Please find below information on how the school performs in national tests and assessments.
A Guidance Note for Parents and Carers
Progress results are calculated using the data of a specific cohort of pupils. A school may have been just as effective as previous years, but may have performed differently with a different set of pupils.
Broadly speaking, there are three conclusions that can be drawn about school progress scores. A school is either
A Guidance Note for Parents and Carers
Progress results are calculated using the data of a specific cohort of pupils. A school may have been just as effective as previous years, but may have performed differently with a different set of pupils.
Broadly speaking, there are three conclusions that can be drawn about school progress scores. A school is either
- statistically significantly above average
- statistically significantly below average
- not statistically significantly different to average
The data generated by the DfE however breaks the judgements into five categories, by splitting out those schools in the top and bottom 10% (approximately) of scores:
- well above average
- above average
- average
- below average
- well below average
For schools with smaller cohorts, there is a greater likelihood of them being placed in the 'average' category, even though the value of their progress score could be quite high or quite low. This is because they tend to have wider confidence intervals and therefore there is less confidence in their progress data.
Wider confidence intervals reflect the fact that performance of a small number of pupils taking the key stage 2 tests can have a disproportionate effect on the school's overall results. A smaller school can have lower progress results and still be 'average' and a larger school can have higher progress scores and be described as 'below average' on the DfE table.
School Performance Table (DfE website) (click here)
Wider confidence intervals reflect the fact that performance of a small number of pupils taking the key stage 2 tests can have a disproportionate effect on the school's overall results. A smaller school can have lower progress results and still be 'average' and a larger school can have higher progress scores and be described as 'below average' on the DfE table.
School Performance Table (DfE website) (click here)
For KS2 Published Data follow the link below:-
