SATs and Other Assessment Information

Please find below an initial summary of our latest SATs results together with other key data information.

All of Camm's staff have worked really hard throughout the year and we are pleased with all of our children.

Apart from being proud of their results, we are proud of the children who exhibit exceptional talents in areas that do not have associated numbers or percentages.

“The government will not publish KS2 school level data for the 2021 to 2022 academic year. They have archived data from the 2018 to 2019 academic year because they recognise that the data from that year may no longer reflect current performance.”

Assessment Data 2022 - 2023

Please find below our results for this year’s tests, exams, SATs and all of the other assessments we do in school:

As you can see it is a bit of mixed picture!  We have areas where we are above national and areas where we are below.  We are proud of the processes that we have in school and the way in which we try to fulfil our ethos that ‘Every Child Succeeds’ and this goes beyond the scope of testing. 

I know that each teacher tries their very best to ensure that each and every child in our care receives the best they can as often as they can!  We ensure that the ‘testable’ areas are taught with just as much enthusiasm and importance as those that don’t have tests.  We fit in plays, sports days, clubs, trips, visitors, enrichment, pastoral and enrichment time in and around delivering the requirements of the curriculum.  I am proud of each and every child who sat a test this year and the way we go about doing so.   Sometimes the process is not reflected in the outcome, but this does not diminish the effort, time and dedication of the staff and children in trying to give the children the best education we possibly can.

A bit thank also goes to those of you at home who read regularly, encourage attendance at clubs and boosters, practise flash-cards and support all of our efforts in school – it really does make a massive difference.

However, we now look onwards and try to build on our strengths and address the areas of development ready for the next school year.

Mr T Cocking

Headteacher

Assessment Data 2021-2022

2021-2022 has seen a return of national testing, although national comparisons and league tables have been suspended for another year.

Please find below the results of our children, compared nationally (as we still have to report this).

I cannot be more proud of the children that have sat each and every test. Two years of intermittent and broken schooling is no preparation for:

Year 6  - missing Y5 is a big blow as the majority of the information is imparted here) 

Year 2 - no fulltime school through Reception and Year 1 where the foundations are laid

Year 1 - missing Reception and Nursery

Reception - for many this is the first time in school

Yet they have sat through several papers, test and assessments, and done so without fuss.

The results below do not account for artists, singers, actors, coders, builders, creators, athletes or any of the other skills and talents we promote in school.  They are merely a snapshot of 'on this day in history'.

We love and cherish each and everyone of our children, and I congratulate them all.

2017 SATs Results

Please find below the results, as they stand, for this 2017.  All of the children worked fantastically hard throughout, you at home played your part and the staff did what they do best too!

Well done to all.

We are very proud of our results this year, and a 'thank you' goes to all staff.

However, as is the nature of education and the ambition we have for the school, we do not rest on our laurels, but look towards the future with the aims of:

• Increasing the number of children who achieve in R, W and M This is called the 'Floor Standard' at KS2 - currently 65% - and we are aiming for over 70% this year.
• Increasing the number of children achieving the Greater Depth marker - this is a standardised score of 110+, both at KS1 and KS2
• Continuing to be above National for GLD, Phonics and KS1 percentages.

We hope that you will support us in these goals by:

• Reading regularly with the children
• Completing homework on time
• Encouraging them to do the very best they can
• Getting lots of sleep!
• Having a healthy diet and good start to the school day
• Supporting us in school in matters of classroom learning
• Maintaining contact with school
• Asking us for advice if you are having issues with the above!

Only be working together can we achivee the goals we set out at the start of the year, and creating a positive learning community to ensure that every child can succeed.

Thanks

Mr C

Assessment Update 2016 - 2017 (see policy below)

As most of you are aware, for the past two years we have been using STAT Sheffield for our assessment system. Whilst this has allowed us to track attainment and progress of the children through school, we have recently found some shortcomings with the system and feel that it isn’t, in its present form, fit for purpose.  As a result of this, we have moved to assessing through the Rising Stars system of objectives.

Rising Rising Stars is a tried-and-tested method of assessing and is more widely supported than STAT Sheffield.  The objectives, and the way in which the progression ladder is organised will, we hope, allow us to track the children better through each year group.  Rising Stars is also a system used by other local schools, which allows us to pool our knowledge and resources when engaging in cluster moderation, training and meetings.

The The children, and you at home, will not see any major changes.  The children will still work to objectives, work will still be differentiated to allow access and challenge and the recording system of Classroom Monitor will still be used for tracking.

The Rising Stars website, www.risingstars-uk.com,  contains lots of information about the system, how it is used in schools, the objectives and also some information for how you can help at home by way of study and revision guides should you so wish.

Please speak to you child's class teacher if you require any further information, or have a discussion at Parents' Evening.

As always, as these things progress, I will endeavour to keep you as informed as possible.

Many Thanks

Mr Cocking

The change in the new curriculum has also brought about changes in the way in which we assess the children.  Under the current system 'levels' no longer apply.  Although Year 2 and Year 6 will sit tests, the method of grading will change. Reception and Nursery children are assessed under current EYFS framework, which is in its third year, and we are using the Early Excellence system for this.  All other year groups are no longer required to be assessed using levels and schools have been encouraged to develop their own way of assessing the children against key national curriculum indicators.

Our chosen method of recording progress and attainment is via the Sheffield STAT assessment system, which measures progress against Key Performance Indicators (KPIs) or milestones in the children's learning, thus giving a solid indication of progress throughout the year as lessons are taught and knowledge gained.  We are then able to determine progress throughout the year as the lessons are taught, learning is gained and the children accumulate the objectives.

At the end of this academic year, we will have been using STAT  for two years and would see this as an ideal opportunity to evaluate the system, its suitability, robustness and whether it is the correct way of of recording attainment and progress at Camm's.

Updated for the 2015-2016 year

For the forthcoming year, we are continuing to implement the STAT Sheffield assessment system together with Classroom Monitor as our recording tool.  Both CM and STAT work closely together (as bodies and systems) to provide a robust assessment and tracking method by which we are able to identify the children's strengths, successes and areas that need to be developed throughout the year.

Children are assessed throughout the year to provide summative and formative data, and these are reviewed 3 times each year to further enhance the provision we provide.