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Ferrars Junior School

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Key Stage 2 Results

Attainment and progress at Ferrars Junior School

Validated Key Stage 2 Results 2019

In 2019 those pupils who gained a standardised score of 100 or above are classified as at the expected standard or above.

 

The following table shows the percentage of pupils at the expected standard or above.

Subject

School 2016

School 2017

School 2018

School

2019

National 2019

Reading

48%

58%

77%

71%

73%

Writing

53%

63%

74%

71%

78%

Grammar, punctuation and spelling

55%

77%

88%

80%

78%

Mathematics

56%

72%

85%

89%

79%

Reading, writing and mathematics combined

38%

49%

67%

61%

65%

 

Progress measures Key Stage 1 to Key Stage 2

Progress is now measured by a number

 

0 is in line with national expectations

A negative number is below national expectations

A positive number is above national expectations

 

The Department for Education sets a floor standard for progress in reading, writing and mathematics. A school's progress needs to be above this figure in each subject to be above the floor standard.

 

Subject

Score 2017

Score 2018

Score 2019

Floor standard

Reading progress

-3.08

-0.66

-0.1

-5

Mathematics progress

-1.02

+0.81

+2.2

-5

Writing progress

-2.57

-1.37

-0.4

-7

In each of the three areas we are above the DfE floor standards

The following table shows the average scaled scores for reading, mathematics and grammar punctuation and spelling 

Subject

School 2016

School 2017

School 2018

School

2019

National 2019

Reading

99.3

101.1

104.6

103

104

Mathematics

101.2

103.4

105.6

106

105

Grammar, punctuation and spelling

101.4

105.6

109.2

108

106

 

 

The following table shows the percentage of high level of attainment in reading, writing and mathematics

Subject

School 2016

School 2017

School 2018

School

2019

National

2019

Reading

9%

11%

19%

23%

27%

Writing

14%

13%

13%

16%

20%

Grammar, punctuation and spelling

16%

27%

41%

43%

36%

Mathematics

10%

17%

28%

32%

27%

Reading, writing and mathematics combined

2%

6%

8%

10%

11%

 

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