Gilthill Primary School
Achievement
End of Year Assessment Data 2020 21
| Historical End of Key Stage Two Attainment | Gilthill 2020 | Gilthill 2021 | Gilthill 2022 | National
|
| % of pupils who achieved the expected in Reading, Writing and Mathematics combined | 61% | 70% | ||
| % of pupils who achieved a high score in Reading, Writing and Mathematics combined. | 23% | 10% |
The Year 6 cohort did not take the SAT tests in 2021due to school closure during the COVID 19 Pandemic. Results in 2021are based on teacher assessment.
| Historical End of Key Stage Two Attainment | Gilthill 2017 | Gilthill 2018 | Gilthill 2019 | National 2019 |
| % of pupils who achieved the expected in Reading, Writing and Mathematics combined | 67% | 60% | 67% | 65% |
| % of pupils who achieved a high score in Reading, Writing and Mathematics combined. | 7% | 10% | 7% | 20% |
School Performance Data
You can see that latest performance data for Gilthill Primary School on the Department for Education website.
End of Key Stage Two Assessment Data. (Due to the COVID 19 Pandemic all results from 2020 and 2021 are based on teacher assessments).
Attainment 2020 based on teacher assessments
Gilthill 2019 | Gilthill 2020 | Gilthill 2021 | National 2019 | |
| % of pupils achieving the expected standard in Reading | 74% | 87% | 80% | 73% |
| % of pupils achieving a high standard in Reading | 27% | 22% | 27% | 27% |
| % of pupils achieving the expected standard in Writing (Teacher Assessment) | 83% | 70% | 73% | 78% |
| % of pupils working at greater depth within the expected standard in writing (Teacher Assessment) | 7% | 17% | 10% | 20% |
| % of pupils achieving the expected standard in Mathematics | 70% | 74% | 73% | 79% |
| % of pupils achieving a high standard in mathematics | 23% | 26% | 27% | 27% |
| % of pupils achieving the expected standard in Grammar, Punctuation and Spelling | 80% | N/A |
73%
| 79% |
| % of pupils achieving the high standard in Grammar, Punctuation and Spelling | 43% | N/A | 40% | 36% |
End of Key Stage Assessments 2019
We are very proud of the hard work and determination each and every one of our pupils puts in every day to achieve their best. Once again this year our results at KS2 are particularly pleasing for both attainment and progress.
End of Key Stage Two Assessment Data 2018 – 2019
Attainment
|
Gilthill 2018 |
Gilthill 2019 |
National 2019 | |
| % of pupils achieving the expected standard in Reading | 77% | 74% | 73% |
| % of pupils achieving a high standard in Reading | 33% | 27% | 27% |
| % of pupils achieving the expected standard in Writing (Teacher Assessment) | 77% | 83% | 78% |
| % of pupils working at greater depth within the expected standard in writing (Teacher Assessment) | 13% | 7% | 20% |
| % of pupils achieving the expected standard in Mathematics | 87% | 70% | 79% |
| % of pupils achieving a high standard in mathematics | 43% | 23% | 27% |
| % of pupils achieving the expected standard in Grammar, Punctuation and Spelling | 93% | 80% | 79% |
| % of pupils achieving the high standard in Grammar, Punctuation and Spelling | 50% | 43% | 36% |
Results from KS2 SATs are now issued as scaled scores where 100 is an indicator of the pass mark
NB: Attainment of Reading, Writing and Maths (combined) is not directly comparable to previous years because of changes to the writing teacher assessment frameworks
Average Scaled Scores
|
Gilthill 2019 |
National 2019 |
|
| Reading | 104 | 104 |
| Maths | 104 | 104 |
| Grammar, Punctuation and Spelling | 103 | 106 |
Progress Measures: KS1 to KS2
| Gilthill | National Floor Targets | |
| Reading | 2.18 | |
| Writing | 2.09 | |
| Maths | 1.98 |
End of Key Stage One Teacher Assessment Data 2018-2019
Attainment
| Number of children in Cohort: 30 | Gilthill 2018 | Gilthill 2019 | National 2019 |
| % of pupils achieving the expected standard in Reading | 80% | 73% | 75% |
| % of pupils achieving a high standard in Reading | 13% | 26% | 25% |
| % of pupils achieving the expected standard in Writing | 67% | 67% | 69% |
| % of pupils working at greater depth in writing | 3% | 7% | 15% |
| % of pupils achieving the expected standard in Mathematics | 80% | 77% | 76% |
| % of pupils achieving a high standard in mathematics | 7% | 10% | 22% |
| % of pupils achieving the expected standard in reading, writing & mathematics combined | 73% | 67% | % |
NB: Attainment of Reading, Writing and Maths (combined) is not directly comparable to previous years because of changes to the writing teacher assessment frameworks.
End of EYFS Assessment Data 2018-2019
| Number of children in cohort: 30 | Gilthill 2018 | Gilthill 2019 | National 2019 |
| % of pupils who achieved a Good Level of Development | 63% | 60% | 71% |
| Number of children in cohort: 30 – Year 1 2019 | Gilthill 2018 | Gilthill 2019 | National 2019 |
| % of pupils who achieved a pass in the Phonics test in Year 1 | 83% | 77% | % |
| Number of children in cohort: 30 – Year 2 2019 | Gilthill 2018 | Gilthill 2019 | National 2019 |
| % of pupils who achieved a pass in the Phonics retake in Year 2 | 100% | 97% | % |
‘Teaching is consistently good and sometimes outstanding. Teachers provide interesting and stimulating lessons that motivate pupils. Relationships between staff and pupils are close and productive and learning is purposeful and enjoyable’
OFSTED
Teachers take into account research into how our brains work to try and make children effective learners. Children have preferred learning styles – some are visual learners, some auditory learners and some kinaesthetic learners. Most are a mixture of all three with perhaps one style more dominant. This means that some children remember things more effectively if they see them, some if they hear them and some if they do them. Teachers make every attempt to cater for all these learning styles during their teaching.
We allow the children to have sports bottles filled with water accessible to them throughout the day. Research has shown that lubricated brains work more efficiently than dehydrated ones. We encourage all the children to keep physically fit. All the KS 2 children run a mile twice a week.
It is very important that children have good levels of self-esteem. We try to instill a sense of enjoyment in our teaching, building in challenge, support and success to make them into confident learners.