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Academic Results

In Year 6 (the last year at the Primary Campus), students sit the British National Curriculum Tests in Reading, Mathematics and Spelling, Grammar and Punctuation (SPAG). The expected level of achievement set by the Department of Education in the UK is a Level 4. The majority of students from Alice Smith achieve a Level 5 or above, and this has been a consistent trend over the last 3 years.

 

Year 6 Assessment Results Analysis 2015-16

Teacher Assessment Levels

Although levels are no longer a compulsory form of grading in the UK, to support parents and to provide continuity from 2014/15, KLASS class teachers continued to use these to assess each child in Reading, Writing and Maths during 2015/16. This was obtained using carefully planned formative assessment techniques and using level criteria.

The National Curriculum of England and Wales stated that the aim for a Year 6 student was to attain a Level 4b in Reading, Writing and Maths by the end of Primary school. Level 5 was above the expected level and Level 6 was well above the expected level. It aimed for 65% to be at or above ‘expected level’.

The teacher assessed levels for English and Maths for all 110 students have been collated and analysed below.

NC Levels

Reading
(%)

Writing
(%)

Maths
(%)

Well above expected level
(5a & 6+)

51

29

39

Above expected level
(5c, 5b)

30

44

34

At expected level
(4c, 4b, 4a)

16

22

23

Below expected level
(3)

3

5

4

At or above expected level

97%

95%

96%


End of Year 6 Teacher Assessment Levels Analysis 2015-16

Reading

  • Teacher assessment showed 97% of students working at a level 4 or above 
  • Teacher assessment showed 97% of students working at a level 4 or above
  • 81% attained above with 51% attaining well-above UK national expectations

Writing

  • 95% attained at or above in Writing.
  • 73% attained above the expected level with 29% attaining well-above.

Maths

  • Teacher assessment showed 96% of students working at or above expected in Maths.
  • 73% attained above with 39% attaining well above in Maths.

SATs
(Standard Assessment Tests - GL Assessments, UK)

Year 6 now uses the same standardised tests to track student progress as used in all other year groups across the school. We no longer sit the National Curriculum Tests (NCTs/SATs) as set for Government schools in the UK.

We now use GL standardised assessments. These tests cannot be revised for and do not cap student attainment levels. This gives us a clearer picture of ability without the need to restrict student learning to ‘test content’. They are externally set and marked and provide ‘standardised scores’ in Reading and Maths. These are explained below.

119 - 140

Well above expected range

111 - 118

Above expected range

100

Average

89 - 110

Expected range

60 - 88

Below expected range


Standardised Assessment Data Analysis
Year 6 - 2015/16
 

Standardised Scores

NC Level Equivalents

Reading
(%)

Maths
(%)

Well above
119 - 140

Well above expected level
(5a & 6+)

38

15

Above
111 - 118

Above expected
level (5c, 5b)

18

21

Expected
89 - 110

At expected
level (4c, 4b, 4a)

44

54

Below expected
60 - 88

Below expected
 level (3)

0

10

 

At or above expected level

100%

90%


Year 6 Data Analysis 2015/16
Comparison with UK 

Schools in England and Wales have been expected to ensure that a minimum of 65% of students achieve at or above expected in Reading, Writing and Maths. 

  • Our Year 6 standardised test results show that we exceed this expectation by 35% in Reading and 25% in Maths.
  • Year 6 Teacher Assessment Levels show that we exceed this expectation by 33% in Reading, 30% in Writing and 32% in Maths.
  • The mean Standardised Age Score for males is not significantly different from that of females in Reading, Writing or Maths. 
     

Year on Year KLASS Year 6 Results Comparison

Reading

 

2011/2012

NC SATs

2012/2013

NC SATs

2013/2014

NC SATs

2014/2015

NC SATs

2015/16

GL SATs

Below expected

0

2

0

3

0

At expected

41

18

16

22

44

Above expected

59

80

84

75

56

Well above

-

-

-

12

38

At or above expected

100

98

100

97

100


Year on Year analysis
Year 6 Reading Attainment %

  • Three year rolling average of 99% at or above expected in Reading
  • 100% of students who joined Alice Smith at least 1 year prior to taking the Year 6 Reading test, attained at or above the expected level over the past 5 Years
  • 38% of Alice Smith students attained well-above expected this year as compared with 11% of students in the UK National sample


Writing

 

2013/2014

Teacher Assessment

2014/2015

Teacher Assessment

2015/16

Teacher Assessment

Below expected

2

5

5

At expected

54

56

22

Above expected

44

34

73

Well above

-

5

39

At or above expected

98

95

95


Year on Year analysis
Year 6 Writing Attainment %

  • Three year rolling average of 96% at or above expected. 
  • 73% of students attained above or well-above expected.
  • 39% of students achieved well-above expected - this is an exceptionally high level of attainment.
  • There is no standardised assessment for Writing. Teacher Assessment Levels are used to report on Writing attainment.
     

Maths

 

2011/2012

NC SATs

2012/2013

NC SATs

2013/2014

NC SATs

2014/2015

NC SATs

2015/16

GL SATs

Below expected

5

3

1

7

10

At expected

34

28

29

31

55

Above expected

61

69

70

62

36

Well above

-

17

18

19

15

At or above expected

95

97

99

93

90


Year on Year analysis
Year 6 Mathematics Attainment %

  • Three year rolling average of 94% at or above expected in Mathematics
  • 96% of students who joined Alice Smith at least 1 year prior to taking the Year 6 Mathematics test attained at or above expected over the past 3 years

Analysis, Trends and Comparisons

Throughout the Primary Campus students take part in Performance Indicator Assessments (PIPs) in reading and maths. 

These assessments happen in Year 3 Term 1, or on entry if students join after this, and are designed by the Centre of Evaluation and Monitoring (CEM) at Durham University UK to provide vital information about our student’s initial entry attainment and potential. 

The PIPs results are then used by CEM to make predictions of future attainment, based on a number of variables. These predictions are compared with tens of thousands of students in the UK and other International Schools. They allow us to identify potential outcomes for students, to set targets and to track ‘value added’ from the point of entry for each student.

CEM predictors for this cohort estimated that from date of entry:
55% of students had the potential to attain a level 5 or above in Reading 
39% of students had the potential to attain a level 5 or above in Maths

Results
75% of our students actually attained a level 5 or above in Reading. This is a 20% increase, showing excellent progress and value added.
62% of our students attained a level 5 or above in Maths, 23% higher than the predictors suggested. This demonstrates excellent progress and value added.

Presentation Assembly

In July the Primary Campus holds a very special Presentation Assembly. Awards for academic achievement, effort and progress and outstanding behaviour, signified by following the Golden Rules are just a few of the accolades awarded to the students who have excelled in different areas of school life during the year.

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