Exam and assessment results

Exam and assessment results

Headline Assessment Data 2018

Our progress data from Key Stage 2 SATS for children at our school has been in line with or above the national average consistently for the last 5 years. Writing progress has been in the top 20% for at least three years.

Average progress score

Reading  -0.29 (in line with national average)

Writing +1.90 (above national average)

Maths +0.85 (in line with national average)

Average Scaled Scores

Reading 105.1 (above national averages)

Maths 105.5 (above local authority and national averages)

Percentages of pupils who achieved expected and high levels of attainment

In 2018 our data showed attainment of pupils achieving the expected standard in all subjects are in line with or above National averages. Here is the breakdown:

  • 75% of our children achieved the expected standard in reading, in line with the 75% nationally.
  • 31% of our children achieved the higher standard in reading, compared to 28% nationally.
  • 90% of our children achieved the expected standard in writing, compared to 78% nationally.
  • 30% of our children achieved the higher standard in writing, compared to 20% nationally.
  • 90% of our children achieved the expected standard in maths, compared to 76% nationally.
  • 21% of our children achieved the higher standard in maths, which was in-line with the national average.
  • 88% of our children achieved the expected standard in spelling, punctuation and grammar, compared to 78% nationally.
  • 49% of our children achieved the higher standard in spelling, punctuation and grammar, compared to 34% nationally.

From 2016-2018, our data shows attainment for those reaching both the expected and higher standard in all subjects combined being consistently above both the Hampshire and National averages.

As you can see, our staff are committed to ensuring all children are ‘the best that you can be’ and achieve their full potential during their time at Netley Abbey Junior School.

Our assessment framework ensures that we have breadth and challenge for all abilities, which is underpinned by SOLO Taxonomy and the use of quality feedback to develop learners who question, reflect and challenge themselves and their peers. Having a growth mindset is an important quality that we instil in all of the children and our assessment judgements help us to develop children and allow them to grow as a learner, where ever their starting point.

We will be reporting, using the judgements of:

Beginning       Beginning +

Working Within          Working Within +

Secure       Secure +

These will allow us to be specific in targeting where children need to go next in their own individual learning journey! There will also be two further sections; Modified Curriculum, for those currently working below their age-related expectation and Enrichment, for those working well-above.