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EYFS and KS1 Test Results 2017
|EYFS-Good Level of Development||Rangeworthy Primary School
|Year 1 phonics||86%||81%|
|Year 2 phonics retakes||50%||64%|
KS2 Test Results 2017
Rangeworthy is a very small school and the number of children in each year group is correspondingly small. For this reason, our results vary significantly from year to year.
Children achieving expected standard
|Reading||Writing||Maths||Grammar, punctuation, spelling|
|Rangeworthy Primary School||100%||82%||91%||91%|
|Compared with national||71%||76%||75%||77%|
KS2 Progress to expected standard
|Children achieving below level 2 at KS1
(N.B. this cohort is 1 child)
Children achieving a higher standard at KS2
|% Achieving higher standard||18%||9%||36%||18%|
Average test scores
|Scaled Score||Scaled Score|
Key Principles underpinning Assessment
These principles underpin our school’s Assessment policy on how we will assess all children throughout their school career. Staff CPD training will be at the heart of this process.
- It provides clear evidence of children’s progress across year groups;
- It provides accurate information on children’s progress and determine whether our assessment system is fit for purpose
We believe that:
- Assessment is at the heart of teaching and learning: it provides evidence to guide teaching and learning; the opportunity for pupils to demonstrate and review their progress.
- Assessment is fair; inclusive of all abilities, purposeful and appropriate to the needs of the children, free from bias towards factors that are not relevant to what the assessment intends to address.
- Assessment is honest and the outcomes are used in ways that minimise undesirable effects; outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning and the judgements. These judgements are moderated by experienced professionals across the local authority in a shared approach to teaching and learning to ensure their accuracy.
- Assessment is ambitious, it places achievement in context against nationally standardised criteria and expected standards criteria and expected standards for which schools and school leaders are accountable. It embodies, through objective criteria, a pathway of progress and development, which supports transition, for every child. It sets high expectations for all learners.
- Assessment is appropriate; any assessment process should be clearly stated; conclusions regarding pupil achievement are valid (to age, task and to the desired feedback information); it should draw on a wide range of evidence to provide a complete picture of student achievement.; it should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
- Assessment is consistent; judgements formed according to common principles; results are readily understandable by third parties; results are capable of comparison with other schools, both locally and nationally.
- Assessment outcomes provide meaningful and understandable information for pupils in developing their learning; helps parents in supporting children with their learning; supports teachers in planning teaching and learning; enable school leaders and governors in planning and allocating resources and tracking pupil progress.
- Assessment feedback should inspire greater effort and a belief that, through hard work and practice, good results can be achieved.
- At Rangeworthy, we are using ‘ARE’ (Age-related expectation) sheets to track the progress of pupils through the new curriculum and inform learning and teaching. The format in use is the same as many other schools in the local authority and our local cluster, an approach which we believe important to facilitate moderation and sharing of good practice.
- We expect children, on average, to achieve 25% of their ARE grid statements 3 times per year at the assessment points.
- A child will be judged to have met the expected level for their year group if they have achieved 75% of the ARE statements on the appropriate grid.