The information below compares the attainment of our pupils with local authority and national averages.
Performance Results for 2019
Our children leave us in a very strong position to develop their skills in Secondary school.
Early Years Foundation Stage
A Good Level of Development is defined as children working at the expected standard or exceeding the expected standard in the key areas of literacy, maths, physical development, communication and language and personal, social and emotional development. 70% of pupils in Reception attained a Good Level of Development against the Early Years Framework. This is below the 2019 local authority average of 74.2% and the national average of 71.8%.
Year One Phonic Screening
78% of pupils in Year One attained the expected standard in the Phonic Screening test. This is below the 2019 national average (82%) and below the 2019 local authority average (86%). Developing reading skills from an early age remains a key priority in the school.
Key Stage One
This is the third year of the revised testing and assessment arrangements for Year 2. These arrangements reflect the more challenging national curriculum which was introduced in 2014. For more information please see the leaflet Information for parents KS1 from the Standards and Testing Agency.
At the end of KS1 (Year 2), teachers are required to assess each child in the areas of reading, writing, maths and science. National Curriculum assessment tests are used to support teachers’ judgements.
The system of national curriculum levels has been removed and the current measures are as follows:
Expected Standard – Working at the expected standard for a child at the end of Year 2.
Greater Depth – Working at greater depth within the expected standard, with a strong understanding of the curriculum.
2019 Barnfield Data
|Key Stage 1|
|% EXS+||% GDS|
Key Stage Two
Children in Year 6 are also assessed on their knowledge and understanding of the curriculum. The curriculum introduced in 2014 provides greater challenge with higher expectations set for the end of KS2.
The results of the SATs (tests) are reported using a scaled score, where a score of 100 represents the expected standard. The highest possible score is 120 and the lowest is 80.
Children are awarded one of the following Teacher Assessment judgements in writing:
Expected Standard – Working at the expected standard for their age.
Greater Depth – Working at greater depth within the expected standard and has a strong understanding of the curriculum.
In addition to these measures and in line with requirements, we have reported the percentage of children achieving a High Standard. Children with a scaled score of 110 and above are included in this group.
Year 6 pupils were assessed in reading, writing, grammar, punctuation and spelling and maths. For further information, please see the leaflet Information for parents KS2 from the Standards and Testing Agency.
|Key Stage 2 – Attainment|
|% EXS+||% GDS|
|Average Scaled Score|
Progress score and description
|Progress Measures KS1-KS2||National Progress Measure Limits|
|Reading Progress Score||2.3||1.4||-5|
|Writing Progress Score||3.20||1.6||-7|
|Maths Progress Score||3.6||3.1||-5|
These scores show how much progress pupils at this school made in reading, writing and maths between the end of key stage 1 and the end of key stage 2, compared to pupils across England who got similar results at the end of key stage 1.
The scores are calculated by comparing the key stage 2 test and assessment results of pupils at this school with the results of pupils in schools across England who started with similar assessment results at the end of the previous key stage (ie. key stage 1)
A score above zero means pupils made more progress, on average, than pupils across England who got similar results at the end of key stage 1.
A score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 1.
A negative progress score does not mean pupils have made no progress, or the school has failed, rather it means pupils in the school made less progress than other pupils across England with similar results at the end of key stage 1.
The majority of schools have progress scores between -5 and +5.