As in previous years, Children in Year 2 upwards took part in National Curriculum Tests (sometimes called “SATS”) towards the end of the final term. These tests feature papers looking at three key areas – maths, reading and writing – and usually take about a week. Children complete various papers that look at a range of skills carefully linked to the UK National Curriculum. These are then marked and leveled accordingly and can be used to compare children from different schools across the United Kingdom (as well as those around the world offering a British education)

As well as allowing us to report to parents and identify topics within subjects where individuals may need extra support, the information in these tests can also help us identify strengths in our teaching and areas where we can improve. The results from the  2010-2011 academic year are below, along with a brief analysis of what they tell us.

Maths

In 2011, 95% of our students were at least at the level expected for children in the same year group in the UK. 49 % ‘exceeded’ the level expected in the UK and 14% ‘excelled’, achieving levels considerably above those expected in the UK. This is a slight improvement over previous years with the number meeting the expectations rising again (from 91% in 2010)

Writing

The Writing test is often seen as a ‘trickier’ test than the reading one – in the UK in 2009, only 67% of year 6 students achieved the expected level and 19% exceeded this. As such, our results this year are especially pleasing: 81% of our students were at least at the level expected – up 2% from 2010 – and 42% exceeded these expectations.

Reading

In 2010, 77% of our students were at least at the level expected. (In line with previous years: 76% in 2008 and 77% in 2009). However, 2011 has seen a sharp improvement, with the effects of a more structure reading programme beginning to be felt and 86% achieving at least the expected levels and more than half our students (54%) going beyond expectations. Given that these figures include all our students, including those for whom English is not a first language, these results are excellent.

What This Means

Whilst numbers like these can only tell part of the picture, the figures show that, across the board, we have continued to offer excellent teaching, with the vast majority of our students – regardless of background or level of English – working at least at the required level. They also demonstrate the success of our efforts in developing a more regular reading programme, incorporating the ‘reading diary’ into our homework programme and improving the range of levelled readers on offer.