2018-19 Results

 

School

National

Percentage of pupils achieving the expected standard in reading, writing and maths.

67%

65%

Percentage of pupils achieving the expected standard in reading(test)

73%

73%

Percentage of pupils achieving the expected standard in writing(Teacher assessment)

77%

78%

Percentage of pupils achieving the expected standard in maths(test)

79%

79%

Percentage of pupils achieving the expected standard in grammar punctuation and spelling(test)

79%

78%

Average scaled score in reading

103

104

Average scaled score in maths

105

105

Average scaled score in grammar, punctuation and spelling

106

106

2017-18 Results

 

School

National

Percentage of pupils achieving the expected standard in reading, writing and maths.

52%

64%

Percentage of pupils achieving the expected standard in reading(test)

59%

75%

Percentage of pupils achieving the expected standard in writing(Teacher assessment)

74%

78%

Percentage of pupils achieving the expected standard in maths(test)

64%

76%

Percentage of pupils achieving the expected standard in grammar punctuation and spelling(test)

64%

77%

Average scaled score in reading

100

105

Average scaled score in maths

101

104

Average scaled score in grammar, punctuation and spelling

102

106

 2016-17 Results

 

School

National

Percentage of pupils achieving the expected standard in reading, writing and maths.

38%

61%

Percentage of pupils achieving the expected standard in reading(test)

52%

71%

Percentage of pupils achieving the expected standard in writing(Teacher assessment)

61%

76%

Percentage of pupils achieving the expected standard in maths(test)

48%

75%

Percentage of pupils achieving the expected standard in grammar punctuation and spelling(test)

50%

77%

Average scaled score in reading

99.3

104

Average scaled score in maths

99.6

104

Average scaled score in grammar, punctuation and spelling

101.4

106

Assessment at CHS

Meaningful assessments are a crucial part of our learning and teaching vision at Coleshill Heath. Children are continually assessed through ongoing observations, high order questioning and reflecting on learner profiles. Other methods include teacher, peer and self-assessment to inform whether the child has any misconceptions that may require additional support. This is called Assessment for Learning (AfL) and is used to ensure children are receiving the appropriate educational 'diet', that is well-balanced and appropriately pitched.

There are times during the school year that more formal assessments are required. These are reported on the school assessment system, and are analysed with class teachers in termly 'Learning and Standards' reviews. These results allow us to compare classes, groups and individual children to each other and the National Expectation. More importantly, they allow a more in-depth view into the needs of our children to ensure we can organise well scaffolded and supported interventions.

Statutory Assessment Information

Start of Reception: All children are baselined using a National package called Early Excellence, this information is submitted to a National database. This will give a clear indication of the level that the children are entering primary school.

End of Reception: Children are graded in all aspects of the EYFS framework, these will be reported to parents in the end of year report using the following ‘grades’:

  1. The child is emerging towards the expected level
  2. The child is at expected level
  3. The child is exceeding the expected level

The school report to the Local Authority and the DFE on the number of children achieving a Good Level of Development (GLD), these are children who have achieved the expected level in a specific number of areas of the EYFS framework and these are; Reading, Writing, Number, Shape Space and Measure, Physical Development, Personal Social Emotional Development, Communication and Language.

End of Year 1: All children will take the National Phonics Test, this is completed on a 1:1 basis with the class teacher. Children will either meet the expected level, or be below. This is reported to parents in the end of year 1 report. If the required level is not met, the child will re-do the test at the end of Year 2.

End of Year 2: All children will be tested during May. The tests consist of:

  • English reading Paper 1: combined reading prompt and answer booklet
  • English reading Paper 2: reading booklet and reading answer booklet
  • Mathematics Paper 1: arithmetic
  • Mathematics Paper 2: reasoning

The children will be tested to check if they are working at the expected level or above, they will also be given a ‘scaled score’. These results are shared with parents in the end of Year 2 reports. The statistics of these tests are reported to the Local Authority and DFE.

End of Year 6: All children are tested during a SATs week in May, the tests consist of:

  • English reading: reading booklet and associated answer booklet
  • English grammar: punctuation and spelling Paper 1: short answer questions
  • English grammar: punctuation and spelling Paper 2: spelling
  • Mathematics Paper 1: arithmetic
  • Mathematics Paper 2: reasoning
  • Mathematics Paper 3: reasoning

The children will be tested to check if they are working at the expected level or above, they will also be given a ‘scaled score’. These results are shared with parents in the end of Year 6 reports. The statistics of these tests are reported to the Local Authority and DFE.

School Assessment System - Insight

All children are taught against the national curriculum objectives and the staff use a system called Insight to monitor children's understanding and progress . Termly, teachers assess children using teacher judgements and carry out standardised testing to support these judgements.

In order to assess and track the children the school has  carefully designed objectives to ensure that children are taught with the depth and mastery of skills and this supports staff when making termly teacher assessments. The termly assessment judgements are explained below:

Well Below = Children are working at more than one year below their age related expectation (ARE), Below = Children are working no more than one year below ARE, Broadly = Children are working within the year group curriculum but are not yet secure in all aspects, Secure= Children are working securely within their year group curriculum, Greater Depth= Children are working securely and showing mastery within their year group curriculum.  

Ultimately, at CHS our goal is to ensure children reach their full potential and develop a love of learning!