Trent Schools

May 30, 2019

At the end of each academic year at The Elms, we conduct a substantial analysis of the data and create a report, which identifies any individual development areas, plus any that emerge across a whole year group. Every pupil’s progress is tracked, both for that year and since they started at The Elms. This is important because learning isn’t linear; by looking at progress over time, what might not seem a very progressive year can be viewed in the wider context as a good year of consolidation, for example.

This information is then supplied to the class teachers ahead of the new term so they can plan targeted actions for each pupil, depending on how they are performing against their age-related criteria. For us, progress isn’t about a grade, score, or where they are in their class, it’s about continuous improvement to help them to learn, apply what they know, problem solve and function in society as well-rounded young people.

2017/2018:

 

Maths

86.7% met, or exceeded, the expected standard. Nationally, 76% of children met the expected standard (based on achieving a scaled score or 100 or more in their SATs tests).

The English grammar, punctuation and spelling test

93.3% met, or exceeded, the expected standard. Nationally, 78% of children met the expected standard (based on achieving a scaled score or 100 or more in their SATs tests).

Reading

91.7% met, or exceeded, the expected standard. Nationally, 75% of children met the expected standard (based on SATs tests).

Writing

Based on moderated teacher assessment, 90% met, or exceeded, the expected standard. Nationally, 78% of children met the expected standard (based on writing assessments submitted).