Key Stage 1 & 2 Results

End of Key Stage Summary 3 year 2013-2015 comparison

Judging overall progress and achievement of pupils with moderate and complex needs is difficult as all the children have different starting points and a very wide range of personal needs. The numbers of children in each year group is very variable and the cohort sizes are small. Comparing the achievement of one key stage to another is unreliable due to the different profile of each group. Due to the small sizes of cohorts we have analysed our data using three years of pupil achievement (for those pupils who have been with us for the full key stage) and progress as follows:

 

 

 

The table shows that this year’s results in English demonstrate an improvement in the percentage of children achieving at least 2 levels of progress and also in the percentage of children achieving in the upper quartile (more than 3 levels of progress across the key stage). There has been a reduction in the percentage of children making less than 2 levels of progress across the key stage and this appears to be a pattern reflected across the three years of data. The 2015 English results for children at the end of key stage 2 reflect continued improvements across the past 3 years.

The table shows that this year’s results in Mathematics demonstrate maintained progress in the percentage of children achieving at least 2 levels of progress and an improvement in the percentage of children achieving in the upper quartile (more than 3 levels of progress across the key stage). The percentage of children making less than 2 levels of progress across the key stage has remained fairly static at around 20% and this appears to be a pattern reflected across the three years of data. The 2015 Mathematics are similar to the previous year and do not reflect the improvements shown in English. The percentage of children achieving in the medium quartile and above in Mathematics has improved slightly but remains lower than that in English, although it has remained as at least good with 81% of children achieving expected or above levels of progress and therefore assessed as ‘making good progress’.

You can access the DfE School Perfomance Tables here.