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Assessment and Results

Good assessment is at the heart of good teaching and learning. Teachers at St. Teresa's are continuously assessing the children's knowledge and understanding through questioning, class work and observations. This then informs the planning of teaching and learning that takes place in class and allows teachers to plan for the children's next steps in learning.

 
In addition to this 'formative' assessment, the school also assesses each child's development against his or her year group's learning objectives. This takes place each term and culminates in the end of year report to parents at the end of each school year. This assessment reflects how many of the objectives he or she has achieved and take the form 'Secure, Developing and Greater Depth'. 
 
For example, if a child is in Year 3 and has achieved all or nearly all of the objectives for that year group, the assessment that is made is 'Secure'. If they still working towards achieving those objectives, it will be 'Developing' and if they are working at a level significantly above the Year Three objectives, it will be 'Greater Depth'. 

The tracking of children in this way also ensures that the school makes appropriate interventions available in order to ensure that children make good progress throughout their time at St. Teresa's.
 
Assessments at the end of Reception take a slightly different form as the children finish the Early Years Foundation Stage Curriculum. Children will be assessed as either 'Emerging', 'Expected' or 'Exceeding' before they enter Key Stage 1.
 
Some parents will be aware that the government abolished the previous nationwide system of National Curriculum 'Levels' when they introduced the current National Curriculum in 2014. As a result, schools have been asked to develop their own systems. Therefore, schools use a variety of systems and measurements and each further refines their approach on an ongoing basis.
 
The last performance tables that were published for Key Stage 2 results were in 2019. The 'progress measure' shows the average number of points progress on the scaled scores subjects are measured in between end of Year 2 and end of Year 6. For example, if the class score on average 100 in Key Stage 1 in reading and then 103 in Key Stage 2, the progress measure is 3 or +3.
 

St. Teresa’s Key Stage 1 Results 2019

Number of children in cohort: 28

 

Percentage of children reaching the expected standard

Percentage of children reaching a higher level of attainment

 

Reading

 

82%

25%

 

Writing

 

75%

14%

 

Mathematics

 

75%

25%

 

RWM69% 14% 

 

 

St. Teresa’s Key Stage 2 Results 2019

Number of children in cohort: 30

 

 

 

Percentage of children reaching the expected standard

Percentage of children reaching a higher level of attainment

Average progress

Average scaled score

Reading, Writing and Maths combined

70%

30%

N/A

N/A

Reading

 

87%

 

30%

+3.3

105.5

Writing

87%

 

17%

+0.84

N/A

Maths

77%

 

23%

+1.31

104.2

Grammar, punctuation & spelling

83%

33%

N/A

106.2

St. Teresa’s Key Stage 1 Results 2018

Number of children in cohort: 29

 

Percentage of children reaching the expected standard

Percentage of children reaching a higher level of attainment

 

Reading

 

72%

21%

 

Writing

 

66%

7%

 

Mathematics

 

76%

24%

 

RWM

 

65%

 

 

 

St. Teresa’s Key Stage 2 Results 2018

Number of children in cohort: 28

 

 

 

Percentage of children reaching the expected standard

Percentage of children reaching a higher level of attainment

Average progress

Average scaled score

Reading, Writing and Maths combined

77%

10%

N/A

N/A

Reading

80%

 

30%

-0.88

105

Writing

87%

 

10%

-0.80

N/A

Maths

87%

 

40%

+1.53

107

Grammar, punctuation & spelling

80%

33%

N/A

107

 
 
 
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