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Reminder**** September 2022 admissions for new Reception children is now open. Please contact the school office to arrange a visit to school******Gilthill Primary School, Gilt Hill, Kimberley, Nottinghamshire, NG16 2GZ. 0115 9190611. office@gilthillprimary.org 'We aim to inspire today's children to embrace tomorrow's challenges.'
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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 combined61%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 combined67%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 Reading74%87%80%73%
% of pupils achieving a high standard in Reading27%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 Mathematics70%74%73%79%
% of pupils achieving a high standard in mathematics23%26%27%27%
% of pupils achieving the expected standard in Grammar, Punctuation and Spelling80%N/A

 

73%

 

79%
% of pupils achieving the high standard in Grammar, Punctuation and Spelling43%N/A40%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 2019National 2019
% of pupils achieving the expected standard in Reading80%73%75%
% of pupils achieving a high standard in Reading13%26%25%
% of pupils achieving the expected standard in Writing67%67%69%
% of pupils working at greater depth in writing3%7%15%
% of pupils achieving the expected standard in Mathematics80%77%76%
% of pupils achieving a high standard in mathematics7%10%22%
% of pupils achieving the expected standard in reading, writing & mathematics combined73%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 Development63%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 183%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 2100%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.

 

 

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