Data & Assessment
‘Good examination results in and of themselves don’t always mean that the pupil received rich and full knowledge from the curriculum. In the worst cases, teaching to the test, rather than teaching the full curriculum, leaves a pupil with a hollowed out and flimsy understanding.’
Amanda Spielman
Ofsted Chief Inspector
At Risby CEVC Primary School we are passionate about ensuring our children receive a rich education and, whilst we obviously understand the importance of reading, writing and mathematics, we do not believe our focus should simply be on teaching to the test. If children are given a broad and balanced education; if we know every child in our care and support every child in their learning; if we engage our children in their learning and build lifelong learners, who are eager and curious to discover more about the world around them – then our results will reflect this.
In the academic year 2020-2021, the COVID-19 pandemic meant that there was no statutory assessment in primary schools at the end of Key Stage 1 and Key Stage 2. However, in order that we could identify gaps in the children's learning and measure the impact that the pandemic had had on the children's learning, we felt it was important that we measured the children's progress across a year that saw many of the children working remotely from January-April and that we assessed attainment at the end of the academic year, in order that we had a baseline assessment from which to build in September 2021.
The Subject Leaders for English Reading; English Writing and Mathematics identified priority learning objectives for each subject, within each year group, and children were assessed against these objectives.
Early Years Foundation Stage
30 pupils
In relation to the prioritised objectives:
- Reading: 97% of pupils were working at age-related expectations.
- Writing: 70% of pupils were working at age-related expectations.
- Mathematics: 80% of pupils were working at age-related expectations.
Writing was identified as needing to be a key focus in academic year 2021-2022 and, as the children had missed a significant amount of their EYFS experience (half a term of Nursery/pre-school and a term of Reception), Catch Up Grant was allocated to providing additional support for the children in Year 1.
Key Stage One
Year 1
30 pupils
In relation to the prioritised objectives:
- Reading: 80% of pupils were working at age-related expectations.
- Writing: 73% of pupils were working at age-related expectations.
- Mathematics: 80% of pupils were working at age-related expectations
Year 2
29 pupils
In relation to the prioritised objectives:
- Reading: 79% of pupils were working at age-related expectations.
- Writing: 72% of pupils were working at age-related expectations.
- Mathematics: 72% of pupils were working at age-related expectations.
Key Stage Two
Year 3
30 pupils
In relation to the prioritised objectives:
- Reading: 83% of pupils were working at age-related expectations.
- Writing: 73% of pupils were working at age-related expectations.
- Mathematics: 80% of pupils were working at age-related expectations
Year 4
30 pupils
In relation to the prioritised objectives:
- Reading: 90% of pupils were working at age-related expectations.
- Writing: 63% of pupils were working at age-related expectations.
- Mathematics: 73% of pupils were working at age-related expectations.
Year 5
24 pupils
In relation to the prioritised objectives:
- Reading: 87% of pupils were working at age-related expectations.
- Writing: 67% of pupils were working at age-related expectations.
- Mathematics: 71% of pupils were working at age-related expectations
Year 6
24 pupils
In relation to the prioritised objectives:
- Reading: 76% of pupils were working at age-related expectations.
- Writing: 58% of pupils were working at age-related expectations.
- Mathematics: 71% of pupils were working at age-related expectations
To view the last full DFE report on the school's performance, please click on the link below: