Skip to content ↓

Our Results

New - Accelerated Reader program 

After a summer pilot last year, Sandye Place Academy launched the highly successful Accelerated Reader program for monitoring and managing independent 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.

Please click here to see our Autumn term results.

English & Maths 2015/16 

2015/16 Results at Sandye Place Academy

Mathematics

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 levels of 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)

The test is computer based and marked externally. The test provides a Standard Age Score(SAS) which provides an accurate benchmark for progress tracking without National Curriculum levels. The national average SAS is 100.

Where pupils have taken a test in the previous year, progress information, i.e. whether the pupils have made below average, average or above average progress is also available. This is based on performance of pupils nationally.

Please see the Excel file below for the results.

Reading

Sandye Place Academy uses GL Assessment’s New Group Reading test (NGRT) 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 New Group Reading test (NGRT) monitor’s pupil’s reading and comprehension.

The test is made up of two parts:

  • sentence completion, which measures decoding with some element of comprehension
  • passage comprehension, which measures a range of comprehension skills of increasing difficulty. 

The first reading comprehension passage is based on the pupil’s performance in the sentence completion section. Pupils with weak reading will see the phonics test. This would include secondary age pupils with delayed reading.

The test provides a Standard Age Score (SAS) with a national benchmark, allowing pupil’s performance to be compared with other children of the same age, and track progress year-on-year.

Where pupils have taken a test in the previous year, progress information, i.e. whether the pupils have made below average, average or above average progress is also available. This is based on performance of pupils nationally.

Please see the Excel file below for the results.

Entry to Exit Progress in English & Maths

The file below shows the 2015/16 Age Expected Attainment for Reading & Maths for a year cohort through the years in the Academy.

SPA 2015/16 Reading & Maths Attainment across all years

SATS 2016 results 

The National Association of Head Teachers urges strong caution in the use of test data from primary schools in 2016. As a result of dramatic changes to the tests themselves and mistakes in their design, the data is not a reliable measure of school or pupil performance. It should not be compared to past years or to results in other schools. The government has also urged caution in the use of the results and have said that the 2016 results alone cannot be used for formal intervention in schools.

The government has alo released a guide for parents. Please note some of the 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.

https://www.gov.uk/government/publications/primary-school-progress-measures-information-for-schools-and-parents

To understand the new measures fully, please refer to the Primary School Accountability Technical Guide.

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/563176/Primary_school_accountability_in_2016_technical_guide.pdf

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

 31%

 Reading

 50%

 Grammar, Punctuation, Vocabulary & Spelling

 56%

 Mathematics 

 40%

 Writing

 80%

 Percentage of pupils achieving the high standard in

 Reading, Writing and Mathematics

 1%

 Reading

 7%

 Grammar, Punctuation, Vocabulary & Spelling

 14%

 Mathematics 

 5%

 Writing

 25%

 Progress Score

 Reading progress score

 -5.0

 Writing progress score

 +1.0

 Mathematics progress score

 -5.3

 Average scaled score per pupil in

 Reading

 99

 Grammar, Punctuation, Vocabulary and Spelling

 100

 Mathematics

 99

For previous years SATS results, please refer to the DfE performance tables.

https://www.compare-school-performance.service.gov.uk/school/136541