Attainment & Progress
Here you can find how well Delce Academy is performing as a School in relation to government strategy and targets set for the primary school sector.
It is important to note that there have been numerous changes to assessment procedures, leading to challenging circumstances and changes to assessment that Year 6 have had to work with and adapt to throughout the year. The content of the new National Curriculum is more challenging, and the expected standards in turn require a higher level of skills, application and understanding than the old 'level' system. Since the new curriculum is only in its second academic year, these standards have been additionally challenging for the first cohort of pupils to be assessed under the new system and this is reflected in the results nationally. The Year 6 children worked very hard and proud of the positive commitment our children have demonstrated in their learning.
|Working at the expected standard||Working at Greater Depth||Average Scaled Score||Progress|
|Reading||52% (Nat 66%)||13% (Nat 19%)||100.4||-2.07|
|Maths||55% (Nat 70%)||10% (Nat 17%)||100.7||-2.23|
|Writing||75% (Nat 74%)||25% (Nat 15%)||N/A||+1.33|
|Combined||36% (Nat 53%)||7% (Nat 5%)||N/A||N/A|
Please note that no national target is currently set for Science at Key Stage 2.
You can access the full attainment results at Key Stage 2 for Delce by clicking here. This information is provided by the Department of Education.
The National Curriculum Online web site provides more detailed information about each subject area, statutory guidelines, attainment targets and the description of the levels against which attainment is measured.
From DfE: National Assessments at key stage 2 in England 2016 (SFR 39/2016)
p12) “Advice in comparability over time
Children sitting key stage tests in 2016 were the first to be taught and assessed under the new national curriculum. The expected standard has been raised and the accountability framework for schools has also changed. These changes mean that the expected standard this year is higher and not comparable with the expected standard used in previous year’s statistics. It would therefore be incorrect and misleading to make direct comparisons showing changes over time.
For example it is wrong to say that ‘the percentage of pupils fell…..’”
p5) Attainment at the expected standards in the reading and mathematics teacher assessments are considerably higher than attainment in the tests of those subjects…..This may be due to pupils performing less well on the tests s they were unfamiliar with them. In addition, the teacher assessment framework was new in 2016 and teachers may need more time to become fully confident in using it. We may see the test and teacher assessment percentages move closer to each other in the coming years but do not expect them to agree exactly.