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Key Stage Results
Our end of Key Stage 2 results for 2017 are provided below. You can view more detailed performance tables and see how we compare with other schools using the School Comparison Tool.
* Bold = Above England Average / Bold & Underlined = Above England & Local Authority Average
| School | Herts | National | |
|---|---|---|---|
|
Foundation Stage Good Level of Development (GLD) |
70% |
69% | 71% |
| Phonics Screening | |
|---|---|
|
Year 1 |
91.4% |
|
Year 2 (10) |
100% |
|
KS1 Teacher Assessment |
Working At/Greater Depth |
Greater Depth |
|---|---|---|
|
Reading |
88% |
42% |
|
Writing |
80% |
28% |
|
Maths |
77% |
27% |
|
Science |
100% |
N/A |
|
KS2 SATs |
School |
National |
Herts |
|---|---|---|---|
|
|
Achieved National Standard |
||
|
Reading |
79% |
71% |
|
|
Writing (TA) |
84% |
76% |
|
|
Maths |
91% |
75% |
|
|
SPaG |
86% |
77% |
|
|
Reading, Writing & Maths |
78% |
61% |
|
Average progress between KS1 and KS2 2016:
The scores above are calculated by comparing the key stage 2 test and assessment results of pupils at this school with the results of pupils in schools across England who started with similar assessment results at the end of key stage 1.
A score above zero means pupils made more progress, on average, than pupils across England who got similar results at the end of key stage 1.
A score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 1.
A negative progress score does not mean pupils made no progress, or the school has failed, rather it means pupils in the school made less progress than other pupils across England with similar results at the end of key stage 1.
The majority of schools have progress scores between -5 and +5.
See School performance tables: about the data for more information about how the progress measures are calculated.
Confidence intervals (opens a popup) - It is difficult to say with certainty how much the progress scores are down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (for example some may have performed well at any school). The confidence intervals reflect this uncertainty. If the confidence intervals for two schools overlap, then we can't say for certain that the two progress scores for these schools are significantly different.