Key Performance Measures ~ July 2018

Initial analysis


When looking at our percentages, remember in a small school like ours, in each year group, one child represents about 5%.

KS2 Results for 2018

Our KS2 scores this year, 2018, are extremely pleasing, and demonstrate big improvements on 2017 and 2016. Reading has improved by 25% and is now 20% above National (four children); Mathematics also improved by 25% and is 14% above National (three children).

Mathematics was the priority focus this year (2017/18), and has shown the biggest improvement, both at ARE1 and GDS2. Our reading programme Accelerated Reader has also impacted very significantly on pupils’ reading ages and their comprehension skills. Spelling was also a key focus, (remember our Word Mania, Literacy Planet and the Spellathon?) and our GPS3 scores increased by 25% on last year (5 children).


Comparison of school in numbers

Comparison of school in numbers

KS2 Results for higher attainers

This year, we also have significant improvements at GDS level: 30% in Reading (up four children); and 15% in Mathematics (up three children) based on our scores last year.  Two children achieved GDS in writing, and as this is two children below National, writing composition becomes a key focus for next academic year (2018/19).

Comparison of school in numbers

Comparison of school in numbers

KS2 Scaled scores for 2018

Schools are also measured by looking at scaled scores5. These measure the school average of each child’s standardised scores in each subject.  Our scores have significantly increased on last year’s scores, and are now pleasingly above national figures in reading and mathematics.  Our improved GPS scaled scores reflect a big push last year on spelling, but reveal work still to do on Grammar.

Comparison of school in numbers

Comparison of school in numbers

KS1 Results for 2018

In KS1, our results remain very consistent when compared to school last year.  Nationally, we are in line in reading; one child below in writing and two children below in mathematics.  Our combined figure is also just one child below National.

Considering 25% of this cohort has SEND, we were pleased that our results remained stable, although we did not reach our target in mathematics of 81%. Our priority focus for this year, however, was to ensure more children were attaining at higher levels (GDS), and very pleasingly, this figure increased from 9% to 18% (up three children).

Encouragingly, when this cohort’s results are compared with their starting points last year, there is accelerated progress in Reading (ARE/GDS), writing (ARE) and mathematics (GDS). GDS figures increased in all subjects compared to last year.

Comparison of school in numbers

Comparison of school in numbers

Comparison of school in numbers

Comparison of school in numbers

Phonics and EYFS

Once again we were above both LA and National figures in phonics by 5%, (one child).  This is as a result of the continued targeted support that individual children receive in both Red and Orange classes.

In EYFS our scores are now broadly in line with both LA and National figures (4% lower, less than one child). This is as a result of continued good teaching in a challenging cohort where there has also been a teacher handover after one term.

Comparison of school in numbers

National comparisons

Although data from the DfE is still not yet available (Oct-18), the school also receives data analysis from another national organisation called Fisher Family Trust (FFT), who work with all local authorities.

Their recent publicised analysis of our school shows a very large increase from last year, continuing an upward trend. So for our Y6 children who left in 2018, their combined reading and maths scaled score (a nationally determined measure) was 106 (up from 101.3 in 2017) and this places us in the top 34% of schools nationally for attainment.

Although our progress figure for the same key measure was -0.3, this is a big improvement on last year (-3.9 in 2017) and this places us in the top 57% of schools, or the middle quintile group (a posh OfSTED phrase meaning in the middle 20% of the country).

KS2 Attainment

Whilst these results are very pleasing indeed, the school still aspires to being in the top 20% nationally, (top quintile) and so this clearly shows we are moving closer to our targets.

I am extremely grateful to all our hard working staff, who are making this all possible, and who continue to strive to ensure we provide all our children with the very best possible education.  A big thank you also to all our parents for their support too.

Whole School Summary

As we expected, there are some extremely pleasing KS2 results here, especially our Reading and Mathematics, and our Combined figure (65%) remains above national.  Staff have continued to demonstrate commitment and hard work for all our children and we are very pleased with the overall outcomes.

Our phonics and EYFS results demonstrate continued good teaching and learning in EYFS and Year 1. At KS1, results remained consistent, and showed accelerated progress in all subjects, however ARE in mathematics was lower than our target.

As always, having conducted our initial analysis, our next steps for continued improvement will be:



Birdham SIP Summary


Data correct at time of going to print ~ version 1.1 @ 4/9/18

1 ARE means working at Age Related Expectations.
2 GDS means working at Greater Depth within the Standard.
3 GPS refers to an English test on Grammar, Punctuation and Spelling.
4RWM Combined means those pupils achieving a pass or better in Reading and Writing and Mathematics
5 Scaled Scores convert pupils actual test scores into a ranking system, whereby 100 is considered the pass mark.


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