Due to the disruption of COVID-19, isolation and partial school closures continuing throughout 2021, we do not have published performance/progress data for the year 2021.
Due to COVID-19 and partial school closures between March and July 2020, we do not have published performance/progress data for the year 2020.
Results for 2019
These tables show the percentage of Year 6 pupils achieving the expected standard or above in their end of KS2 tests and teacher assessments in 2019.
The cohort consisted of 29 pupils.
31% of this cohort have SEND (Special Educational Needs/Disability). This group nationally is: 12.7%.
3.4% of this cohort have an EHCP (Education/Health Care Plan). This group nationally is: 3.0%.
55.2% of this cohort are classed as Disadvantaged. This group nationally is: 28.4%.
This cohort had a very high percentage of these significant groups and therefore we are super proud of their achievements. WELL DONE!
Click here for the DfE school comparison and performance tables.
Combined (Reading, Writing & Maths):
Grammar, Spelling & Punctuation (GPS):
75.9% (High Score: 24.1%)
65.5% (GDS: 13.7%)
69% (High Score: 20.6%)
65.5% (High Score: 17.2%)
Interpreting a school's progress scores:
Individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress score will be zero.
- A school's progress scores for English reading, English writing and mathematics are calculated as its pupils' average progress scores. This means that school level progress scores will be presented as positive and negative numbers either side of zero.
- A score of 0 means pupils in this school, on average, do about as well as KS2 as those with similar prior attainment nationally.
- A positive score means pupils in this school, on average, do better at KS2 than those with similar prior attainment nationally.
- A negative score means pupils in this school, on average, do worse at KS2 than those with similar prior attainment nationally. A negative score does not necessarily mean a school is below the floor.
(DfE, 2016, Primary School Accountability in 2016, p20)