Please see below the most up to data published data about our school, due to COVID-19 this data is out of date as there was no reporting of data for 2019/20:
More information can be found here.
KEY DATA
|
EYFS
|
2017
school
|
2017
national
|
2018
school
|
2018
national
|
2019
school
|
|
% achieving GLD
|
50%
|
71%
|
70%
|
71%
|
74%
|
|
Year 1 Phonics
|
2017
school
|
2017
national
|
2018 school
|
2018
national
|
2019
school
|
|
% working at the expected level
|
86%
|
81%
|
94%
|
81%
|
84%
|
|
KS1
|
2017 school
( pupils)
|
2017 national
|
2018 school
( children)
|
2018 national
|
2019 school
(pupils)
|
|
|
Writing
|
Maths
|
Reading
|
Writing
|
Maths
|
Reading
|
Writing
|
Maths
|
Reading
|
Writing
|
Maths
|
Reading
|
Writing
|
Maths
|
|
|
EXS
|
56%
(-12%)
|
60%
(-15%)
|
76%
|
68%
|
75%
|
77%
(+1%)
|
77%
(+9%)
|
86%
(+11%)
|
76%
|
68%
|
75%
|
83%
|
77%
|
87%
|
|
|
GDS
|
8%
|
16%
|
25%
|
16%
|
21%
|
40%
|
40%
|
40%
|
25%
|
16%
|
21%
|
20%
|
30%
|
16%
|
|
|
combined
|
48% (0%)
|
|
|
|
77% (22%)
|
65%
|
66%
|
|
KS2
|
2017 school
|
2017 national
|
2018 school
|
2018 national
|
2019 school
|
|
Reading
|
Writing
|
Maths
|
Reading
|
Writing
|
Maths
|
Reading
|
Writing
|
Maths
|
Reading
|
Writing
|
Maths
|
Reading
|
|Writing
|
Maths
|
|
55%
|
64%
|
64%
|
71%
|
76%
|
75%
|
70%
|
75%
|
70%
|
75%
|
78%
|
76%
|
72%
|
75%
|
78%
|
|
18%
|
9%
|
14%
|
25%
|
23%
|
23%
|
25%
|
15%
|
30%
|
|
|
|
22%
|
16%
|
25%
|
|
50%/
|
61% / 9%
|
60%/10%
|
60% /15%
|
65%/15%
|
End of Key Stage 2 (Year 6 – aged 11):
In 2016 the government introduced new, more challenging tests for 11 year olds. These tests are taken by Year 6 pupils in May each year. Our children’s performance for each of the last three years.
Key
- RWM: Reading + Writing + Maths
- GPS: Grammar, punctuation and spelling
- Scaled score range: 80-120
- Scaled score: 100 is the national standard; over 100 is above the national standard; below 100 is below the national standard
- Expected standard: a government set target (an expectation) for pupil performance
- Greater depth: performing at an enhanced standard: scaled score of 110 or above.
Commentary
From where we were in 2016 the school has improved vastly - it is not the same school! Teaching is targeted at improving all children’s performance and we are firmly in the belief that we are a bottom up school - all our efforts are focused on ensuring that the children get the best possible start in school and we can identify and address any potential concerns early on
The performance of summer born children
In England, the term ‘summer born’ is used to refer to children born from 1 April to 31 August. Our pupil performance data reveals that all pupils at our school are performing at high standards by the time they leave us. I analyse the performance data of all pupils very carefully and keep detailed records of the performance of groups of pupils born at different times in the year. This data shows clearly and unequivocally all pupils perform well by the time pupils they leave our school, whether they are born in the autumn, the spring or the summer. Overall there is little difference between pupils born at different times of the year.
It is true that children born in the later months of June, July and August don’t do quite as well as children born in the other nine months of the year, but they still perform very well in comparison to pupils in other schools, both nationally and locally.
GPS: Grammar, punctuation and spelling
Writing is not assessed using scaled scores – that’s why figures are not presented here. We fully accept and appreciate that as far as our national school system is concerned the best date a child could be born on is probably 1st September and the hardest date to be born on is 31st August. But whatever happens at any other school we ensure that pupils born at all times of the calendar year do extremely well by the time they leave Axminster Community Primary Academy. . We know that it can sometimes take a little longer for the late summer born children to flourish. We are aware of this and make highly effective use of intervention support to address this issue.
Year 1 (aged 6): phonics screening test
At the end of Year 1 pupils are tested on their ability to match sounds with letters. This assessment is known as the Phonics Screening Test. ‘Sounding out words’ using phonological awareness and understanding of sound-letter correspondence is a key early reading skill. Using phonology is not the only way children learn to read – they employ a range of other strategies – but being good at phonics is seen as a most important starting point.
Key Stage 1 (end of Year 2) SATs test results
All Year 2 pupils take national assessment in June. These national curriculum tests are summative. This means they test the knowledge a pupil has acquired during their time in Key Stage 1. All pupils are given a scaled score based on the raw score they achieved in each of the three tests they sat:
- reading
- mathematics
- grammar, punctuation and spelling. The raw score is the total number of marks a pupil scored in a test, based on the number of questions they answered correctly. Raw scores are then converted to a scaled score. A scaled score of 100 represents the nationally expected standard on the test. Pupils scoring 100 or more will have met the expected standard on the test.
- 85 is the lowest scaled score that can be awarded on an end of Key Stage 1 test. The highest scaled score is 115.
- A scaled score of 100 or more represents the nationally expected standard in each test.
- A pupil awarded a score of 99 or less has not met the expected standard in the test.
