School Performance Information

We are  proud of the achievements of our pupils. 

This page shows our 2018 Key Stage 2 SATS Scores.

2018 Key Stage 2 Scores

Reading % of pupils at or above National Expectations: 90% Greater Depth 45%
National average 75%

Writing % of pupils at or above National Expectations: 90% Greater Depth 25%
National Average 78%

Maths % of pupils at or above National Expectations: 75% Greater Depth 20%
National Average 76%

Our combined score for Reading, Writing and Maths was 75%

This was above the National Average of 64%

Scaled Scores  – All Above National 2018
Reading 108 (National 105)
Grammar 107 (National 106)
Maths 106 (National 104)

To see how we compare with other schools, both locally and nationally, click on the Department for Education School Performance tables link below:

Click here to compare our performance with schools nationally.

Maths continues to be a whole school development focus and  a range of things are in place to ensure better outcomes for children moving forward. Please do come and talk to us about these so we can share the progress the school is making on addressing our priorities. 

The Purpose of Assessment

The purpose of assessment at Coldfair Green is to provide information:

  • For children to demonstrate what they know, understand and can do in their work.
  • To help children understand how well they are doing and what they need to do next to improve their work.
  • To allow teachers to plan work that accurately reflects the needs of each child.
  • To track the attainment and progress of individual pupils, groups and cohorts of pupils and thus inform future planning.
  • To provide the pupils’ next teacher with information which will ensure smooth transition and promote continuity and progression across the school.
  • To provide receiving schools with information to ensure the child’s swift transfer and continuous progress.
  • To provide the headteacher with information which allows them to monitor and make judgements about the effectiveness of the school and identify strengths and weaknesses in the curriculum and to utilise this information to inform school improvement planning.
  • To provide key stage leaders with information which allows them to monitor and make judgements about the effectiveness of practice within their key stage.
  • To provide subject leaders with information which allows them to monitor and make judgements about the effectiveness of practice within their subject area.
  • To provide governors with information on the school’s performance to aid their monitoring procedures.
  • To provide regular information for parents to enable them to support their child’s learning.
  • To provide parents with information about the performance of the school.
  • To provide staff with evidence of pupil progress and identify intervention strategies to be deployed.

Ongoing Formative Assessment

We believe that thorough assessment procedures are essential for informing the next stages of planning and helping children to know what they have to do to make progress. We endeavour to achieve this by:

  • Informing pupils of the learning objectives and criteria for demonstrating success in each lesson.
  • Questioning throughout the lesson in order to judge pupil understanding.
  • Observations – often by Teaching Assistants either focused or interactive.
  • Providing regular opportunities to review learning against the success criteria throughout the lesson.
  • Involving the children in peer and self assessment by setting pupil targets and success criteria which help them to assess their own progress and the progress of their peers within lessons and over longer periods of time.
  • Planned assessment against learning objectives in medium/short term planning.
  • Displays which celebrate achievement and progress.
  • Feeding back to pupils on an ongoing basis both verbally and in writing matched to the age and the individual needs of the pupil
  • Focused marking using learning objectives and success criteria.
  • Sampling pupils’ work.
  • Carrying out diagnostic assessments e.g. using assessment grids like the Criterion Scale or analysis of tests to identify the gaps in learning.
  • Using assessments and feedback from marking to inform the next stages of learning and planning

Equal Opportunities

Equality of opportunity is a fundamental right for all children regardless of race, culture, gender or special educational needs.  We  recognise that every child has equal opportunities:

We have high expectations of all pupils and of all groups of pupils

  • We carry out data analysis of pupil performance identifying areas of development for all pupils and groups of pupils, comparing their progress with national expectations and are committed to taking action where underachievement is identified
  • We recognise and value all forms of achievement

For further information regarding assessment please see our Assessment Policy.

Link for Parents for Statutory National Curriculum Assessments 2019