Exam and Assessment Results

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Standards- 2016/2017 Academic Year

Standards at Year 6 (11 year olds, end of Key Stage 2)

Subject School % Expected Level / Greater Depth National % Expected Level/ Greater Depth Standardised Score This School  Standardised Score National 
Reading 91% / 36% 71% 106.6 104
Writing 73% / 36% 76% n/a n/a
GPS* 73% / 36% 77% 105 106
Maths 64% / 18% 75% 104 104

*GPS- Grammar, Punctuation and Spelling 

% of Pupils Achieving the Expected Standard in Reading, Writing and Mathematics Combined:

School- 64%

National- 61%

Average Progress Scores

Reading- +1.9

Writing- -2.5

Mathematics- -1.6  

Standards at Year 2 (7 year olds, end of Key Stage 1) 

Subect % Working at the Expected Standard- This School % Working at the Expected Standard- National
Reading  80% 75%
Writing  70% 68%
Mathematics  90% 75%

Year 1 Phonics Check (6 year olds, end of Year 1) 

% achieving the expected standard in 2017:

This School: 100%

National: 81% (2016 figures)

Early Years Foundation Stage 

% of children achieving a Good Level of Development (GLD): 

This School: 100%

National: 69% (2016 figures)

Click here to visit the Department for Education Performance Tables website.

At Sicklinghall we recognise the importance of learning that is both meaningful and memorable. We know that it is essential to make connections between different subjects and to link learning, so that children see a purpose for the learning in each lesson. As a result, we have introduced ‘Contexts for Learning’ across the whole school to teach the Foundation subjects in particular. This means that learning is planned so that every subject is linked to an overall theme, the Context e.g. The Tudors or Space or Our Healthy Bodies. This way of working encourages ownership and develops children’s independence; it also means that everything we do has a purpose, so we can celebrate the children’s work in meaningful ways.  It is an exciting and challenging innovation and one that all our children (and staff) enjoy.

Effective learning is our overall term for the ways in which we teach and children learn at Sicklinghall, through active participation, discussion and hands-on experiences. Effective learning encourages independence, motivation, problem solving, reflection, resilience, resourcefulness, social skills, enjoyment in learning and thus, lifelong learners.

Good health is important to an effective brain

we will provide frequent and easy access to water.

we will promote a healthy diet.

we will encourage children to eat fruit.

we will teach children about healthy living.

Learning is about making connections

we will show children the connections between what they are learning now with what they have already learned.

wherever possible, we will relate what we teach to children’s own experience.

Relaxed alertness, not stress, is the best state for learning

we will work to develop children’s self-esteem.

we will promote learning through positive encouragement.

we will develop social interaction, in a friendly and collaborative classroom.

Children need to see the big picture

we will start each unit of work with an overview of what children will be learning and doing.

we will begin each lesson by showing how their work fits into this big picture.

Each child has a range of intelligences

we will identify all children as intelligent, finding their areas of strength.

we will provide a broad curriculum so all children will be able to develop their own strengths.

Teaching will be planned to address children’s different learning styles

we will provide a range of learning and teaching styles for all children.

we will encourage and enable children to demonstrate learning in a variety of ways e.g. drama, role-play, discussion, diagrams, charts, lists, maps, dance, debate, as well as the more traditional forms of recording. 

“Teachers know the children well and forge strong working relationships with them based on respect and patient understanding.

Pupils are expected to work hard and rarely disappoint with their response.

The very skilful use of questioning makes pupils think deeply and give extended answers.” (OFSTED 2014)

Without doubt, league tables, statutory assessments and national curriculum levels are important to both parents and schools. Such information provides an indicator to parents and inspectors as to how the school is doing within the context of national and local averages. Whilst we recognise this importance, we nevertheless strive to see each child as an individual rather than merely a number on a mark sheet.

Our assessment procedures, from entry into school to a child’s final term in Y6, focus on what the child can do now and what s/he needs to do in order to take the next step. The small size of our school enables all staff to know each pupil individually as a person and as a learner.

The information on the following page details how pupils achieve in Y2 and Y6 (the year groups in which statutory assessments are carried out) with comparisons between our school, the local authority and schools nationally.