The percentage of pupils at national expectations starting in the Academy has been low as can be seen from the entry results. For example, only 48% of Year 5 pupils starting in 2016 were at national expectation for Maths. However, as pupils move through the years at the Academy, a greater percentage of pupils are at expected standard.
New - Accelerated Reader program
After a summer pilot in July 2016, Sandye Place Academy launched the highly successful Accelerated Reader program for monitoring and managing targeted reading practice and motivating our pupils to read for pleasure. Alongside this, Sandye Place Academy uses STAR (Standardised Test for the Assessment of Reading) assessments to give accurate data about what our students know and what they are ready to learn next, informing our planning and teaching.
After a successful full year of implemention in 2016/17, all years have made very good progress, especially Year 5 who have made exceptional progress with 71% achieving standard.
Sandye Place Academy uses GL Assessment’s Progress test in Maths at the end of an academic year to test attainment and progress. Year 5s also undertake a test in September to benchmark entry into the Academy.
The Progress Test Series is designed for use year on year, supporting teachers in identifying current attainment against the national average, and tracking their pupils’ progress.
The Progress Test in Maths (PTM) is a standardised assessment of pupils’ mathematical skills and knowledge. PTM assesses two dimensions of maths learning:
- mathematical content knowledge based on the new National Curriculum(Curriculum Content Category)
- Understanding and applying mathematical processes through reasoning and problem solving (Process Category)
All years have made very good progress, especially Year 5 who have made exceptional progress with 74% achieving standard.
|Progress Test in Maths (PTM)|
|Year 6||38%||50%||SATS 57%|
SATS 2017 results
Our SATS 2017 results saw a pleasing improvement in Reading & Maths attainment and progress score compared to 2016 results.
Please note progress score measures are from KS1 results. As a middle school, we are not responsible for lower KS2 and only receive pupils in Year 5. Therefore, the progress measure may not truly reflect the progress pupils have made in the Academy during upper KS2.
To understand the new measures fully, please refer to the Primary School Accountability Technical Guide.
You can access the latest DfE performance tables for Sandye Place Academy by clicking here.
Percentage of pupils achieving the expected standard in
|Reading, Writing and Mathematics||20%*||31%|
|Grammar, Punctuation, Vocabulary & Spelling||53%||56%|
*Writing is teacher assessed and not test based. Teacher assessment is based on a broad range of evidence from across the curriculum and knowledge of how a pupil has performed over time and in a variety of contexts. It is carried out as part of teaching and learning.The Writing criteria in 2017 changed from a previously understood 'best fit' to 'must meet all' and hence the drop in results. The Academy has prioritised Writing across the curriculum for this academic year to drive up standards.
Percentage of pupils achieving the high standard in
|Reading, Writing and Mathematics||0%||1%|
|Grammar, Punctuation, Vocabulary & Spelling||13%||14%|
Progress Scores from KS1 (middle school accountable for last 2 years of KS2)
|Reading progress score||-4.3||-5.0|
|Writing progress score||-14.3||+1.0|
|Mathematics progress score||-4.9||-5.3|
Average scaled score per pupil in
|Grammar, Punctuation, Vocabulary and Spelling||100||100|
For previous years SATS results, please refer to the DfE performance tables.