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KS2

 

Cheetwood Outcomes at the end of Key Stage Two

 

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.

 

End of Key Stage 2

Pupils are assessed using the National Curriculum, undertaking tests in maths; grammar punctuation and spelling and reading.  They are assessed using teacher judgements in writing.  Pupils are assessed as working below the expected standard, at the expected standard or at greater depth than the expected standard for writing.  Pupils are assessed at working below, at or at a higher standard in reading, maths and grammar, punctuation and spelling.

 

Subject Cheetwood MCR National Diff to Nat CW
Greater

Depth

MCR

Greater Depth

National

Greater

Depth

CW
Av

Scaled Score

MCR

Scaled

Score

 

National

Scaled

Score

Reading 76% 68% 73% +3% 14% 23% 27% 103 103 104
GPS 83% 77% 78% +5% 41% 37% 38% 108 106 106
TA Write 79% 73% 78% +1% 17% 16% 20%      
Maths 79% 77% 79% 24% 25% 27% 104 105 105
RWM 66% 60% 65% +1% 10% 9% 11%      

 

Cheetwood Progress Outcomes

 

Subject Progress
Reading + 0.49
Writing +1.33
Maths + 0.06

 

The progress scores were within the national average in reading and writing and maths.

ummary

  • The percentage of pupils meeting the expected standard is above Manchester and national in reading, writing, GPS and the same as national in maths
  • The percentage of pupils meeting the expected standard in reading, writing and maths combined is above Manchester and National
  • The percentage of pupils achieving the higher standard in reading, writing and maths combined is above Manchester and in line with national
  • The percentage of pupils achieving the higher standard is above national in GPS, broadly in line with national in maths and writing and below in reading
  • The average point score is above Manchester and national in GPS and the same as Manchester in reading (but one pint below national)
  • In maths the average point score was below Manchester and national as SEN pupils and those with other vulnerabilities in particular struggled to tackle some many of the questions
  • There was no significant difference between the attainment of disadvantaged pupils and those without disadvantage.
  • In all areas the percentage of disadvantaged pupils meeting the expected standard was higher than the same group nationally
  • Progress and attainment for the pupils that have been part of the Cheetwood ‘Core Cohort’ has been good demonstrating the impact of good teaching over time

 

Core Since Reception (17 pupils)
 

Core Cohort

 

Meeting

2019

 

National

 

Greater Depth

 

National

Av Point Score

 

 

Read 17 79 73 16 27 104
GPS 17 90 78 53 36 109
Write 17 84 78 21 20  
Maths 17 79 79 32 27 104
 RWM 17 74 65 11 11  

 

 

Core Since Year 2 (23 pupils)
 

Core Cohort

 

Meeting

2019

 

Greater Depth

 

 

National

Av Point Score

 

Read 23 83 17 73 104
GPS 23 91 52 78 109
Write 23 87 22 20  
Maths 23 78 30 79 104
RWM 23 74 13 65  

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.

 

Y6: Accelerated progress in reading, writing and maths. Although at the end of spring 1 the cohort was tracking to be just below floor at the end of KS2 typically momentum continues to grow in the second half of the academic year. Based on trend from previous years it would have been expected that outcomes would have been above floor and in line with Manchester averages.

 

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.