The government has made significant changes to the way that children in primary schools are to be assessed which link with the new National Curriculum introduced in 2014. The government no longer reports Key Stages 1 and 2 attainment using levels. Instead children are expected to master the key skills, knowledge and concepts in each year group and explore these at greater depth before accelerating onto new content. New attainment and progress measures were introduced for the 2016 curriculum tests. Pupils at the end of KS1 and KS2 are to be assessed against the standards set out in the new interim Teacher Assessment Frameworks. These set out both the expected standard and what working beyond (at greater depth) would look like in reading, writing, mathematics and science.
At Key Stage 1, teacher assessment is reported for writing, reading, mathematics and science. At Key Stage 2 national curriculum test outcomes are instead reported as scaled scores, where 100 represents the expected standard and, for 2016, 110 represents the high standard. At Key Stage 2, teacher assessment is reported for writing and science.
The way expected progress is measured from Key Stage 1 to Key Stage 2 has also changed, with the national average being marked as a zero. With better than expected progress being recorded as a positive figure and below expected as a minus.
We use the Hampshire Model of Assessment where children’s progress towards meeting age related expectations is tracked at different milestone points (different phases) across the year. Children who are not on track to master the content and skills of that phase are supported to catch up and those children who master the content more quickly are challenged to apply their learning in new and different ways, to show a greater depth of understanding.
Please find below our most recent Ofsted report, links to performance tables and relevant performance data.
Note that 2019 are our latest results due to COVID.