Performance and Results
At Nelson we have high aspirations for achievement for all children. We focus on pupil’s attainment and progress from different starting points.
We aim for as many pupils as possible to meet age-related expectations based on the National Curriculum by the end of each year group. Many pupils will meet these expectations during the school year and will start to apply their learning in different ways to work at greater depth.
Every child is unique, each with their own attributes and abilities. We track progress from each pupil’s starting point:
- Reception, from an initial assessment when children start school
- Year 1 and Year 2, from the end of Reception based on the ‘good level of development’ judgement
- Years 3-6, from the end of Year 2 (key-stage 1) based on National Curriculum assessment against national standards
Key groups of pupils
Every pupil is important and we track their academic progress individually. We also focus on 4 key groups of pupils:
- the most-able pupils, typically with the highest starting points
- disadvantaged pupils who receive additional government funding known as the Pupil Premium grant
- pupils with special educational needs
- those pupils who need to catch-up their peers
Nursery and Reception ‘Good Level of Development’ (GLD)
From 2013, children are defined as having reached a ‘Good Level of Development’ at the end of the Early Years Foundation Stage if they achieve at least the expected levels in:
- The early learning goals in the prime areas of learning (personal, social and emotional development; physical development and communication and language)
- The early learning goals in the specific areas of mathematics and literacy.
A supporting measure for the Good Level of Development is the average point score across all Early Learning Goals;
- This measures the total number of points achieved on the Early Years Foundation Stage Profile
- The national measure is the average of every child’s total point score
The scores are as follows: Emerging 1 / Expected 2 / Exceeding
Key Stage 1
Children are assessed in school by class teachers. Results are periodically moderated internally and externally to ensure consistency. Assessments are made in reading, writing, maths and science.
Phonics Screening Check Year 1
The phonics screening check is a short, statutory assessment to make sure that all pupils have learned phonic decoding to an appropriate standard by the age of 6. All year 1 pupils in maintained schools, academies and free schools must complete the check which is administered by the class teacher.
Key Stage 2
Children are tested in national end of key-stage tests (commonly known as SATs) usually at 11 years old. Children are tested in reading; grammar, punctuation & spelling; and maths. Teachers assess writing separately.
Schools must publish end of key stage 2 results which include the percentage of key stage 2 pupils who achieve:
- the expected standard or above in reading, writing and maths
- average progress in reading, writing and maths
- an average ‘scaled score’ in reading and maths
- a high level of attainment in reading, writing and maths
We also publish whole school summary results from each year group along with our own evaluation of our performance as a school and next steps.
End of key-stage results for pupils in Year 2 and Year 6 from 2016 are published separately because assessment arrangements were changed by the government and results for 2016 cannot be compared to previous years.
- 2016 KS2 writing was moderated.
- 2017 EYFS, KS1 and Y6 writing were all moderated, all judgements were found to be accurate.
- 2018 KS1 was moderated and teacher assessments agreed.
- 2019 KS2 moderated for writing. All judgements were agreed and moderators commented that the Y6 team’s knowledge of TAFs was strong and judgements were quality assured robustly.
- School Performance Tables
DfE School performance information is published by the Secretary of State on the Department for Education’s website. Please use the links below to view them: