|
TEST RESULTS |
|||||
|
Attainment |
Below Level 3 |
L3 |
L4 |
L5 |
L4+5 |
|
English |
0% |
5% |
66% |
29% |
95% |
|
Reading |
2% |
3% |
53% |
41% |
94% |
|
Writing |
0% |
17% |
53% |
29% |
82% |
|
Mathematics |
0% |
4% |
54% |
41% |
95% |
|
Science |
0% |
0% |
40% |
60% |
100% |
All 56 children sat the test. The test results show that more children attained levels 4 and 5 than teachers estimated, based on their continual assessment. (This is because teachers use their ongoing assessment data to identify pupils who could use an extra boost. This has been especially succesful moving pupils on from level 3 to level 4 and others from level 4 to level 5.)
|
TEACHER ASSESSMENT |
||||
|
Attainment |
Below Level 3 |
L3 |
L4 |
L5 |
|
English |
0% |
21% |
52% |
28% |
|
Reading |
0% |
7% |
53% |
40% |
|
Writing |
0% |
26% |
52% |
21% |
|
Mathematics |
0% |
3% |
59% |
38% |
|
Science |
0% |
9% |
48% |
43% |
CVA is a new measure introduced by the Department of Education and Skills, this year. It measures the progress made by the year group by comparing their Key Stage 2 results (Year 6, age 11) with their KS1 results (Year 2, age 7). The contextual aspect corrects for various pupil characteristics, to give a result that can validly be compared year on year and between different schools.
Harold Wood Primary School achieved a CVA of 101.1, placing the school well within the top 15% of schools nationally. This reflects the school’s commitment to get the best out of each pupil. The school runs booster groups, not just for those on the edge between Level 3 and 4, but also to stretch more able pupils aspiring to a good Level 5. The CVA of 101.1 compares to a raw value-added score of 101.7 which is the fifth highest amongst Havering's 50 primary schools.
Our Key Stage One performed broadly in line with the national average, with mathematics running somewhat ahead of the average. This compares to comfortably above average results in 2004. The 2005 year group for KS1 was very small (only 30 pupils) and results are therefore quite sensitive to the performance of each individual.
|
|
W |
1 |
2 |
2C |
2B |
2A |
3 |
2 and above |
|
Speaking and Listening |
3% |
3% |
77% |
|
|
|
17% |
94% |
|
Reading |
0% |
17% |
|
0% |
47% |
0% |
37% |
84% |
|
Writing |
7% |
10% |
|
0% |
67% |
0% |
17% |
84% |
|
Mathematics |
0% |
7% |
|
7% |
17% |
43% |
27% |
94% |
|
Science |
0% |
10% |
77% |
|
|
|
13% |
90% |
(W = working towards Level 1)
Although we are quite proud of the performance of our school, we still feel it is fair to warn you about over‑reliance on these statistics. In particular, you should not be swayed by one year’s good (or bad) results. Often you will see fluctuating performance. The Department for Education and Skills (DfES) publishes our official results, along with background information about the school and the year group. At the bottom, the results sheet shows how performance has varied year-on-year.
This variability in performance is largely explained by the make up of the year group. For example, in one year we may have a high proportion of children with special educational needs (SEN), in another year we may have fewer than average. Naturally, attainment – as measured by the SATS results – is going to vary accordingly. For example look into the detailed SEN numbers for the our 2004 results.
You should also bear in mind that the percentages you see are based on quite small numbers of pupils in any one school. Consider that, if 50 pupils take the Year Six SATS, one individual accounts for 2% of the result.
Attainment, measured by SATS, is not the same as achievement – how much a pupil has progressed. It is fairer, therefore, to measure the quality of learning in a school by measuring the progress pupils make. This is the notion of ‘added value’. This takes account of prior attainment (measured at Key Stage One) and calculates how much each child has progressed by Key Stage Two. Sophisticated corrections are made to the raw value‑added figure, to take account of a variety of characteristics, such as SEN or having a home language other than English. This sophistication – yielding a Contextual Value Added (CVA) score – makes for fairer comparison, but also makes this measure hard to understand and explain. These refinements, furthermore, involve ever smaller numbers of pupils, so that the statistical significance of the CVA measure declines. A point-and-half difference between two schools our size, or between different years, is not enough to make any firm judgement about the quality of teaching and learning.
Harold Wood Primary School shows better than average CVA scores over the three years for which this measure has been calculated. In 2005, our school was well within the top 15% nationally for CVA.
Note for the technically inclined: The DfES publishes our school's results at http://www.dfes.gov.uk/cgi-bin/performancetables/dfepx1_05.pl?School=3112005&Mode=Z&Type=
By changing the 1_05 to 1_04 or 1_03, in your browser's address bar, you can access detailed results of previous years.(Until the DfEs changes this addressing scheme or takes away the old copies.)