Exam and Assessment Results

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Standards- 2016

Standards at Year 6 (11 Year olds, end of Key Stage 2) 

Subject School % Expected Level/ Greater Depth National % Expected Level/ Greater Depth Standardised Score This School Standardised Score National
Reading 71% / 14.3% 66% / 18.7% 103 103
Writing 93% / 42.9% 74% / 14.7% n/a n/a
GPS* 71% / 21.4% 72% / 22.5% 103 104
Maths 79% / 14.3% 70% / 16.6% 104 103
* GPS = Grammar, Punctuation, Spelling
 
% of Pupils Achieving the Expected Standard in Reading, Writing and Maths Combined
School- 71.4%
National- 53%
 
Average Progress Scores

Reading: -0.8 (confidence interval -4.5 to +2.9)     NYCC Figures: -0.58

Writing: 3.5 (confidence interval -0.2 to +7.2)        NYCC Figures: -0.44

Maths: -0.6 (confidence interval -3.8 to +2.6)         NYCC Figures: -1.09

Standards at Year 2 (7 year olds, end of KS1)
Subject % Working at the Expected Standard- This school % Working at the Expected Standard- ​National
Reading 82% 74%
Writing 55% 65%
Maths 83% 73%
 
Year 1 Phonics Check (6 year olds, end of Year 1)
% achieving the expected standard in 2016- This school- 91%
                                                                       National- 80.6%
 
 
Click here to visit the Department for Education Performance Tables website.

 

A number of factors are taken into consideration when choosing the right school for a child. Undoubtedly, a child’s happiness is the most important factor in a successful school career. There are many other key factors in choosing the right school for your child, not least the progress that pupils make during their time at the school.

At Goldsborough, we strive to achieve the appropriate balance between academic challenge and recognising that every child is unique, with individual strengths and areas for development. Our newly designed, creative curriculum involves pupils in their learning at every stage and enables them to make the progress that they are capable of in all areas.

Without doubt, league tables, statutory assessments and national curriculum levels are important to both parents and schools. Such information provides an indicator to parents and inspectors as to how the school is doing within the context of national and local averages. Whilst we recognise this importance, we nevertheless strive to see each child as an individual rather than merely a number on a mark sheet.

Our assessment procedures, from entry into school to a child’s final term in Y6, focus on what the child can do now and what s/he needs to do in order to take the next step. The small size of our school enables all staff to know each pupil individually as a person and as a learner.

The information on the following page details how pupils achieve in Y2 and Y6 (the year groups in which statutory assessments are carried out) with comparisons between our school, the local authority and schools nationally.