Performance Measures

Performance measures

At primary level every school is measured by its results at the end of EYFS (Good Level of Development), Year 1 (Phonics test scores), Year 2 (end of Key Stage One) and at Year 6 (end of Key Stage Two). For 2016 CFS have no end of KS2 results as there was no Year 6 class.

Key Stage 1 SATS

With 30 children in each class each child is worth approximately 3%.

At KS1 our scores this year were above West Sussex in all areas and above national for Writing and Mathematics. Our reading score was slightly below national (2% less than one child).

Comparison of school, West Sussex and National figures, in numbers

% of children meeting Age Related Expectations
KS1 2016 Reading Writing Mathematics RWM combined
School 72% 68% 80% 60%
LA 69% 53% 65% 48%
National 74% 66% 73% 60%

 

Comparison of school, West Sussex and National figures, in graphs

Percentage of children meeting age related expectations

 

Year 1 Phonics

In Year 1, our phonics scores showed an 18.3% rise since 2015 and very similar results to both West Sussex and national figures. Phonics continues to be high on our school development plan as we strive to continue our improvement in this area.

Comparison of school, West Sussex and National figures

% of children meeting Age Related Expectations
Year 1 2016 Phonics
School 80%
LA 78%
National 81%

 

Phonics

 

Early Years Foundation Stage

In the Early Years Foundation Stage, school performance is judged on how many children achieve a Good Level of Development (GLD) at the end of their Reception year. In order to achieve a Good Level of Development, children need to have met at least expected in all 12 of the Early Learning Goals. Our results showed an 11.7% improvement on 2015 and are considerably above both West Sussex and National figures.

Comparison of school, West Sussex and National figures

% of children meeting Age Related Expectations
YR 2016 Good Level of Development
School 80%
LA 68%
National 69%

 

Good Level of Development

Progress and attainment of children in all year groups is tracked and measured internally each half term. This enables support and interventions to be updated and put into place regularly in order to ensure that all children reach their potential.