November 2018
Key Stage 2 Results as at November 2018
The improvement of the national average results from 2016 to 2018 is 10.4%; however the improvement of the county results during the same period is 16.4%. The gap between county and national average has improved by 6% since 2016.
The gap between disadvantaged and non-disadvantaged has remained relatively consistent for KS2. However the national average has improved resulting in a larger gap of 3.6% between county and national.
Quarter 1 - June 2018  Performance
In May 2018, children in year 6 in West Sussex took Standards Attainment Tests for reading, mathematics and were assessed by teachers in writing. The early uncorrected pupil performance data shows that pupils of this age continue to do better than in previous years. 61.3% of pupils now perform in all three subjects at the standards expected. This is 6.5% points better than last year.

Quarter 3 - December 2017 Performance

2016-2017 Reading, Writing and Maths (RWM)
The main published indicator remains Reading, Writing and Maths (RWM), those pupils who reach or exceed the expected standard in all of reading test, writing teacher assessment and maths test. In West Sussex 55% of all pupils reached that standard compared to the national average of 62%. The West Sussex average has increased more rapidly than the national and the gap has now reduced by 2% to just 7%. The same picture is reflected against the South East, where the increase is only 8%, the gap has now reduced by 2% to just 8%.
Whilst there was a 10% point increase from 2016, the rate of improvement needs to accelearate so that the 2022 target is reached. Writing and mathematics remain the areas of concern.
Individual Subjects
  • Attainment at the expected standard in the tests is highest in GPS (grammar, punctuation and spelling) at 74% compared to the national average of 78% (South East 77%).
  • Attainment is lowest in maths at 71% compared to the national average of 75% (South East also 75%).
  • Attainment in reading is at 71% compared to the national average of 72% (South East 74%).
  • In writing 69% of pupils were assessed by teachers as working at the expected standard, this was lower than in any of the test subjects and compares to the national average of 77% (South East also 77%).

Comparison with other Local Authorities (rankings):

National/statistical neighbours: West Sussex's All Pupils national rankings for Expected Standard in Maths, RWM, GPS and Science all show improvement. There is improvement for All Pupils in RWM at Greater Than Expected Standard too, though all other subjects are down.

Girls show improvement in Maths at the Expected Standard and greater than Expected and at the expected Standard for GPS and Science. The Boys show the most improvement in rankings with 7 of the 11 indicators up on last year, with Science showing an increase of 37 places. With the exception of Greater Than Expected Reading, West Sussex remains in the lower half of rankings nationally.

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Although some gains have been made against statistical neighbours, West Sussex remains at the lowest rank for 7 of the 11 indicators for All Pupils. Boys show the most improvement against statistical neighbours, although West Sussex remains ranked 10 or 11 out of 11 in more than half the 33 indicators across all genders.

South East: West Sussex’s rankings, against the 19 South East group of Local Authorities, are:

As part of Improving Attainment at Key Stage 2 the County Council also has an ambition to narrow the gap in attainment between all disadvantaged children and all other children. These children have been defined as those receiving Free School Meals (FSM), with Special Educational Needs (SEN) and those classed as disadvantaged. Disadvantaged pupils include those eligible for FSM in the last 6 years or are looked after children for at least one day or are adopted from care.

Gender:

59% of girls achieved the expected standard in all of reading, writing and mathematics compared to 51% of boys, a gap of 8% matching the national gap of 8% (66% to 58%). The South East gap is 7% (66% to 59%).

Disadvantaged:

37% of disadvantaged pupils achieved the expected standard in all of reading, writing and mathematics compared to 60% of non-disadvantaged pupils, a gap of 23% compared to the national gap of 20% (68% to 48%). The South East gap is 24% (68% to 44%).

FSM:

32% of known FSM pupils achieved the expected standard in all of reading, writing and mathematics compared to 57% of non-FSM pupils, a gap of 25% compared to the national gap of 22% (65% to 43%).The South East gap is 26% (65% to 39%).

SEN:

12% of SEN Support pupils achieved the expected standard in all of reading, writing and mathematics compared to 65% of non-SEN pupils, a gap of 53% compared to the national gap of 50% (71% to 21%).The South East gap is 53% (72% to 19%).

5% of SEN with a statement or EHC plan pupils achieved the expected standard in all of reading, writing and mathematics compared to 65% of non-SEN pupils, a gap of 60% compared to the national gap of 63% (71% to 8%). The South East gap is 65% (72% to 7%).

First Language:

55% of pupils whose first language is known to be English achieved the expected standard in all of reading, writing and mathematics compared to 57% of Pupils whose first language is not known to be English, a gap of 2% compared to the national gap of 1% (62% to 61%). The South East gap is 0% (63% to 63%).

Details on all these statistics can be found at: national-curriculum-assessments-key-stage-2-2017-revised

Quarter 2 - September 2017 Performance

Key Stage 1 provisional outcomes are now available and the data below has been updated. West Sussex results are still below the national average but improved at a faster rate than the national average and, therefore, closing the gap to the national figure.

Key Stage 2 provisional outcomes confirm those reported in July 2017. West Sussex results are still below the national average but apart from in reading (which is close to national average) improved at a faster rate than the national average and, therefore, closing the gap.

Quarter 1 - June 2017 Performance

Key Stage 1 is an indicator of the current picture. Data shown is provisional interim data, as a very small number of schools are still to upload data sets. It is unlikely interim data will radically change when remaining uploads have been completed.

Key Stage 2 data was available for national download from the 4th July 2017. The data shown represents the proportion of pupils achieving the ‘expected standard’ and ‘greater depth’. The proportion of pupils achieving ‘greater depth’ as a separate measure is not yet available. All schools are currently reviewing their data in terms of the number of pupils for whom they will appeal and seek a recount / remark. Pupils typically put forward for recount / remark are no more than 3 points below threshold for achieving the ‘expected standard’. In 2016, this process had a+2% difference to the early unvalidated data. National data has been taken from the Statistical First Release (SFR) available on the DfE website.

Background

Pupils aged from 7 to 11 years old work at Key Stage 2. The new more challenging national curriculum, which was introduced in 2014, was assessed by new tests and interim frameworks for teacher assessment. Results for 2016 and subsequent years are no longer reported as levels, each pupil receives their test results as a scaled score and teacher assessments based on the standards in the interim framework. The interim assessment criteria provided by the Standards and Testing Agency indicated that assessment should be based on 100% achievement and not a ‘best fit’ model. West Sussex applied this advice rigorously. Because of the changes detailed above, figures for 2016 and 2017 are not comparable to those for earlier years. Levels are not comparable with scaled scores or teacher assessment outcomes. The expectations for pupils at the end of key stage 2 have been raised.

Greater Depth

Using the Standard and Testing Agency’s assessment criteria, the expected standard in the tests is a scaled score of 100 or above. Some pupils who attain the expected standard are judged to be “working at greater depth within the expected standard” (GDS). GDS is used in the charts below, but in some publications (e.g. ASP) the term “High Standard” is used for such pupils.