Gilbert Inglefield Academy

 

Academic Standards

 ASSESSMENT RESULTS

At Gilbert Inglefield pupils take Standardised Assessment Tests (SATs) at the end of Key Stage 2 in Year 6. Our school results are consistently around national averages, as can be seen from the tables below, although every cohort of children is different and as in any school, results can vary from year to year. This year (2016) there was a complete change in the style of SATs and the way marks were reported: at this time we still do not yet have fully validated results but we have instead given you those results we do have. Unfortunately this year, having seen a huge rise in our maths results in 2015, they fell again- this was mainly due to the unfortunate fact that our head of maths (who also teaches year 6 Literacy) was seriously ill for the whole summer term and another year 6 teacher was also absent for most of the weeks leading up to the tests. This meant we were unable to run the usual range of revision and booster classes we would put on; the children sadly suffered as a result- over 30 just missed the “expected standard” by 5 marks or less- this is sadly an example of the ruthlessness of the “pass or fail” syndrome that has now been applied.

However, as a school, we consider the teacher assessment levels to be at least as important as those results arising from tests as they represent the ongoing achievement of your child throughout the whole year. This past year they gave a much truer reflection of each child’s achievement.

Tests are only taken in the core subjects of English and Mathematics and so only represent a small proportion of your child’s curriculum. Unlike most primary schools, we offer a broad, balanced range of subjects, most of which are not assessed through tests and therefore not included in published statistics. Again, teacher assessments are undertaken and reported to parents.

Our older pupils have also, until 2008, taken SATs in the three core subjects at the end of Key Stage 3, two terms after leaving us and joining pupils from other local Middle Schools at Cedars or Vandyke Upper schools. From 2009 these tests were abolished, but pupils still take equivalent national, externally –marked tests before leaving Middle School and the results were very high: above national averages for pupils a year older. They also compare favourably with other Middle-deemed-Secondary schools across the country, exceeding national averages in all three subjects.  Our progress across the four years of middle school is exceptionally good. We are able to publish the validated 2016 results for year 8 as is seen below.

All of these results not only represent a lot of hard work on the part of the teaching staff but, above all, are a testament to the effort and motivation of the children. Our most able pupils perform at the highest levels and go onto to achieve amazing success at Upper School but we are especially proud of how well pupils with learning difficulties or other disadvantages fare whilst at Gilberts: every child matters to us whether they are conventionally “academic” or not. The bald statistics can only give an outline picture but it is the achievement of each individual represented within those figures that fills us with pride. Whatever grade your child finally achieves in an examination, we want them to feel a sense of success whilst at Gilberts.


Key Stage 3 SATs Assessment Data (2016):

The figures in curved brackets represent achievement at a National Level in Year 9 for 2008, the last year that KS3 SATS results were published, those in square brackets give the national middle schools average for 2015. English Reading & Writing percentages have been combined and averaged to give an overall result for comparison.

Number of pupils: 118

 

Test

 

% at Level 5+

% at Level 6+

% at Level 7+

English

96 (82)[89]

77 (59) [51]

 34 (12) [11]

Mathematics

95 (81) [89]

76 (59) [69]

33 (29) [38]

Science

99 (83) [93]

55 (51) [64]

 

 

“Average Points Scores” [APS] are another measure used to demonstrate achievement and progress and enable middle schools to track the four-year journey from the beginning of year 5 to when pupils leave us at the end of year 8. National expectations are that pupils should make 14 points progress during this time: our pupils do considerably better than that, setting them up well for transfer to Upper School.

APS based on test results

APS 2016

National Middle Schools 2015

Progress- start of Y5 to end of Y8

English ( Reading)

39.06

36.0

(English combined)

19.03

English (Writing)

38.92

18.89

English ( R&W combined)

38.99

18.96

Maths

39.57

39.2

16.87

 

 

 Key Stage 2 SATs Assessment Data (2015 and 2016):

Validated SATs data for 2016 is not yet published- please see the explanation above regarding this year’s results. We have therefore included 2015 results as well.

 2015 Results:

The figures in brackets represent achievement at a National Level for 2014.

Number of pupils entered: 126

 

Test

Teacher Assessment

 

% at Level 4 or above

% at level 5 or above

% at Level 4 or above

% at level 5 or above

English [Reading]

87 (89)

41 (50)

90

51

English [Writing]

89 (85)

36 (33)

90

51

Mathematics

83 (86)

29 (42)

89

35

Reading/ Writing & Maths combined

77(79)

16

   
           

2016 unvalidated results:

The figures in brackets represent achievement at a National Level.

Number of pupils entered: 105

 

Test

Teacher Assessment

 

% at Expected Standard

%  well above Expected Standard

% at Expected Standard

English [Reading]

64 [66]

14 [19]

62

English [Writing]

79 [74]

6 [15]

79

Mathematics

41 [70]

4 [17]

70

Reading/ Writing & Maths combined

32 [53]

2 [5]

 
         

 Progress results indicate that the cohort exceeded the Floor standards in all 3 subjects with especially good results in writing. In previous years Teacher Assessments have been only slightly higher than test results- this suggests that our KS2 Maths test results were significantly affected by staff absence.