School Results - Key Stage 2
Setting the National Context for Pupil Attainment Measures
This year, for the first time, pupils nationally sat the new SATs papers with revised floor standards for attainment. Under the new system, a score of 100 has replaced the National Curriculum Level 4 as the new floor standard. Nationally this year, only 53% of pupils in all schools met this standard and only 50% of boys as a cohort.
As a special school, St. Dominic’s is not held to account by floor standards at KS2 or KS4, but they are useful as a tool for aspirational target setting and as a point of comparison against schools nationally.
Key Stage 2 Attainment
Pupil attainment for Key Stage Two is based on school data for 16 pupils taking SATs examinations at the end of year 6. Data is not comparable between 2015 and 2016 due to significant change in the content and assessment of the SATs tests. Data for the 2016 SATs tests nationally is experimental. Pupils included in the cohort are Year 6 pupils only. Last year at St. Dominic’s no pupils were entered in the SATs examinations as they were either below the level of the test or unable to access it due to their complex needs. Results for 2015 are based on teacher assessments.
- In English Grammar, Punctuation and Spelling, two pupils (13%) attained a score of 100 or more
- In English Reading, five pupils (31%) attained a score of 100 or more
- In Mathematics and English Writing no pupils attained a score of 100 or more
- Year on year comparisons only demonstrate how able a cohort is given variables of the small cohort sizes and wide range in pupil attainment
- As 2014 and 2015 data is comprised of teacher assessment, the data for 2016 is also an indicator of the challenges pupils with complex profiles of need face when tested in this way
- For this reason, this data for English and maths should be looked at alongside the teacher assessment for KS2 in section
- Disadvantaged pupils (3) represent 19% of the Year 6 cohort.
- In English
- In English Reading 33% of the disadvantaged cohort attained a score of a 100 or more.
- No pupils in the disadvantaged cohort achieved a score of a 100 or more in English Grammar, Punctuation and Spelling and Maths.
Progress data for Key Stage 2 is comprised of data for 16 pupils at the end of Year 6. Progress for other year groups in Key Stage 2 is represented separately as their Key Stage 1 outcomes are not directly relatable to SATs outcomes at the end of Key Stage 2, therefore there is no measure of expected progress against these outcomes.
National progress measures compare pupil attainment in SATs examinations from pupils’ previous schools at the end of Key Stage 1, with the results attained at Key Stage 2.
- In English reading, 3 pupils (25%) made expected progress from KS1 – KS2
- In Mathematics, no pupils made expected progress from KS1 – KS2
- In English reading, 1 pupil (33%) in the disadvantaged cohort made expected progress from KS1 – KS2
- In Mathematics, no pupils in the disadvantaged cohort made expected progress from KS1 – KS2
It is a significant achievement that 15 out of 16 pupils were able to access these examinations. While these results are low in comparison to other schools nationally, amongst the cohort were three pupils who joined the school during the term SATs examinations took place and seven pupils who joined in the academic year 2015/16. Further to this, many of the cohort have significant gaps in their education. It is therefore problematic to look at these results as a meaningful measure of the impact St. Dominic’s has had on this cohort of pupils for attainment and progress at the end of Key Stage 2. Individual case studies demonstrating pupil progress from point of entry is a far better indicator of pupil progress.