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Performance Data

KS2 data 2015-16

 

School Context

In 2015-16, there were 58 pupils in the Y6 cohort.  This included 9 pupils with a statement or EHCP = 16% of the cohort – compared to national average of 1.4 % of pupils in 2015 (Raise on Line)  6 of these pupils were educated in our Resourced Base provision for pupils with ASD  and have been disaggregated from the data in Table 2.   Table 2 retains the 3 mainstream pupils with a statement (6% of mainstream cohort) – 1 of whom had statement for Dyslexia.

31 pupils in Year 6 had KS1 average point score below and significantly below average.

 

In addition to the high % of pupils with a statement/EHCP, a further 10 pupils (19%) joined this cohort after the start of Y5.  None of these children had a statement/EHCP although SEN had been identified at previous schools.  8 of these pupils did not achieve the new expected standard in Reading. Pupils with SEN and significant attendance issues were placed into the mainstream school through the In Year Fair Access protocol as space was available .  This affected the cohort significantly.

 

Section 186 of the Ofsted School Inspection Handbook enables the school to take into account the impact that a large number of pupils in resource – base provision has on overall school data. 

 

Section 188 of the Ofsted School Inspection Handbook  enables the school to take into account the impact of high pupil mobility.

Table 1 - Whole Cohort

End of Key Stage 2 Outcomes

Y6 - All Pupils (58 pupils)

Writing - Teacher Assessment against the TA Framework and Test Scales Score for the GPS test.

Below - Includes any P scale assessments.

Other - Includes any assessment codes such as A (absent).

* in Other indicates missing data or, for tests, that the scaled score conversion has not yet been released.

 

 

Expected  Standard - a pupil must have a score of 100 or more in reading and mathematics; and have been teacher assessed in writing  as 'working at the expected standard' or 'working at greater depth in the expected standard'.

Higher Standard - a pupil must have a high scaled score in reading and a high scaled score in mathematics; and have been teacher assessed in writing as 'working at a greater depth'. The high scale score vale in mathematics and reading is released by the DfE, after the key stage 2 tests have been sat in the summer term. This value will remain 'Pending' until that time.

 

Table 2 - Mainstream School

End of Key Stage 2 Outcomes
Y6 - Selected Pupils (52 pupils)

 

Writing - Teacher Assessment against the TA Framework and Test Scales Score for the GPS test.

Below - Includes any P scale assessments.

Other - Includes any assessment codes such as A (absent).

* in Other indicates missing data or, for tests, that the scaled score conversion has not yet been released.

 

This table includes the pupils (10) who joined the school after September 2014 (the start of Y5). 8 of these 10 children had low KS1 average point scores.   An additional 2 children started the year group mid Y4 – both of these children had low KS1 data but made good progress in school although did not reach new expected levels.

Table 3 – Excludes pupils new to Y5/Y6 and also ASD Resource Base.

End of Key Stage 2 Outcomes

Y6 Selected Pupils (41 pupils)

 Writing - Teacher Assessment against the TA Framework and Test Scales Score for the GPS test.

Below - Includes any P scale assessments.

Other - Includes any assessment codes such as A (absent).

* in Other indicates missing data or, for tests, that the scaled score conversion has not yet been released.

 

 

Exam & Assessment results 2015-16 for end of Key Stage 2

Outcomes for 2015-16 pupils

 

Reading

Writing

Maths

Combined

Spelling, punctuation & grammar

Cohort

47%

69%

52%

36%

60%

Mainstream

48%

77%

58%

40%

67%

Mainstream (less Y5/6 new to school)

59%

88%

68%

51%

78%

(National 72%)

National

66%

74%

70%

53%

72%

 

Average progress in reading, writing & maths 2015-16

 

Reading

Writing

Maths

Cohort (55 with measure) including ASD Resource Base pupils

-1.98

-2.34

-1.19

Mainstream

-2.3

-1.46

-0.87

Mainstream –less new starts (Y5/6)

-2.2

-0.1 (-0.098)

-0.5

 

Waterloo Primary is placed in the middle band of schools nationally for both Writing and Maths progress, once disaggregation occurs.  Disaggregation follows guidance in section 186 and section 188 of the updated Ofsted handbook (August 2016). 

 

Average scale “score” in reading, writing & maths 2015-16

 

Reading

Maths

Cohort

98.4

99.9

Mainstream

98.4

100.5

Mainstream less new starts Y5/Y6

100

102.1

 

High level of attainment in reading, writing & maths 2015-16

 

Reading

Writing

Maths

Cohort

4%

0

7%

Mainstream

4%

 

8%

Mainstream – less new starts (Y5/y

5%

 

10%

 

2015 Waterloo Primary School Pupil Performance Table

In 2014-15 L4+ floor targets were achieved when disaggregation of ASD Resource Base pupils and new pupils to the cohort in Y6 and mid Y5 were taken into account.

 

72% of our mainstream pupils achieved L4+ in Reading, Writing and Maths in 2014-15.

These outcomes built on the 2013-14 national data when 58% of our pupils achieved L4+ across Reading, Writing and Maths.  After disaggregation, 70% of the cohort achieved L4+ in all areas for 2013-14.

 

Headline measures of performance demonstrate that Waterloo in 2014-15 made above national average progress in Reading and Maths, against prior attainment.

 

Progress data for our Base children, and pupils with SEN has been identified as a  strength in all previous inspections.

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