Provisional Data Review – Summer 2016
School:
Year 6
Context Overview
Table 1 – Pupil Characteristics
October 2015
Year 6
number
percentage
January 2016
May / June 2016
number
percentage
number
percentage
Number on Roll
Boys
[
%]
[
%]
[
%]
Girls
[
%]
[
%]
[
%]
FSM
[
%]
[
%]
[
%]
Ever 6
[
%]
[
%]
[
%]
Minority Ethnic Group
[
%]
[
%]
[
%]
EAL
[
%]
[
%]
[
%]
SEN Support
[
%]
[
%]
[
%]
Statement/Education Heath Care
Plan [EHCP]
[
%]
[
%]
[
%]
Looked after Children
[
%]
[
%]
[
%]
Gifted + Talented/More Able
[
%]
[
%]
[
%]
Travellers
[
%]
[
%]
[
%]
Summer Born
[
%]
[
%]
[
%]
Additional Contextual Factors:
e.g. change of teacher, pupil mobility, both leaving and joining the class, persistent absence, variations in
vulnerable groups etc.
Specify any significant changes to the cohort which have taken place during the year. It is important to note
changes since the targets were set last autumn.
Include any additional groups relevant to your school.
Year 6 Results analysis Summer 2016
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Attainment
Table 2 – Overall Attainment
Standards at the end of Year 6 in 2016
The percentage of expected standard in reading and maths is a scaled score of 100 or above. The expected standard
in writing is a teacher assessment of ‘working at the expected standard’ [EXS] or ‘working at greater depth within the
expected standard’ [GDS]
Percentage of pupils reaching a Higher Standard – a higher standard is a scaled score of x or more in reading, y or
more in mathematics and pupils working at greater depth within the expected standard [GDS] in writing.
x and y will be determined by the DfE at a later date and circulated to schools when available
Number of pupils:
% of pupils
below Expected
Standard [EXS]
% of pupils at
Expected
Standard [EXS]
% of pupils above
working at greater
depth within the
expected standard
[GDS]
% of pupils working at
Expected Standard or
working at greater depth
within the expected
standard [GDS]
Reading Test
Writing TA
Maths Test
Science TA
Commentary
Reading –
Writing –
Maths –
Science -
Table 3 –Attainment by Pupil Characteristic
Comment re: gender, SEN, Ever6 and Non-Ever6 and significant ethnic minority groups.
Gender – for each subject comment on the attainment of girls and boys.
Is the gap between girls and boys greater or less than the national gap for 2015?
Girls-Boys
School Gap*
National Gap 2015 at
4b+*
Reading Test
Writing TA
Maths Test
Science TA
Year 6 Results analysis Summer 2016
Difference
School:
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SEN Statement - How do your results compare with the national data?
SEN - Statement
School
National 2015
[EHCP]
% attaining Expected
[SEN at 4b+]*
Standard*
Reading Test
Writing TA
Maths Test
Science TA
Difference
NB: there is no direct comparison between the old and current National Curriculum, this is an indicator only
NonEver6 and Ever6 - How do your results compare with the national picture? Have you closed the
gap?
NonEver6 – Ever6
School Gap
National Gap 2015 at
4b+*
Difference
Reading Test
Writing TA
Maths Test
Science TA
Significant ethnic minority groups
Use the RAISEonline 2015 and compare the attainment of your pupils with the national average for 4b+
for 2015.
Term of birth
Use the RAISEonline to compare the attainment of your pupils with the national average for 4b+.
Other groups relevant to your cohort? E.g. Pupils from specific vulnerable groups? LAC? G+T?
Progress in Learning 2015
Progress by the end of Year 6
Table 4 – Progress
School - KS1-2 Expected progress
2014
2015
2016
National- KS1-2 Expected progress
2014
2015
2016
91
91
93
94
90
90
Reading - The KS1-2 progress at the end of 2015 was above/below/in line with the national average.
Writing - The KS1-2 progress at the end of 2015 was above/below/in line with the national average.
Maths - The KS1-2 progress at the end of 2015 was above/below/in line with the national average.
Reading - The KS1-2 Progress in 2016 is exceptional/above/in line with the national average indicating that the
cohort has made inadequate/expected progress/good/exceptional progress.
Writing - The KS1-2 Progress in 2016 is exceptional/above/in line with the national average indicating that the
cohort has made inadequate/expected progress/good/exceptional progress.
Maths - The KS1-2 Progress in 2016 is exceptional/above/in line with the national average indicating that the
Year 6 Results analysis Summer 2016
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cohort has made inadequate/expected progress/good/exceptional progress.
NB: Specify if there has been any significant pupil mobility since the end of the KS2 in 2015?
Results and Targets (set Autumn 2015)
Year 6 – Percentage at Expected Standard [EXS] or working at greater depth within the
expected standard [GDS]
Table 5 – Targets
Reading Test
Writing TA
Maths Test
R/W/M
combined
Year 6 target - % at EXS
or Greater Depth [GDS]
Year 6 result - % at EXS
or Greater Depth [GDS]
Difference
Specify if there have been any pupil changes during the year; refer to the context summary on Page 1.
Presenting matched and unmatched data may assist. What are the reasons for the differences?
Reading –
Writing –
Maths –
Science –
What is your overall evaluation of the target setting and tracking processes adopted in Year 6.
What modifications will you make based on this year’s experience?
What has been the impact of the intervention strategies and the Pupil Premium grant this year?
Year 6 Results analysis Summer 2016
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Summary Evaluation
Overall strengths
e.g. Improvement in maths? High percentage of pupils working at Greater Depth? SEN pupils attained
the Expected Standard? Boys attained well in writing? Summer born? Closed the gap in attainment for
vulnerable groups?
Impact of Intervention Strategies?
Attainment and progress of more able pupils?
Areas for development and implications for teaching Year 6 next year?
Implications for teaching this cohort when in Year 7 next year?
Year 6 Results analysis Summer 2016
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