Progress & Results
Assessment at Bridgelea
Nearly all pupils on arrival to Bridgelea are working below age expected levels in Maths and English. However, most pupils make accelerated progress from their Bridgelea baseline. Pupils work towards personal targets that use National Curriculum year group expectation descriptors according to the child’s level, these descriptors are then used to set ongoing lesson by lesson targets. We often refer to them as Bronze, Silver and Gold. Within this, teachers aim to include an age-related option where this is suitable for the class group.
Each child at Bridgelea follows expectations according to where they are with their learning, not according to their age. However, each Key Stage 1 and Key Stage 2 child does follow year group National Curriculum expectations to inform where they are at, progress, and set challenging targets. We have developed a tracking system linked to the key writing objectives for writing from Reception through to Y6, which we use for Writing. The Oxford Criterion Reading Scale is used for tracking Reading (OCRS). We use Numicon tracking grids to track progress in maths. Samples for Y3 are attached below.
Descriptors are used according to the child’s current learning age not their chronological age. For example, on entry to Bridgelea a Y5 child may be functioning within Y3 expectations therefore Y3 expectations will provide the starting point and the child will make accelerated progress towards their chronological age. Approximately 90% of the school are set targets to achieve at least 100% of 1 full year of National Curriculum expectations. This is to ensure that the gap does not widen for any child. Any exceptions are due to additional cognitive difficulties, complex SEND or extreme past/present trauma in their lives and additional support and monitoring is used to capture progress. Progress is aggregated to reflect the number of half terms attended within the academic year.
With this in mind, good progress is judged as a half-termly average of 16.5 %. A child’s total progress is measured in a subject and then divided by the number of half terms assessed to calculate a half termly progress score. This enables progress to be evaluated for all children regardless of the length of time they have attended, once a baseline has been completed. If a child scores between 16-17.4% this is good or amber progress. Above 17.5% is accelerated or green progress. A child that fails to achieve an average score of 16% is below or red progress.
KS1 Data 2018-2019
22% or 2 children working at the expected standard in reading.
0 working at the expected standard in writing
0 in maths
Average scaled score in maths was 89% and 0 child achieved ARE.
Average scaled score in reading was 94% and 2 children achieved ARE.
2 children completed the Y1 phonics test in Y1. 0 children achieved a score of 32.
6 children completed the phonics test in Y2. 0 children achieved a score of 32.
In SPAG, 15 pupils accessed the SAT. The average SPAG score achieved was 80.26. 0 children achieved ARE.
In reading, 15 pupils accessed the SAT. The average reading score achieved was 90. 3 children achieved ARE.
In maths, 14 pupils accessed the SAT. The average maths score achieved was 86. 0 children achieved ARE.
At the end of KS2 2018-2019 we had 24 Y6 pupils.15 Pupils, 62.5% were able to access the Y6 SATS. (22 of the 24) children had KS1 data to look at predicted scores.
7 ch 37% were predicted to achieve ARE standards in reading. 12.5% or 3 children achieved this.
12 ch or 38% were predicted to achieve ARE standards in SPAG. 0 children achieved this.
In maths 14 61% were predicted to achieve ARE. 0 children achieved this.
The government has cancelled school exams in May and June 2020 and then again in 2021. This includes:
- Year 1 Phonics Test
- Year 2 SATS
- Year 4 Multiplication test
- Year 6 SATS
All teacher assessment data collected in March 2020 will be shared with the child’s teacher next year and in the case of Y6 it will be shared with the secondary school as part of the information shared at transition.