Achievements

Garfield Achievement Headlines

The figures below are the data from 2018-19.

Due to the Coronavirus pandemic, this was the last year that the Government carried out statutory assessments.

Overall, the data shows that pupils at Garfield make good progress from low starting points.

Garfield Achievement Headlines 2018-19 (Updated 1st November 2019)

Here are our results for the end of foundation stage, year 1 Phonics Screening Check, the end of key stage 1 SATs in year 2 and the end of key stage 2 SATs in year 6.

Early Years Foundation Stage – Reception

Attainment / Progress in Early Years

  • There is good attainment and progress in reception at Garfield.
  • From low starting points, pupils in reception have attained just below national (2018) for Good Score (Prime areas including Literacy and Maths).

KS1 attainment – Year 1 Phonics test

  • 80% of children at Garfield passed the test. This is just below the national figure of 82% for 2019.

End of KS1 attainment – Year 2

  • Figures are below national averages for 2019 in reading, writing and maths.
  • High pupil mobility affected attainment. The figures for non-transient pupil attainment (children present at Garfield throughout years 1 and 2) shows higher attainment for this group and figures closer to national averages for 2019.

End of KS2 attainment – Year 6

  • Attainment in 2019 is above national figures (2019) in maths, in-line in SPAG and below in reading, writing and combined.
  • Impact of new arrivals is significant and high pupil mobility impacted on attainment – analysis of non-transient pupil attainment (children present at GPS from the beginning of reception to year 6) shows higher attainment for this group in most areas and figures above or broadly in-line with national averages.
  • Progress figures (value added) are calculated to show the progress children make from key stage one (7 years old) to the end of key stage two (11 years old).
  • Any positive figure (above zero) indicates children made more than average progress compared to other schools nationally. 
  • Provisional progress figures from KS1 to KS2 (for 45 ‘matched’ children who have a KS1 and a KS2 score) were well above national average in maths and in-line with national averages for reading and writing.
  • The value added progress figures can also be calculated including 12 (non-matched) children, who arrived in KS2 without a KS1 score.
  • The KS1 score of these children is estimated using in-school data.
  • Calculation using this method increases the value added figures so that progress in writing and maths is significantly above national averages and progress is also above national in reading.    



 

David Newson – Assistant Head (Assessment)

November 2019

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