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KS1

 

Cheetwood  Outcomes at the end of Key Stage One

Due to school closures during the Covid 19 pandemic, statutory testing in primary schools was suspended in 2019-2020, so Cheetwood’s most recent externally validated data is from the academic year 2018-2019. This data is summarised below.

 

At the end of KS1 pupils are assessed in reading, writing and maths.  The assessment is informed by end of KS1 tests and teacher judgement taking into account pupils’ work in all their lessons.

In 2019 pupils undertook the following tests to help their teacher to form these judgments:

Reading – two papers one with shorter texts and questions and one with longer texts and questions

Maths –  two papers arithmetic; mathematical reasoning

Grammar, punctuation and spelling (this is optional) – two papers including vocabulary

Cheetwood 2019 Outcomes

 

Meeting Expected Standard

  School

2019

Manchester

2019

diff to MCR National

2019

diff to National School

2018

Reading 72% 71% +1 75% – 3 82%
Writing 79% 66% +13 69% +10 67%
Maths 86% 72% + 14 76% +10 82%

 

Exceeding Expected Standard

  School

2019

Manchester

2019

diff to MCR National

2019

diff to National School

2018

Reading 21% 21% 25% -4 14.3%
Writing 10% 12% -2% 15% -5 7.1%
Maths 14% 19% -5% 22% -8 17.9%

Local Authority Ranking (out of 143 schools)

 

Reading 69 Writing 8 Maths 10

 

Summary

  • Cheetwood was in the top 10 Manchester schools for outcomes in writing and maths
  • The percentage of pupils meeting the expected standard in writing was well above Manchester and national
  • The percentage of pupils meeting the expected standard in maths was well above Manchester and national
  • The percentage of pupils meeting the expected standard in reading was above Manchester and broadly in line with national
  • Progress over time was good with a significant number of pupils making accelerated progress.
  • In reading 33% of the lower attainment group were boosted to meet the expected standard.
  • In writing 44% of the lower attaining group met the expected standard and in maths 40% of this group met the expected standard.
  • In all subjects disadvantaged pupils did as well or better than those without.
  • All disadvantaged pupils in the middle or higher attaining group achieved the expected standard in all subjects and in reading and writing over half of the lower attaining group were boosted to meet the expected standard
  • The percentage of pupils meeting the higher standard was the same as Manchester in reading but below national
  • The percentage of pupils meeting the higher standard was below Manchester and national in writing and maths
  • Transience and the high level of EAL had an impact on attainment at the higher level; within the core group of Year 2 pupils that have been at Cheetwood since reception, the percentages of pupils meeting the higher standard were higher than national and Manchester in reading (27%) ; higher than Manchester and in line with national in writing (14%) and broadly in line in maths (18%)

 

Internal Data 2019-2020

 

Cheetwood uses the Target Tracker assessment tool to track progress and attainment and the last data call prior to school closure was at the end of Spring 1. At this time there was strong evidence that there was above expected progress in reading, writing and maths across the majority of cohorts resulting in an increase in the percentage of pupils meeting age related expectations. Progress for groups of vulnerable learners was especially strong indicating targeted teaching and specialist intervention was helping to close the gap for these pupils.

 

Y2: Accelerated progress in reading, writing in maths with the cohort tracking to be above or in line with national average all areas

 

Transience throughout the school continued to impact on the percentage of pupils meeting age related expectations. However, tracking data for the ‘Ever Cheetwood’ group of pupils (those that have been at Cheetwood continuously since Reception) indicates that in the majority of subjects and cohorts the percentage of pupils meeting age related expectations is above national average. This demonstrates the impact of high quality teaching over time.