Statutory Test Outcomes
Post COVID Department for Education Guidance
Schools do not need to publish your key stage 2 results for the academic year 2021 to 2022 on your website, as the Secretary of State will not publish this data. This is because statutory assessments returned for the first time since 2019, without adaptations, after disruption caused by the pandemic.
“The government will not publish KS2 school level data for the 2021 to 2022 academic year. The last available public data is from the 2018 to 2019 academic year. It is important to note that the data from that year may no longer reflect current performance.”
The senior leadership team believe transparency builds trust, faith and confidence, on that basis we have chosen to publish KS2 data for 2021 and 2022.
This page details the outcomes from national tests. These take place in Year 6 in May each year. They are sat, except for the writing assessment, under formal exam conditions. The papers are stored securely and sent for external marking at the end of the test week. Schools typically receive the results for the Y6 cohort in July. There are two sources of information. The first is the government 'compare school performance' website. The website enable;e the reader to find, review and compare school in England. The data may then be used to compare and contrast a range of benchmark measures in schools. It is important to note that the data may be unrepresentative i.e. on some measures there is significant error built in, such as progress from Infant to Junior Schools. Caution is therefore needed when interpreting the data, and we would recommend te data is used as a basis to identify key areas for further consideration rather than answers in themselves.
Further down the page contains an overview of Y6 outcomes using school internal data.
Compare School Performance
Click the image below to review more detailed information or follow this LINK
Please note when using ‘Compare school performance’ progress measures used are NOT reliable when compared to the larger primary school group– OFSTED state:
‘We know from national data that pupils at junior schools, on average, have higher attainment scores at the end of key stage 2 than pupils at all other primary schools. However, on average, they also have lower progress scores. This may be for a variety of reasons and should be taken into account when comparing their results to schools which start educating their pupils from the beginning of key stage 1.’
To find and compare a wider range of schools click on the image below or follow this LINK
Y6 National Test Outcomes
National Testing and COVID
In 2022 statutory testing returned in full, however, national data was only published for achievement at the expected standard. Risk colours for above expected standard (figures blow) are applied in comparison to 2019 Pre COVID national outcomes, as it is those benchmark figures all school must set their sights to ensure children recover to pre pandemic achievement standards.
In 2021 statutory testing was cancelled. Year 6 children returned to school for the summer term. Using papers from 2019 children completed the battery of SATs papers and these were marked internally. A reduction in achievement was fully expected in relation to COVID lockdown absence and disruption. This test data provides a foundation for the impact of COVID and the basis for the improvement required in the coming months and years.
There is no comparison available with a national data set. Risk colours are applied in comparison to 2019 Pre COVID national outcomes, as it is those benchmark figures all school must set their sights to ensure children recover to pre pandemic achievement standards. It is likely that significant improvement will be seen in 21-22, however a full recovery may well take 2-3 years.
Writing is based on a professional judgment not and externally marked test. As such, there are concerns regarding the validity of teacher assessment judgements. Typically, teacher assessments will be higher than test outcomes as teachers will routinely consider a child’s performance on a good day and will include bias. At Chesswood Junior School we seek to avoid this in favour of securing valid and reliable assessment – typically the outcomes are lower due to the assessment principles rather than the quality of children’s writing per se i.e. in comparison with other schools a child on the borderline of age-related expectations at Chesswood is likely to be considered working towards.
To reach the expected standard in all of reading, writing and maths, a pupil must achieve a scaled score of 100 or more in reading and maths tests and an outcome of ‘reaching the expected standard’ or ‘working at greater depth’ in writing TA. Greater Depth is secured with a scaled score of 110 or above.
Chesswood Junior School risk colours
The colours below are used in all areas of school life to ensure there is a consistent understanding of risk and outcomes.
Age Related Outcomes
This is the proportion of children reaching a scaled score of 100 or more. The exception is writing where a teacher assessment is used to determine the final outcome not a test.
Greater Depth Expectations