SATs Results

Attainment, Progress and Record Keeping

The progression and learning of every individual child is enhanced by the use of assessment, record keeping and reporting. Within the National Curriculum the teacher’s assessments form an integral part of the teaching and learning process. Systems of recording and reporting are used to inform the next teacher, schools, children and parents. These are concise, manageable and meaningful to all.


The school uses rigorous internal tracking systems to ensure that each child is making good progress. These also identify areas of strengths and weaknesses in teaching and learning to inform school priorities and intervention programmes.


Children receive a written report on their progress during the summer term. We arrange three meet-ings with parents during the year:

 an informal ’Meet the Teacher’ evening at the beginning of the autumn term.

 a formal consultation with the child’s teacher in November.

 a progress review with parents and pupils in March.

School development meetings are also held during the year and these can be found on the School Events List.

Record Keeping

Pupil record folders on each child are kept in the school office. The folders contain: admission in-formation, copies of reports to parents, assessment outcomes and reports from outside agencies to which a child may have been referred e.g. Educational Psychologist. This information is shared with teachers as children move between classes.

School Attainment and Targets

The accompanying table shows the performance of Key Stage 2 pupils in recent years in the Stan-dard Assessment Tasks (SATs) set by the Government. Please note that the results do vary accord-ing to the children’s individual ability within cohorts.

The tables also indicate the targets we have set each year in English and Mathematics for the num-ber of children we predict will achieve particular levels in the Standard Assessment Tasks (SATs) at the end of Key Stage 2.

These targets are based on our detailed knowledge of the children in each year group. 15


Summary of our SATs Results

We are proud of both our Key Stage One and Two SATS results, which indicate the school achieves consistently well above national averages and that children make very good and often accelerated progress.

In 2006, Ofsted judged St. Andrew’s School as being ‘outstanding.’ The school was validated in 2010 in an interim assessment as again outstanding due to the continuing high results achieved over time. Visits from the Devon Local Authority Advisor (monitoring every term) has validated this judgment. Children achieve and progress exceptionally well at the school and leave significantly above their peers nationally.

Key Stage 1

Year 1 Phonics Screening Check

80% of children attained the recommended score for phonics

Year 2 SATS Results

In 2015, we achieved:

Level 2 and above

Reading    93%

Writing     97%

Maths         97%

Level 3

Reading    40%

Writing     37%

Maths         30%


Year 6 SATS Results

In 2015, we achieved:

•Two levels progress in Reading: 93%     More than two levels of progress: 36%

•Two levels progress in Writing: 96%     More than two levels of progress 18%

•Two levels progress in Maths: 82%     More than two levels of progress 43% 16



In this context English refers to the reading test score and the writing teacher assess-ment combined.

In 2015, we achieved:

 Level 4 and above English: 83% Spelling, Punctuation and Grammar

Level 5 and above English: 59% Spelling, Punctuation and Grammar

Level 6 English: 10% Spelling, Punctuation and Grammar

Level 4 and above Reading: 93%

Level 5 and above Reading: 59%

Level 6 Reading: 0%

Level 4 and above Writing: 97%

Level 5 Writing: 45%

Level 6 Writing: 0%

Level 4 and above Maths: 86%

Level 5 and above Maths: 48%

Level 6 Maths: 24%

Nationally, children who achieve Level 5 are the highest ability pupils. Those who achieve Level 6 in the test are judged to be of exceptional ability.

As part of the national curriculum review, levels have been abolished. This is in part in response to concerns about the validity and reliability of levels and sub-levels. The government are chang-ing the way the tests are reported. From 2016, schools will use scaled scores to report national curriculum test outcomes. Headteachers won’t need to change the way their school prepares for, or administers, the tests because of the introduction of scaled scores. Dfe 2015

Year 6 Targets 2015 - 2016

Reading 90% to reach National expectations

Writing 90% to reach National expectations

Maths 90% to reach National expectations