Performance Data



In such a small school, each child can account for a significant percentage when looking at outcomes. Factors such as one or two children in a small year group with a high level of special educational needs can have a disproportionate impact on overall percentages.

In 2016 the school's outcomes were above government floor levels as follows:

KS1
There were 7 children in the cohort, with each child accounting for 14% of the results.

 % at or above the expected standard in reading 86%
 % at or above the expected standard in writing   86%
 % at or above the expected standard in maths 71%
 % working at a higher standard in reading 14%
 % working at a higher standard in writing 0%
 % working at a higher standard in maths 29%

KS2
There were 14 children in the cohort (2 of which had a very high level of special educational needs). Each child accounted for 7% of the results:

 % at or above the expected standard in reading 50%
 % at or above the expected standard in writing   64%
 % at or above the expected standard in maths 50%
 % at or above the expected standard in R/W/M combined 36%
 % working at a higher standard in reading 7%
 % working at a higher standard in writing 7%
 % working at a higher standard in maths 7%
 Average scaled score in reading 100
 Average scaled score in maths 101
 Average progress in reading -4.6
 Average progress in writing -4.1
 Average progress in maths -4.0



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