
30
27
90
90
Disadvantaged pupils
16
15
94
84
Other pupils
15
13
87
92
Disadvantaged pupils
14
12
86
91
17
16
94
89
55
No SEN
25
24
96
95
SEN support
67
67
29
12
10
83
91
90
Ethnicity Group
White
British
Irish
Page 21 of 60
Attainment in Phonics
Number
A/D*
Number
achieving
expected
standard
% School
% National
100
57
Gypsy/Roma
53
87
88
91
100
93
91
94
Mixed
White and Black Caribbean
15
15
100
90
Bangladeshi
91
100
92
Black Caribbean
88
Black African
92
89
Chinese
93
88
Unclassified - Refused
90
61
Autumn
10
90
93
Spring
12
11
92
90
Summer
89
88
Term Of Birth
* A in total marks indicates that a pupil was absent for the test
* D in total marks indicates that a pupil did not take the test
Page 22 of 60
Chart 4.2.1 and Table 4.2.2: Percentage of pupils attaining or surpassing each level at
Key Stage 1 by Subject - 2015 (KS1.3)
The charts below show the cumulative distribution of the levels achieved by the school for Key Stage 1. The bars on the
graph show the percentage of pupils in the school and nationally who attain the required standard for each level.
Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school
value differs significantly from the corresponding national value for this group, sig+ or sig- is shown.
Reading
Writing
Mathematics
Page 23 of 60
A/D
<L1
L1+
L2C+
L2B+
L2A+
L3+
Entries
30
24
16
School
97
77
52
23
National
98
90
82
59
32
Difference
-1
-13
-30
-36
-32
Significance
Sig-
Sig-
Sig-
Entries
30
25
16
School
97
81
52
16
National
98
88
72
41
18
Difference
-1
-7
-21
-25
-18
Significance
Sig-
Sig-
Sig-
Entries
31
26
20
School
100
84
65
19
National
98
93
82
55
26
Difference
-1
-9
-17
-36
-26
Significance
Sig-
Sig-
Sig-
Reading
P7
P6
P5
P4
Number of pupils
English (lower)
Reading
Writing
Speaking
Listening
Writing
N/A
77%
13%
N/A
30
1
Speaking
100%
0%
N/A
81%
11%
N/A
31
31
Writing
31
0%
Reading
30
Mathematics
(lower)
Using and
applying
Number
Total number
of pupils in
year group
100%
English (lower)
Listening
All other
pupils
results
31
0%
0%
N/A
78%
17%
N/A
Notes
Reading table includes all pupils awarded 'W' in their teacher assessment for Reading with a valid Pscale grade
Writing table includes all pupils awarded 'W' in their teacher assessment for Writing with a valid Pscale grade
Mathematics table includes all pupils awarded 'W' in their teacher assessment for Mathematics with a valid Pscale grade
The total numbers of pupils on Pscales is shown for P4 - P8 and P1i - P3ii. Pupils who have a Pscale in both P4-P8 and
P1i - P3ii in a subject will be displayed in P1i - P3ii.
Page 24 of 60
Attainment, Average Points Score at Key Stage 1 : Overall and by Subject (KS1.1Trend)
The following pages provide analysis of pupils' average points scores over the last five years in reading, writing and
mathematics.
Table 4.2.4
Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school
value differs significantly from the corresponding national value for this group sig+ or sig- is shown below.
Where the school value differs significantly from the previous years, or is shown to indicate the direction
of this change.
Year
All Subjects
Reading
Writing
Mathematics
Page 25 of 60
2011
2012
2013
2014
2015
Cohort
24
30
29
29
31
School
12.3
13.0
13.1
14.1
National
15.3
15.5
15.8
15.9
16.1
Difference
-3.0
-2.5
-2.7
-1.8
-2.5
Significance
Sig-
Sig-
Sig-
Sig-
Sig-
Cohort
24
30
29
29
31
School
12.2
12.7
12.8
13.8
13.4
National
15.8
16.0
16.3
16.5
16.6
Difference
-3.6
-3.3
-3.5
-2.7
-3.2
Significance
Sig-
Sig-
Sig-
Sig-
Sig-
Cohort
24
30
29
29
31
School
11.9
12.1
13.0
13.9
13.4
National
14.4
14.7
14.9
15.1
15.3
Difference
-2.5
-2.6
-1.9
-1.2
-1.9
Significance
Sig-
Sig-
Sig-
Sig-
Sig-
Cohort
24
30
29
29
31
School
12.8
14.1
13.6
14.7
14.0
National
15.7
15.9
16.1
16.2
16.4
Difference
-2.9
-1.8
-2.5
-1.5
-2.4
Significance
Sig-
Sig-
Sig-
Sig-
Sig-
13.6
Table 4.2.5: Attainment, Average Points Score at Key Stage 1 : Overall and by Subject
by Pupil Groups - 2015 (KS1.2A)
All Pupils
Reading
Writing
Mathematics
School
National
School
National
School
National
School
National
Cohort APS
APS
Cohort APS
APS
Cohort APS
APS
Cohort APS
APS
31
13.6
16.1
31
13.4
16.6
31
13.4
15.3
31
14.0
16.4
Male
10
12.7
15.7
10
12.4
16.1
10
12.0
14.6
10
13.6
16.4
Female
21
14.0
16.6
21
13.9
17.2
21
14.0
16.1
21
14.2
16.5
FSM
16
13.5
14.8
16
13.5
15.2
16
13.3
14.0
16
13.9
15.2
Non FSM
15
13.7
16.6
15
13.3
17.1
15
13.5
15.8
15
14.2
16.8
CLA
9.0
13.3
9.0
13.8
9.0
12.5
9.0
13.7
Not CLA
30
13.8
16.1
30
13.5
16.6
30
13.5
15.4
30
14.2
16.4
Disadvantaged pupils
16
13.5
14.8
16
13.5
15.2
16
13.3
14.0
16
13.9
15.1
Other pupils
15
13.7
16.6
15
13.3
17.1
15
13.5
15.8
15
14.2
16.9
English or believed to
be English
14
13.0
16.2
14
12.9
16.8
14
12.9
15.5
14
13.3
16.5
17
14.1
15.7
17
13.8
16.0
17
13.8
15.0
17
14.6
16.1
Unclassified
12.4
12.4
11.5
13.3
No SEN
25
14.1
16.9
25
14.0
17.4
25
13.8
16.1
25
14.5
17.1
SEN support
11.6
12.5
11.0
12.8
11.7
11.6
12.0
13.2
7.6
7.8
6.9
8.0
British
12
13.0
16.2
12
12.8
16.8
12
12.8
15.4
12
13.3
16.5
Irish
16.4
17.0
15.5
16.7
Traveller of Irish
Heritage
13.0
12.1
13.0
12.1
13.0
11.1
13.0
13.0
Gypsy/Roma
11.3
11.2
10.5
12.1
Gender
Children Looked
After
Disadvantaged
pupils
English as a First
Language
Special Educational
Needs
Ethnicity Group
White
Page 26 of 60
Reading
Writing
Mathematics
School
National
School
National
School
National
School
National
Cohort APS
APS
Cohort APS
APS
Cohort APS
APS
Cohort APS
APS
15.5
15.7
14.7
16.1
15.7
16.3
15.0
15.9
16.2
16.8
15.5
16.3
13.0
16.8
13.0
17.4
13.0
16.1
13.0
17.0
16.4
16.9
15.6
16.6
Indian
17.1
17.5
16.4
17.3
Pakistani
15
14.6
15.5
15
14.5
16.0
15
14.5
14.9
15
15.0
15.7
Bangladeshi
16.0
16.4
15.3
16.2
15.0
16.4
15.0
16.7
15.0
15.6
15.0
16.7
Black Caribbean
15.5
16.1
14.8
15.5
Black African
16.1
16.6
15.4
16.1
15.6
16.2
15.0
15.7
Chinese
17.2
17.2
16.2
18.0
15.5
15.8
14.8
16.0
Unclassified - Refused
16.1
16.7
15.3
16.4
5.0
13.0
3.0
13.1
3.0
12.1
9.0
13.8
Autumn
10
13.7
16.9
10
13.4
17.4
10
13.4
16.1
10
14.2
17.2
Spring
12
13.2
16.1
12
13.2
16.6
12
13.0
15.3
12
13.5
16.4
Summer
14.0
15.4
13.7
15.9
13.9
14.6
14.6
15.6
Mixed
Asian or Asian
British
Black or Black
British
Term of Birth
Page 27 of 60
Table 4.3.1: Percentage of pupils attaining or surpassing each level at Key Stage 2 by
Subject - 2015 (KS2.3)
The table below show the cumulative distribution of the levels achieved by the school for Key Stage 2. Statistical
significance tests have been performed on the data using a 95% confidence interval and, where the school value differs
significantly from the corresponding national value for this group, sig+ or sig- is shown.
A/T
<L3
L3+
L4+
L4B+
L5+
L6
Entries
24
19
17
School%
100
79
71
21
National%
96
87
77
41
Difference%
-4
-8
-6
-21
-5
Significance
Sig-
Entries
24
22
15
School%
100
92
63
29
National%
95
89
80
48
Difference%
-5
-18
-19
Significance
Entries
24
20
100
83
17
National%
96
87
36
Difference%
-3
-3
-19
-2
Significance
English Grammar,
Entries
23
16
13
Punctuation and
School%
96
67
54
38
Spelling (EGPS)
National%
95
80
73
55
Difference%
-13
-19
-18
-4
Significance
Sig-
Mathematics
Reading
Writing (TA)
Page 28 of 60
Table 4.3.2: Key Stage 2 Proportion achieving or surpassing Level 4 in tests (KS2.4A)
Percentage of Key Stage 2 pupils achieving level 4 or above
Mathematics, Reading
& Writing(TA)
Mathematics
Reading
Writing (TA)
English Grammar,
Punctuation & Spelling
Cohort Sc Na Sig
Number % %
24
71
80
24
79
87
24
92
89
24
83
87
24
67
80
Male
12
83
77
12
92
87
12
100
87
12
83
83
12
67
76
Female
12
58
83
12
67
87
12
83
91
12
83
91
12
67
84
FSM
14
79
70
14
86
80
14
100
83
14
93
79
14
71
71
Non FSM
10
60
84
10
70
90
10
80
92
10
70
90
10
60
84
CLA
100
53
100
65
100
71
100
63
100
56
Not CLA
23
70
80
23
78
87
23
91
89
23
83
87
23
65
80
Disadvantaged
pupils
14
79
70
14
86
80
14
100
83
14
93
79
14
71
71
Other pupils
10
60
85
10
70
90
10
80
92
10
70
90
10
60
84
Low
11
55
33
11
73
53
11
82
58
11
73
47
11
36
34
Middle
11
100
88
11
100
93
11
100
95
11
100
95
11
100
87
High
99
100
100
100
100
23
74
81
23
78
88
23
91
90
23
87
88
23
70
81
Gender
Free School
Meals*
Children
Looked After
Disadvantaged
pupils
Prior
Attainment
Non-mobile
pupils
Pupils on roll
throughout
years 5 & 6
English as a
First Language
Page 29 of 60
Mathematics
Reading
Writing (TA)
English Grammar,
Punctuation & Spelling
Cohort Sc Na Sig
Number % %
English or
believed to be
English
75
81
100
87
88
90
75
88
63
80
Other than
English or
believed to be
other
16
69
77
16
69
86
16
94
84
16
88
83
16
69
80
Unclassified
43
54
54
49
47
No SEN
20
75
90
20
75
94
20
95
95
20
90
95
20
70
89
SEN support
50
43
100
64
75
68
50
57
50
45
SEN with
statement or
EHC plan
16
26
30
21
20
British
71
81
100
87
86
90
71
88
57
80
Irish
85
90
92
90
83
Traveller of Irish
Heritage
43
59
62
52
42
Gypsy/Roma
29
45
44
39
31
73
84
100
81
79
75
77
84
88
86
77
81
87
90
88
83
85
90
100
92
91
86
82
88
90
88
83
Special
Educational
Needs
Ethnicity
Group
White
Mixed
Page 30 of 60
Mathematics
Reading
Writing (TA)
English Grammar,
Punctuation & Spelling
Cohort Sc Na Sig
Number % %
Asian or Asian
British
Indian
87
92
92
92
90
Pakistani
89
77
89
85
89
85
100
85
67
82
Bangladeshi
100
83
100
89
100
90
100
89
100
87
67
84
67
91
100
89
100
89
100
88
Black or Black
British
Black Caribbean
75
82
88
85
79
Black African
50
81
50
86
100
89
100
88
100
85
77
83
87
85
80
Chinese
88
96
91
91
90
Any other
ethnic group
76
86
83
82
79
Unclassified Refused
81
87
90
88
83
52
62
63
58
55
Page 31 of 60
Mathematics
Reading
Writing (TA)
English Grammar,
Punctuation & Spelling
24
24
Male
12
17
22
Female
12
26
24
21
41 Sig-
24
29
48
24
17
36
12
33
45
12
50
44
12
17
28
12
37
12
53 Sig-
12
17
44
Cohort Sc Na Sig
Number % %
24
38
55
12
33
50
12
42
61
Gender
-
Free School
Meals*
FSM
14
13
14
14
28
14
21
34
14
22
14
29
43
Non FSM
10
20
29
10
30
47
10
40
55
10
30
42
10
50
61
CLA
100
17
100
26
13
29
Not CLA
23
24
23
17
42 Sig-
23
26
48 Sig-
23
17
36
23
39
56
Disadvantaged
pupils
14
13
14
14
28
14
21
34
14
22
14
29
43
Other pupils
10
20
29
10
30
48
10
40
55
10
30
42
10
50
61
Low
11
11
11
18
11
11
Middle
11
18
13
11
36
36
11
45
44
11
36
27
11
64
54
High
67
82
89
83
94
23
25
23
22
43 Sig-
23
30
49
23
17
37
23
39
57
Children
Looked After
Disadvantaged
pupils
Prior
Attainment
Non-mobile
pupils
Pupils on roll
throughout
years 5 & 6
English as a
First Language
Page 32 of 60
Mathematics
Reading
Writing (TA)
English Grammar,
Punctuation & Spelling
13
25
25
42
Other than
English or
believed to be
other
16
21
16
19
41
Unclassified
10
20
No SEN
20
10
29
20
20
SEN support
SEN with
statement or
EHC plan
British
14
24
Irish
32
Traveller of Irish
Heritage
Gypsy/Roma
50
50
16
19
40
25
37
25
55
16
13
33
16
44
59
23
15
30
48 Sig-
20
30
56 Sig-
20
20
43 Sig-
20
45
65
25
13
25
17
10
17
10
29
42
43
50
14
36
14
54
49
59
42
61
13
18
19
11
12
21
42
42
30
52
18
32
44
31
50
25
40
51
39
58
33
50
58
45
66
27
44
52
40
61
Cohort Sc Na Sig
Number % %
Special
Educational
Needs
Ethnicity
Group
White
Mixed
Page 33 of 60
Mathematics
Reading
Writing (TA)
English Grammar,
Punctuation & Spelling
Cohort Sc Na Sig
Number % %
Asian or Asian
British
Indian
35
57
55
47
74
Pakistani
11
17
22
36
22
36
22
30
33
58
Bangladeshi
23
42
100
42
37
100
67
30
33
53
49
42
67
70
Black Caribbean
14
26
38
27
50
Black African
21
37
50
45
50
35
100
63
17
31
40
32
55
Chinese
45
71
61
54
76
Any other
ethnic group
21
42
40
31
57
Unclassified Refused
28
44
53
40
59
11
23
28
17
35
Black or Black
British
Page 34 of 60
Number of pupils
reported as "B"
Level 2*
Level 1
P8
P7
P6
P5
P4
Speaking
Listening
Reading
Writing
English
Mathematics
Number
Key
P3i/P3ii
P2i/P2ii
P1i/P1ii
This report displays additional information about the teacher assessments of those pupils who were identified as operating below the level of the test in reading
and mathematics and coded B. The known teacher assessments are displayed as level 2, level 1 and P scales.
Pupils who have a Pscale in both P4-P8 and P1i - P3ii in a subject will be displayed in P1i - P3ii.
P scale assessments for p4 to p8 are not made for English and mathematics
* teacher assessments higher than level 2 for pupils with a test result of B are capped at level 2 in reading and mathematics.
Page 35 of 60
Table 4.3.5
Statistical significance tests have been performed on the data using a 95% confidence interval, and where the school
value differs significantly from the corresponding national value for this group sig+ or sig- is shown below.
Where the school value differs significantly from the previous years, or is shown to indicate the direction
of this change.
Year
All Subjects
Cohort
School
National
Difference
Significance
Mathematics
Cohort
School
National
Difference
Significance
Reading
Cohort
School
National
Difference
Significance
Writing(TA)
Cohort
School
National
Difference
Significance
English Grammar, Cohort
Punctuation &
School
Spelling
National
Difference
Significance
English
Cohort
School
National
Difference
Significance
2011
23
25.2
27.5
-2.3
Sig23
24.9
27.6
-2.7
Sig23
24.9
28.1
-3.2
Sig23
26.2
26.4
-0.2
2012
27
27.0
28.2
-1.2
Sig27
27.0
28.4
-1.4
2013**
30
26.6
28.3
-1.7
2014
28
26.5
28.7
-2.2
Sig28
26.6
29.0
-2.4
Sig28
26.1
29.0
-2.9
Sig28
26.8
27.9
-1.1
2015
24
27.4
28.8
-1.4
30
25.8
28.0
-2.2
28
24.9
28.6
-3.7
Sig-
24
27.0
29.1
-2.1
30
26.2
28.7
-2.5
Sig30
26.4
28.5
-2.1
Sig30
27.6
27.5
0.1
24
27.3
29.0
-1.7
27
25.0
28.8
-3.8
27
27.0
27.3
-0.3
-
24
28.3
29.0
-0.7
23
27
25.4
27.3
-1.9
27.0
28.1
-1.1
24
27.0
28.2
-1.2
**From 2013 the overall average point score is calculated from mathematics, reading and writing(TA) only.
Page 36 of 60
Page 37 of 60
National
Mathematics
School
National
Reading
School
Writing (TA)
National
School
English Grammar,
Punctuation & Spelling
National
School
National
Cohort
APS
APS
Cohort
APS
APS
Cohort
APS
APS
Cohort
APS
APS
Cohort
APS
APS
24
27.4
28.8
24
27.3
29.0
24
28.3
29.0
24
27.0
28.2
24
27.0
29.1
12
12
28.8
26.1
28.6
29.0
12
12
29.0
25.5
29.3
28.7
12
12
30.0
26.5
28.5
29.4
12
12
27.0
27.0
27.3
29.0
12
12
27.0
27.0
28.4
29.8
14
10
27.3
27.6
27.2
29.5
14
10
27.0
27.6
27.3
29.8
14
10
28.3
28.2
27.6
29.6
14
10
27.0
27.0
26.6
28.8
14
10
27.0
27.0
27.5
29.8
1
23
31.5
27.3
25.0
28.8
1
23
33.0
27.0
25.1
29.0
1
23
33.0
28.0
25.8
29.0
1
23
27.0
27.0
24.0
28.2
1
23
27.0
27.0
25.0
29.1
14
10
27.3
27.6
27.2
29.5
14
10
27.0
27.6
27.3
29.8
14
10
28.3
28.2
27.6
29.6
14
10
27.0
27.0
26.6
28.9
14
10
27.0
27.0
27.5
29.9
11
11
0
26.0
29.6
-
23.2
28.9
33.0
11
11
0
25.9
29.7
-
23.5
28.9
33.6
11
11
0
27.0
29.7
-
23.7
29.3
32.4
11
11
0
25.4
29.2
-
22.4
28.4
32.4
11
11
0
23.2
30.8
-
22.3
29.5
33.5
23
27.5
29.0
23
27.3
29.2
23
28.3
29.2
23
27.3
28.4
23
27.3
29.3
28.3
28.9
28.5
29.1
29.3
29.2
27.0
28.3
25.5
29.1
16
27.0
28.3
16
26.6
28.9
16
27.8
28.1
16
27.0
27.6
16
27.8
29.3
23.1
23.8
23.6
22.1
23.7
20
4
0
27.5
27.0
-
29.9
25.0
18.8
20
4
0
27.0
28.5
-
30.1
25.1
19.7
20
4
0
28.5
27.0
-
30.0
25.4
19.8
20
4
0
27.6
24.0
-
29.4
24.3
16.1
20
4
0
27.9
22.5
-
30.5
24.0
19.2
National
Mathematics
School
National
Reading
School
Writing (TA)
National
School
English Grammar,
Punctuation & Spelling
National
School
National
Cohort
APS
APS
Cohort
APS
APS
Cohort
APS
APS
Cohort
APS
APS
Cohort
APS
APS
7
0
0
0
1
28.1
22.5
28.9
29.6
24.4
22.0
28.0
7
0
0
0
1
28.7
21.0
29.1
29.8
24.9
22.5
28.8
7
0
0
0
1
28.7
27.0
29.2
29.9
24.8
22.1
27.8
7
0
0
0
1
26.1
21.0
28.3
28.9
23.4
21.1
27.1
7
0
0
0
1
24.4
21.0
29.0
29.8
23.6
21.5
28.3
0
0
1
0
22.5
-
28.1
28.9
29.8
29.1
0
0
1
0
21.0
-
28.0
28.9
30.1
29.3
0
0
1
0
27.0
-
28.7
29.3
29.8
29.3
0
0
1
0
21.0
-
27.8
28.5
29.1
28.6
0
0
1
0
21.0
-
28.5
29.5
30.4
29.8
0
9
1
3
28.2
28.5
27.0
30.2
28.0
28.8
29.7
0
9
1
3
28.3
27.0
27.0
31.0
28.4
29.2
30.6
0
9
1
3
27.7
33.0
27.0
29.6
27.9
28.6
29.0
0
9
1
3
28.3
27.0
27.0
29.3
27.6
28.3
28.6
0
9
1
3
27.0
33.0
31.0
31.2
29.3
30.3
30.7
0
2
0
27.0
-
27.6
28.5
27.9
0
2
0
24.0
-
27.4
28.6
27.8
0
2
0
30.0
-
28.2
28.7
28.3
0
2
0
30.0
-
27.4
28.1
27.7
0
2
0
33.0
-
28.5
29.9
29.0
0
0
0
0
31.4
28.2
29.1
24.4
0
0
0
0
32.9
28.9
29.3
25.0
0
0
0
0
30.0
27.9
29.4
24.9
0
0
0
0
29.8
27.3
28.5
23.5
0
0
0
0
31.7
29.0
29.6
24.9
From 2013 the combined subjects point score uses mathematics, reading and writing (TA). Details are available in the RAISEonline library.
Page 38 of 60
Table 5.1.1: Key Stage 1 to Key Stage 2 value added scores for school, trend
(KS12.VATrd)
Overall subjects value added: School analysis
2013
All subjects
Cohort for VA
VA School score
95% confidence interval +/Significance
Percentile rank
Coverage
Mathematics
Cohort for VA
VA School score
95% confidence interval +/-
2014
27
25
22
101.3
100.8
101.3
0.8
0.9
0.9
Sig+
Sig+
12
22
10
90%
89%
92%
27
25
22
100.9
101.0
101.5
1.1
1.1
1.2
Significance
Percentile rank
Coverage
Reading
Cohort for VA
VA School score
95% confidence interval +/-
2015
Sig+
26
23
11
90%
89%
92%
27
25
22
100.5
99.8
100.8
1.0
1.0
1.0
31
58
17
90%
89%
92%
27
25
22
102.7
101.3
101.0
1.0
1.0
1.1
Sig+
Sig+
10
15
90%
89%
92%
Significance
Percentile rank
Coverage
Writing (TA)
Cohort for VA
VA School score
95% confidence interval +/Significance
Percentile rank
Coverage
Page 39 of 60
White British
Irish
Gypsy/Roma
Indian
Pakistani
Bangladeshi
Caribbean
African
Chinese
Refused
Cohort for VA
School Score
102.2
99.1
101.8
101.3
100.3
102.1
1.9
5.1
1.7
5.1
2.9
5.1
99.8
100.4
99.7
99.6
101.0
99.7
100.1
100.3
100.3
100.7
100.1
100.6
101.0
99.7
100.5
100.2
101.6
100.9
100.1
99.5
Sig+
Sig+
Sig+
A dash means that no significance test has been carried out. A blank space means that a significance test has been carried out and the result for school or ethnic group is not
significantly different from the national average. Full details of the methodology used for the Value Added measure can be found in the Library.
Page 40 of 60
SEN support
18
School Score
101.4
102.1
0.9
1.5
1.6
1.4
1.7
5.1
1.1
1.4
1.7
1.5
1.5
1.1
1.8
1.4
1.2
2.6
Group national
mean
100.0
100.1
99.8
99.8
100.1
99.7
100.0
99.8
100.1
100.2
100.0
99.8
100.0
99.8
100.7
99.2
100.1
99.3
97.9
Significance from
national average for
group
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
Significance from
overall national
average
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
Sig+
95% confidence
interval
Sig+
No SEN
101.2
14
102.2
101.6
21
High
11
101.6
Middle
11
101.5
Low
9
101.4
Other pupils
13
101.7
Disadvantaged pupils
21
101.3
Not CLA
1
107.0
CLA
9
101.4
Non FSM*
13
101.7
FSM*
10
100.5
Girls
12
102.4
Boys
22
101.3
School Score
Cohort for VA
The definitions of low, middle, high are based on the Key Stage 1 results attained by pupils on completion of the key stage.
Low attaining are those below Level 2 at Key Stage 1 (APS<12). Middle attaining are those at Level 2 at Key Stage 1 (12APS<18).
High attaining are those above Level 2 at Key Stage 1 (APS18).
A dash means that no significance test has been carried out. A blank space means that a significance test has been carried out and the result for school or ethnic group is
not significantly different from the national average. Full details of the methodology used for the Value Added measure can be found in the Library.
Page 41 of 60
Table 5.1.4: Key Stage 1 to Key Stage 2 value added Summary Report (KS12.VAExp)
Statistical significance tests have been performed on the data using a 95% confidence interval and, where the school value differs significantly from the corresponding
national values for this group, it is highlighted in green (sig+) or blue (sig-).
Value Added
All Pupils
Gender
Boys
Girls
Free School Meals*
FSM
Non FSM
Children Looked After
CLA
Not CLA
Disadvantaged pupils
Disadvantaged pupils
Other pupils
Prior Attainment
Low
Middle
High
Non-mobile pupils
Pupils on roll throughout years 5
and 6
English as a First Language
First Language - English
First Language - Other
Unclassified
Special Educational Needs
No SEN
SEN support
SEN with statement or EHC plan
Ethnicity Group
White
British
Irish
Page 42 of 60
Number of pupils in
latest year
22
2013
2014
2015
Mathematics
Reading
Writing (TA)
School National School National School National School National School National School
National
101.3
100.0
100.8
100.0
101.3
100.0
101.5
100.0
100.8
100.0
101.0
100.0
12
10
101.3
101.7
100.0
99.8
101.1
100.8
100.1
99.8
102.4
100.5
100.1
99.8
103.2
100.3
100.5
99.5
102.0
100.0
99.9
100.0
101.2
101.5
99.7
100.3
13
9
100.5
102.7
99.8
100.0
101.3
100.6
99.7
100.1
101.7
101.4
99.8
100.1
101.9
101.8
99.8
100.1
101.3
100.8
99.7
100.0
101.4
101.2
99.8
100.0
1
21
101.5
99.8
99.9
100.9
99.8
100.0
107.0
101.3
99.7
100.0
109.7
101.5
99.6
100.0
105.9
100.9
100.0
99.9
102.9
101.3
99.7
100.0
13
9
100.5
102.7
99.8
100.0
101.3
100.6
99.7
100.1
101.7
101.4
99.8
100.1
101.9
101.8
99.7
100.1
101.3
100.8
99.7
100.0
101.4
101.2
99.8
100.0
11
11
-
103.2
100.6
-
100.2
100.0
99.8
101.2
100.8
98.7
100.2
100.0
99.8
101.5
101.6
-
100.2
100.0
99.8
101.7
102.1
-
100.2
100.0
99.8
101.5
100.8
-
100.1
100.0
99.8
101.3
101.3
-
100.2
99.9
99.9
21
101.4
100.0
100.7
100.0
101.6
100.0
101.8
100.0
101.1
100.0
101.5
100.0
8
14
-
100.0
102.8
103.1
99.8
100.8
99.2
100.1
102.5
-
99.8
100.8
99.1
102.2
101.2
-
99.8
100.7
99.2
102.9
101.3
-
99.8
101.0
99.1
101.6
100.9
-
99.9
100.1
99.4
101.4
101.3
-
18
4
-
101.4
101.8
-
100.1
99.4
97.9
101.6
98.7
-
100.1
99.4
97.9
101.4
102.1
-
100.1
99.3
97.9
101.5
103.8
-
100.1
99.4
98.0
101.1
101.4
-
100.1
99.3
97.8
101.7
99.5
-
100.1
99.3
97.6
7
-
99.8
-
99.7
100.5
99.7
-
99.8
100.4
102.2
-
99.8
100.4
103.2
-
99.7
100.4
101.3
-
99.9
100.6
101.0
-
99.8
100.3
99.8
100.6
99.3
Number of pupils in
latest year
0
2013
2014
2015
Mathematics
Reading
Writing (TA)
School National School National School National School National School National School
National
-
99.8
99.2
101.1
100.0
99.7
101.0
99.7
99.6
101.0
99.7
99.6
101.2
99.6
99.3
100.7
99.7
99.7
100.9
1
-
96.7
-
99.7
100.1
100.3
100.3
99.7
100.1
100.3
100.3
99.1
-
99.7
100.1
100.3
100.3
98.5
-
99.5
99.9
100.4
100.3
101.3
-
99.9
100.2
100.2
100.3
98.1
-
99.9
100.2
100.1
100.3
9
1
3
103.7
102.1
100.7
100.3
100.8
101.1
102.7
-
100.8
100.2
100.7
101.1
101.8
101.3
100.3
100.7
100.1
100.6
101.0
101.8
101.1
100.8
101.2
100.3
100.9
101.6
101.2
102.8
99.1
100.0
99.6
100.1
100.1
102.2
100.0
100.2
100.3
100.1
100.6
100.5
1
-
99.6
103.1
99.9
100.8
100.2
101.7
101.1
100.1
99.4
103.2
100.1
-
99.8
100.7
100.2
101.7
101.0
100.1
99.3
102.1
-
99.7
100.5
100.2
101.6
100.9
100.1
99.5
100.6
-
99.5
100.6
100.1
102.4
101.2
100.1
99.5
103.3
-
99.9
100.3
100.1
100.5
100.3
100.2
99.6
104.1
-
99.9
100.6
100.4
101.0
100.7
100.1
99.4
Key
School performance is significantly higher than the national VA figure for this group
School performance is significantly below the national VA figure for this group
From 2012, the methodology for calculating the pupil group confidence interval changed to take into account the range of scores for all pupils nationally rather than the
range of scores in your school. Full details of the methodology used for the Value Added measure can be found in the Library.
The calculation of overall 2013 KS2 value added uses reading, writing (TA) and mathematics only. Details can be found in the RAISEonline library.
Page 43 of 60
Table 5.2.1: Expected Progress in Reading Key Stage 1 to Key Stage 2 - sublevel variation (KS2.EPR)
This table shows the number of pupils attaining each Reading Key Stage 2 attainment level and their corresponding Reading Key Stage 1 prior attainment,
including sub-levels. These figures should be compared with the national figures provided in the Transition Matrices held in the library on the RAISEonline
website.
Number of Pupils
Other
or No
Sub
KS2
Level Result
National
%
Achieving
Expected
Progress
National
Number School %
%
Achieving Achieving Achieving
More Than More Than More Than
Expected Expected Expected
Progress Progress Progress
0%
2%
0%
65%
0%
32%
100%
84%
78%
62%
2C
100%
84%
40%
18%
2B
100%
95%
20%
33%
2A
100%
99%
100%
61%
0%
89%
0%
1%
0%
7%
22
22
100%
91%
13
59%
33%
Total
Cohort
24
Reading
Level
Number School %
Total Achieving Achieving
No. of Expected Expected
Pupils Progress Progress
Other or
no prior
available
W
KS1
Expected Progress
Summary
Key
represents pupils making more than expected progress
represents pupils making expected progress
represents pupils making less than expected progress
indicates pupils whose progress could not be determined and who have therefore
been excluded from the school calculation. These pupils are included in the figure
for the total cohort
Page 44 of 60
Table 5.2.2: Expected Progress in Reading Key Stage 1 to Key Stage 2 for Disadvantaged pupils, sublevel variation (KS2.EPR_CTG)
This table shows the number of pupils attaining each reading Key Stage 2 attainment level and their corresponding reading Key Stage 1 prior attainment.
Number of Pupils
2A
3
4
National (Other
pupils) %
Achieving
More Than
Expected Progress
2B
School (Other
pupils) %
Achieving
More Than
Expected Progress
Disadvantaged
pupils % Achieving
More Than
Expected Progress
Disadvantaged
pupils Achieving
More Than
Expected Progress
Level
2C
Reading
School (Other
pupils) %
Achieving
Expected Progress
Disadvantaged
pupils % Achieving
Expected Progress
Other or
no prior
available
W
Total No. of
Disadvantaged
pupils
Disadvantaged
pupils Achieving
Expected Progress
Other
or No
Sub
KS2
Level Result W
KS1
Expected Progress
0%
0%
3%
0%
0%
61%
0%
0%
31%
100%
100%
86%
100%
33%
64%
100%
100%
85%
33%
50%
19%
100%
100%
96%
25%
0%
36%
0%
100%
99%
0%
100%
64%
0%
0%
90%
0%
0%
1%
0%
0%
7%
13
13
100%
100%
92%
62%
56%
33%
Total
Cohort of
Disadvantaged
pupils
14
Summary
Key
represents pupils making more than expected progress
represents pupils making expected progress
represents pupils making less than expected progress
indicates pupils whose progress could not be determined and who have
therefore been excluded from the school calculation. These pupils are
included in the figure for the total cohort
Page 45 of 60
Table 5.2.3: Expected Progress in Writing Key Stage 1 to Key Stage 2 - sublevel variation (KS2.EPR)
This table shows the number of pupils attaining each Writing Key Stage 2 attainment level and their corresponding Writing Key Stage 1 prior attainment,
including sub-levels. These figures should be compared with the national figures provided in the Transition Matrices held in the library on the RAISEonline
website.
Number of Pupils
Other
or No
Sub
KS2
Level Result
National
Number School %
%
Achieving Achieving Achieving
More Than More Than More Than
Expected Expected Expected
Progress Progress Progress
0%
15%
0%
70%
0%
43%
100%
94%
63%
57%
2C
10
10
100%
90%
10%
10%
2B
100%
98%
75%
32%
2A
0%
100%
0%
67%
0%
92%
0%
13%
0%
77%
22
22
100%
94%
41%
36%
Total
Cohort
24
Writing
Level
Number School %
Total Achieving Achieving
No. of Expected Expected
Pupils Progress Progress
National
%
Achieving
Expected
Progress
Other or
no prior
available
W
KS1
Expected Progress
Summary
Key
represents pupils making more than expected progress
represents pupils making expected progress
represents pupils making less than expected progress
indicates pupils whose progress could not be determined and who have therefore
been excluded from the school calculation. These pupils are included in the figure
for the total cohort
Page 46 of 60
2A
3
4
National (Other
pupils) %
Achieving
More Than
Expected Progress
2B
School (Other
pupils) %
Achieving
More Than
Expected Progress
Disadvantaged
pupils % Achieving
More Than
Expected Progress
Disadvantaged
pupils Achieving
More Than
Expected Progress
Level
2C
Writing
School (Other
pupils) %
Achieving
Expected Progress
Disadvantaged
pupils % Achieving
Expected Progress
Other or
no prior
available
W
Total No. of
Disadvantaged
pupils
Disadvantaged
pupils Achieving
Expected Progress
Other
or No
Sub
KS2
Level Result W
KS1
Expected Progress
0%
0%
18%
0%
0%
67%
0%
0%
42%
100%
100%
95%
80%
33%
60%
100%
100%
91%
14%
0%
11%
100%
100%
98%
0%
100%
34%
0%
0%
100%
0%
0%
69%
0%
0%
93%
0%
0%
13%
0%
0%
77%
13
13
100%
100%
95%
38%
44%
37%
Total
Cohort of
Disadvantaged
pupils
14
Summary
Key
represents pupils making more than expected progress
represents pupils making expected progress
represents pupils making less than expected progress
indicates pupils whose progress could not be determined and who have
therefore been excluded from the school calculation. These pupils are
included in the figure for the total cohort
Page 47 of 60
Table 5.3.1: Expected Progress in mathematics Key Stage 1 to Key Stage 2 - sublevel variation (KS2.EPR)
This table shows the number of pupils attaining each mathematics Key Stage 2 attainment level and their corresponding mathematics Key Stage 1 prior
attainment, including sub-levels. These figures should be compared with the national figures provided in the Transition Matrices held in the library on the
RAISEonline website.
Number of Pupils
Other
or No
Sub
KS2
Level Result
National
Number School %
%
Achieving Achieving Achieving
More Than More Than More Than
Expected Expected Expected
Progress Progress Progress
0%
58%
0%
55%
0%
23%
100%
81%
50%
43%
2C
100%
76%
0%
8%
2B
100%
93%
17%
25%
2A
100%
99%
100%
58%
0%
90%
0%
34%
0%
98%
22
22
100%
90%
32%
34%
Total
Cohort
24
Mathematics
Level
Number School %
Total Achieving Achieving
No. of Expected Expected
Pupils Progress Progress
National
%
Achieving
Expected
Progress
Other or
no prior
available
W
KS1
Expected Progress
Summary
Key
represents pupils making more than expected progress
represents pupils making expected progress
represents pupils making less than expected progress
indicates pupils whose progress could not be determined and who have therefore
been excluded from the school calculation. These pupils are included in the figure
for the total cohort
Page 48 of 60
2A
3
4
National (Other
pupils) %
Achieving
More Than
Expected Progress
2B
School (Other
pupils) %
Achieving
More Than
Expected Progress
Disadvantaged
pupils % Achieving
More Than
Expected Progress
Disadvantaged
pupils Achieving
More Than
Expected Progress
Level
2C
Mathematics
School (Other
pupils) %
Achieving
Expected Progress
Disadvantaged
pupils % Achieving
Expected Progress
Other or
no prior
available
W
Total No. of
Disadvantaged
pupils
Disadvantaged
pupils Achieving
Expected Progress
Other
or No
Sub
KS2
Level Result W
KS1
Expected Progress
0%
0%
64%
0%
0%
50%
0%
0%
21%
100%
100%
83%
67%
33%
44%
100%
100%
77%
0%
0%
9%
100%
100%
94%
25%
0%
27%
0%
100%
99%
0%
100%
60%
0%
0%
91%
0%
0%
36%
0%
0%
99%
13
13
100%
100%
91%
23%
44%
37%
Total
Cohort of
Disadvantaged
pupils
14
Summary
Key
represents pupils making more than expected progress
represents pupils making expected progress
represents pupils making less than expected progress
indicates pupils whose progress could not be determined and who have
therefore been excluded from the school calculation. These pupils are
included in the figure for the total cohort
Page 49 of 60
School
National
Number
22
100
90
Male
12
100
Female
10
FSM
Non FSM
Reading
Cohort
School
National
Number
Cohort
School
National
Number
22
100
91
22
100
94
90
12
100
90
12
100
93
100
89
10
100
92
10
100
95
13
100
86
13
100
88
13
100
92
100
91
100
92
100
95
CLA
100
78
100
82
100
84
Not CLA
21
100
90
21
100
91
21
100
94
Disadvantaged pupils
13
100
86
13
100
88
13
100
92
Other pupils
100
91
100
92
100
95
Low
11
100
76
11
100
80
11
100
87
Middle
11
100
92
11
100
95
11
100
96
93
92
96
21
100
90
21
100
91
21
100
95
100
89
100
91
100
94
14
100
92
14
100
91
14
100
94
All Pupils
Sig
Writing (TA)
Sig
Sig
Gender
Disadvantaged pupils
Prior Attainment
High
Non-mobile pupils
Pupils on roll throughout years 5 and 6
English as a First Language
Page 50 of 60
Reading
Cohort
School
National
Cohort
School
National
Cohort
School
National
Number
63
Number
59
Number
57
No SEN
18
100
93
18
100
94
18
100
97
SEN support
100
79
100
83
100
88
47
49
54
British
100
89
100
91
100
94
Irish
91
94
97
81
83
86
Gypsy/Roma
76
74
78
92
91
94
87
91
94
90
91
94
100
92
100
93
100
95
90
92
95
Indian
94
93
96
Pakistani
100
90
100
89
100
94
Bangladeshi
100
92
100
93
100
96
100
93
100
92
100
95
Black Caribbean
87
90
93
Black African
100
91
100
92
100
95
87
90
93
Unclassified
Sig
Writing (TA)
Sig
Sig
Ethnicity Group
White
Mixed
Page 51 of 60
School
National
Reading
Sig
Writing (TA)
Cohort
School
National
Sig
Cohort
School
National
Sig
Number
Number
Number
Chinese
97
94
97
92
91
94
Unclassified - Refused
90
92
94
74
70
70
The definitions of low, middle, high are based on the Key Stage 1 results attained by pupils on completion of the key
stage. Low attaining are those below Level 2 at Key Stage 1 (APS<12). Middle attaining are those at Level 2 at Key
Stage 1 (12APS<18). High attaining are those above Level 2 at Key Stage 1 (APS18).
A dash means that no significance test has been carried out. A blank space means that a significance test has been
carried out and the result for school or group is not significantly different from the national average.
Page 52 of 60
2013
2014
2015
Disadvantaged
pupils
16
13.6
Other pupils
13
12.6
Within school
gap
16.3
-2.7
19
14.1
-3.7
10
14.2
1.0
16.4
-2.3
16
13.5
-2.2
15
13.7
-0.1
16.6
-3.1
-2.9
-0.1
Reading
Disadvantaged
pupils
16
13.3
Other pupils
13
12.2
Within school
gap
16.8
-3.5
19
13.7
-4.6
10
13.8
1.0
17.0
-3.3
16
13.5
-3.2
15
13.3
-0.1
17.1
-3.6
-3.8
0.2
Writing
Disadvantaged
pupils
16
13.1
Other pupils
13
12.8
Within school
gap
15.5
-2.4
19
13.8
-2.7
10
14.0
0.3
15.6
-1.8
16
13.3
-1.6
15
13.5
-0.2
15.8
-2.5
-2.3
-0.3
Mathematics
Disadvantaged
pupils
16
14.4
Other pupils
13
12.7
Within school
gap
16.5
-2.1
19
14.7
-3.8
10
14.8
1.7
16.7
-2.0
16
13.9
-1.9
15
14.2
-0.1
16.9
-3.0
-2.7
-0.3
2014
2015
Reading
Disadvantaged
pupils
16
88
Other pupils
13
62
Within school
gap
Page 53 of 60
26
92
-4
19
74
-30
10
70
4
92
-18
16
75
-22
15
80
93
-18
-13
-5
Writing
Disadvantaged
pupils
16
69
Other pupils
13
77
Within school
gap
89
-20
19
79
-12
10
70
-8
89
-10
16
81
-19
15
80
91
-10
-11
Mathematics
Disadvantaged
pupils
16
94
Other pupils
13
69
Within school
gap
94
19
89
-25
10
90
25
94
-5
16
81
-4
15
87
-1
95
-14
-8
-6
2014
2015
Reading
Disadvantaged
pupils
16
Other pupils
13
Within school
gap
34
-34
19
-34
10
35
-35
16
-35
15
37
-37
-37
Writing
Disadvantaged
pupils
16
Other pupils
13
Within school
gap
18
-18
19
-18
10
19
-19
16
-19
15
21
-21
-21
Mathematics
Disadvantaged
pupils
16
Other pupils
13
Within school
gap
Page 54 of 60
27
-27
19
-27
10
0
0
28
-28
16
-28
15
30
-30
-30
2014
More than
expected
progress
Expected
progress
More than
expected
progress
Expected
progress
2015
More than
expected
progress
KS1
Level
Cohort
School
%
School
%
Diff
%
National
other %
Diff
%
National
other %
Cohort
School
%
School
%
Diff
%
National
other %
Diff
%
National
other %
Cohort
School
%
School
%
Diff
%
National
other %
Diff
%
National
other %
1
2
100
100
53
47 0
47 100
23
-23
77
100
51
49
22
-22
50
21
Disadvantaged pupils
Other pupils
2
2
100
100
82
18 100
18 50
39
61
11
75
84
-9
75
43
32
3
3
100
100
83
17
17
67
33
44
23
-11
Disadvantaged pupils
Other pupils
12
8
83
100
91
-8
9
0
50
36
-36
14
12
7
100
86
93
7
-7
17
14
38
-21
-24
10
6
100
100
93
7
7
10
50
38
-28
12
Disadvantaged pupils
Other pupils
91
27
1
-
100
-
92
8
-
0
-
37
-37
-
91
36
Disadvantaged pupils
Other pupils
1
2
100
50
63
37
-13
0
50
31
-31
19
100
61
39
31
-31
61
31
Disadvantaged pupils
Other pupils
3
3
100
100
83
17
17
67
67
56
11
11
6
7
83
86
85
-2
1
67
71
64
3
7
6
3
100
100
86
64
36
-31
Disadvantaged pupils
10
7
80
100
93
-13 20
7
43
40
-20
3
6
4
100
100
95
5
5
33
50
47
-14
3
7
6
100
100
96
4
4
29
67
45
-16
22
1
-
100
-
88
12
-
-2
-
1
-
100
-
91
9
-
0
-
-1
-
90
Disadvantaged pupils
Other pupils
1
3
100
100
70
30 0
30 100
43
-43
57
100
67
33
100
42
58
67
42
Disadvantaged pupils
Other pupils
4
2
100
100
93
7
7
100
100
51
49
49
4
6
100
100
94
6
6
75
83
56
19
27
5
3
100
100
95
5
5
80
33
60
20
-27
Disadvantaged pupils
Other pupils
10
7
100
100
95
5
5
20
43
32
-12
11
8
5
100
80
96
4
-16
25
20
36
-11
-16
8
6
100
100
97
3
3
13
50
39
-26
11
Disadvantaged pupils
Other pupils
90
10
1
-
100
-
92
8
-
0
-
12
-12
-
93
13
Mathematics
Disadvantaged pupils
Other pupils
Reading
Other pupils
Disadvantaged pupils
Other pupils
0
-
14 100
14 33
Writing (TA)
Page 55 of 60
Value Added
Overall
2013
2014
2015
Cohort School
Cohort School
Cohort School
Disadvantaged pupils
15
100.5
13
101.3
13
101.7
Other pupils
12
102.7
12
100.6
101.4
Disadvantaged pupils
15
100.0
13
101.6
13
101.9
Other pupils
12
102.3
12
100.6
101.8
Disadvantaged pupils
15
99.8
13
100.2
13
101.3
Other pupils
12
101.6
12
99.4
100.8
Disadvantaged pupils
15
102.2
13
101.7
13
101.4
Other pupils
12
104.6
12
101.7
101.2
Mathematics
Reading
Writing (TA)
Page 56 of 60
Overall
2013
2014
2015
Cohort School
National
Other
Diff
Cohort School
National
Other
Diff
Cohort School
National
Other
Diff
Disadvantaged pupils
16
26.3
29.1
-2.8
14
28.1
29.4
-1.3
14
27.3
29.5
-2.2
Other pupils
14
27.0
29.1
-2.1
14
25.0
29.4
-4.4
10
27.6
29.5
-1.9
-0.7
3.1
-0.3
Mathematics
Disadvantaged pupils
16
25.5
29.5
-4.0
14
28.3
29.8
-1.5
14
27.0
29.8
-2.8
Other pupils
14
27.0
29.5
-2.5
14
24.9
29.8
-4.9
10
27.6
29.8
-2.2
-1.5
3.4
-0.6
Reading
Disadvantaged pupils
16
26.3
29.2
-2.9
14
27.4
29.7
-2.3
14
28.3
29.6
-1.3
Other pupils
14
26.6
29.2
-2.6
14
24.9
29.7
-4.8
10
28.2
29.6
-1.4
-0.3
2.5
0.1
Writing (TA)
Disadvantaged pupils
16
27.8
28.3
-0.5
14
28.3
28.6
-0.3
14
27.0
28.9
-1.9
Other pupils
14
27.4
28.3
-0.9
14
25.3
28.6
-3.3
10
27.0
28.9
-1.9
0.4
3.0
0.0
16
25.9
28.8
-2.9
14
27.0
29.4
-2.4
14
27.0
29.9
-2.9
Other pupils
14
25.7
28.8
-3.1
14
22.7
29.4
-6.7
10
27.0
29.9
-2.9
Page 57 of 60
0.2
4.3
0.0
Overall
2013
2014
2015
Cohort School
National
Other
Diff
Cohort School
National
Other
Diff
Cohort School
National
Other
Diff
Disadvantaged pupils
16
69
81
-12
14
86
83
14
79
85
-6
Other pupils
Within school gap
14
64
81
-17
14
50
83
-33
10
60
85
-25
36
19
Mathematics
Disadvantaged pupils
16
81
88
-7
14
100
90
10
14
86
90
-4
Other pupils
14
79
88
-9
14
71
90
-19
10
70
90
-20
29
16
Reading
Disadvantaged pupils
16
75
89
-14
14
86
92
-6
14
100
92
Other pupils
14
71
89
-18
14
64
92
-28
10
80
92
-12
22
20
Writing (TA)
Disadvantaged pupils
16
94
87
14
93
89
14
93
90
Other pupils
14
86
87
-1
14
64
89
-25
10
70
90
-20
29
23
16
56
79
-23
14
71
81
-10
14
71
84
-13
Other pupils
14
50
79
-29
14
36
81
-45
10
60
84
-24
Page 58 of 60
35
11
Overall
2013
2014
2015
Cohort School
National
Other
Diff
Cohort School
National
Other
Diff
Cohort School
National
Other
Diff
Disadvantaged pupils
16
26
-26
14
14
29
-15
14
29
-29
Other pupils
14
21
26
-5
14
29
-22
10
20
29
-9
-21
-20
Mathematics
Disadvantaged pupils
16
47
-47
14
21
48
-27
14
14
48
-34
Other pupils
14
29
47
-18
14
48
-41
10
30
48
-18
-29
14
-16
Reading
Disadvantaged pupils
16
19
51
-32
14
29
56
-27
14
21
55
-34
Other pupils
14
36
51
-15
14
14
56
-42
10
40
55
-15
-17
15
-19
Writing (TA)
Disadvantaged pupils
16
25
36
-11
14
29
39
-10
14
42
-35
Other pupils
14
29
36
-7
14
39
-32
10
30
42
-12
-4
22
-23
16
31
53
-22
14
29
58
-29
14
29
61
-32
Other pupils
14
36
53
-17
14
58
-51
10
50
61
-11
Page 59 of 60
-5
22
-21
Chart 6.2.2: Key Stage 1 to Key Stage 2 fine grades value added analysis by subject
and by pupil (all, Disadvantaged) (KS12.VASct)
2015 All subjects (KS2) value added line, showing spread of pupils by disadvantaged
pupils
The analysis is based upon comparing the estimated outcome with the actual outcome of each pupil. Also shown are the
national mean lines for each characteristic.
Coverage 92%
Page 60 of 60