Data and assessment results
Please be aware that these performance measures are from the academic year 2018-19 and may not reflect current performance.
Headline Assessment Data 2019
Our progress data from Key Stage 2 SATS for children at our school has been in line with or above the national average consistently for the last 6 years. Writing progress has been in the top 20% for at least three years.
Average progress score
Average Scaled Scores
Reading 106 (above national averages)
Maths 105 (above national averages)
Grammar, punctuation and spelling 108 (above national averages)
Percentages of pupils who achieved expected and high levels of attainment
In 2018 our data showed attainment of pupils achieving the expected standard in all subjects are in line with or above National averages. Here is the breakdown:
- 79% of our children achieved the expected standard in reading, in line with the 73% nationally.
- 30% of our children achieved the higher standard in reading, compared to 27% nationally.
- 86% of our children achieved the expected standard in writing, compared to 78% nationally.
- 28% of our children achieved the higher standard in writing, compared to 20% nationally.
- 83% of our children achieved the expected standard in maths, compared to 79% nationally.
- 26% of our children achieved the higher standard in maths, compared to 27% nationally.
- 86% of our children achieved the expected standard in spelling, punctuation and grammar, compared to 78% nationally.
- 41% of our children achieved the higher standard in spelling, punctuation and grammar, compared to 36% nationally.
From 2016-2019, our data shows attainment for those reaching the expected standard in all three subjects is consistently above both the Hampshire and National averages.
As you can see, our staff are committed to ensuring all children are ‘the best that you can be’ and achieve their full potential during their time at Netley Abbey Junior School.
Our assessment framework ensures that we have breadth and challenge for all abilities, which is underpinned by SOLO Taxonomy and the use of quality feedback to develop learners who question, reflect and challenge themselves and their peers. Having a growth mindset is an important quality that we instil in all of the children and our assessment judgements help us to develop children and allow them to grow as a learner, where ever their starting point.
We will be reporting, using the judgements of:
These will allow us to be specific in targeting where children need to go next in their own individual learning journey! There will also be two further sections; Modified Curriculum, for those currently working below their age-related expectation and Enrichment, for those working well-above.