Our Outcomes

Key Stage 1 – Headlines

Our results show that:

Reading: the percentage of West Wimbledon Primary School pupils who achieved the expected standard this year: is up 7% from our results in 2017, and 14% better than the national figures for 2017.
Writing: the percentage of West Wimbledon Primary School pupils who achieved the expected standard this year: is also up 7% from our results in 2017, and is 10% better than the national figures for 2017.
Maths: the percentage of West Wimbledon Primary School pupils who achieved the expected standard this year: is up 2% from our results in 2017, and 8% better than the national figures for 2017.
Reading, Writing and Maths: the percentage of West Wimbledon Primary School pupils who achieved the expected standard this year: is up 8% on our results in 2017, and 10% better than the national figures for 2017.

Key Stage 2 – Headlines

Our results show that:

Reading: 88% of the West Wimbledon Primary School cohort achieved the expected standard: 13% points more than this year’s national figure and 25% points above last year’s school results;
Writing: 78% of the West Wimbledon Primary School cohort achieved the expected standard: now the same as this year’s national figure and 13% points above last year’s school results;
Maths: 82% of the West Wimbledon Primary School cohort achieved the expected standard: 6% points more than this year’s national figure and 15% points above last year’s school results;
SPAG (English grammar, punctuation and spelling): 86% of the West Wimbledon Primary School cohort achieved the expected standard: 11% points more than this year’s national figure and 8% points above last year’s school results;
Reading, Writing and Maths (combined): 74% of the West Wimbledon Primary School cohort achieved the expected standard: 10% points more than this year’s national figure and 22% points above last year’s school results.

Full results of can be found here – https://www.gov.uk/school-performance-tables

Key Stage 1: Outcomes 2017

West Wimbledon Primary School is incredibly proud to be a truly inclusive school. Nowhere is this commitment more visible than through Treetops, our Base for autism, which we are proud to host within our School and whose learners we seek to integrate fully into the life of the school. Their achievements are our achievements, and vice versa.

Whilst learning is arranged differently in Treetops – with some children spending all their time in one of our dedicated, small classes, some supplementing their Treetops-based learning with structured time in mainstream and some working full-time in mainstream with support – all Treetops children are full and valued members of the school community, and are, of course, full members of the West Wimbledon Primary School role.

As a result, nationally published attainment figures for West Wimbledon Primary School at Key Stage 1 relate to the entire school roll, including those for Treetops children. What this can mean in a two-form entry primary school, such as ours, is that a year group comprising of 60 children might also include five Treetops learners. For many of those five children, attainment at nationally expected levels is unlikely either at the same time or at the same rate as their peers, hence the Education and Health Care plan that provided them with entry to Treetops.

Therefore, the School publishes attainment data both with and without Treetops children, in no sense to exclude those learners: but better to judge the progress and attainment of mainstream classes – which are quite rightly expected both to reach and, in many cases, exceed certain standards – and then for the entire cohort as a whole.

Key Stage 1 Outcomes 2017 This table includes all Year 2 age children, including the 5 learners in Treetops
Assessment area	Group	2016 Data	2017 Data
Key Stage 1 Reading	School: at expected standard	80%	78%
	School: at greater depth	34%	44%
	National	76%	*
	Pupil Premium	50%	56%
	SEND	14%	24%
	Education and Health Care Plan	100%	17%
Key Stage 1 Writing	School: at expected standard	64%	66%
	School: at greater depth	19%	6%
	National	66%	*
	Pupil Premium	50%	56%
	SEND	0%	18%
	Education and Health Care Plan	0%	17%
Key Stage 1 Maths	School: at expected standard	73%	76%
	School: at greater depth	20%	25%
	National	73%	*
	Pupil Premium	50%	56%
	SEND	13%	18%
	Education and Health Care Plan	100%	17%
Reading, writing and Maths (Combined)	School: at expected standard		72%
	School: at greater depth		N/A
	National		*
	Pupil Premium		44%
	SEND		0%
	Education and Health Care Plan		17%

Assessment area	Group	2016 Data	2017 Data
Year 1 Phonics screening	School: at expected standard	91%	76%
	National	81%	*
	Pupil Premium	83%	64%
	SEND	75%	10%
	Education and Health Care Plan	N/A	0%
Year 2 phonics retake	School: at expected standard	0%	56%
	National	67%	*
	Pupil Premium	0%	12%
	SEND	0%	11%
	Education and Health Care Plan	N/A	17%

Key Stage 1 Outcomes 2017 Those pupils working in mainstream classes for English and Maths
Assessment area	Group	2016 Data	2017 Data
Key Stage 1 Reading	School: at expected standard	80%	83%
	School: at greater depth	34%	47%
	National	76%	76%
	Pupil Premium	50%	56%
	SEND	14%	33%
	Education and Health Care Plan	100%	100%
Key Stage 1 Writing	School: at expected standard	64%	71%
	School: at greater depth	19%	7%
	National	66%	68%
	Pupil Premium	50%	56%
	SEND	0%	25%
	Education and Health Care Plan	0%	100%
Key Stage 1 Maths	School: at expected standard	73%	81%
	School: at greater depth	20%	27%
	National	73%	75%
	Pupil Premium	50%	56%
	SEND	13%	25%
	Education and Health Care Plan	100%	100%
Reading, writing and Maths (Combined)	School: at expected standard	N/A	66%
	School: at greater depth		5%
	National		*
	Pupil Premium		44%
	SEND		17%
	Education and Health Care Plan		100%
Year 1 Phonics screening	School: at expected standard	91%	82%
	National	81%
	Pupil Premium	83%	75%
	SEND	75%	20%
	Education and Health Care Plan	N/A	N/A
Year 2 phonics retake	School: at expected standard	0%	77%
	National	67%	*
	Pupil Premium	0%	67%
	SEND	0%	25%
	Education and Health Care Plan	N/A	N/A

Key Stage 2: Outcomes 2017

Key stage 2 cohort information	Number/%
Number of pupils eligible for KS2 assessment	52
Percentage of boys	52%
Percentage of girls	48%
Cohort KS1 average points score	15.1
Percentage of pupils with English as an additional language	38%
Percentage of pupils with SEN, and with statements or an EHC plan	6%
Percentage of pupils with SEN, but without statements or an EHC plan (SEN Support)	21%

Reading, writing and mathematics – attainment	School	National	Merton
Reading, writing and mathematics: Percentage of pupils achieving the expected standard	52%	61%	65%
Reading, writing and mathematics: Percentage of pupils achieving a high score	10%	9%	11%

Progress measures: KS1 to KS2	School
Reading progress score	-0.4
Percentage of eligible pupils included in the reading progress measure	90%
Writing progress score	-0.7
Percentage of eligible pupils included in the writing progress measure	90%
Mathematics progress score	-1.6
Percentage of eligible pupils included in the mathematics progress measure	90%

Individual subjects – attainment	School	National	Merton
Reading: Percentage of pupils achieving expected standard	63%	71%	75%
Reading: Percentage of pupils achieving a higher standard	23%	25%	29%
Writing: Percentage of pupils achieving expected standard	65%	77%	75%
Writing: Percentage of pupils working at greater depth within expected standard	17%	18%	18%
Mathematics: Percentage of pupils achieving expected standard	67%	75%	80%
Mathematics: Percentage of pupils achieving a higher standard	15%	23%	31%
Grammar, punctuation and spelling: Percentage of pupils achieving expected standard	75%	77%	82%
Grammar, punctuation and spelling: Percentage of pupils achieving a higher standard	27%	31%	40%

Average scaled score per pupil	School	National	Merton
Average scaled score in reading	103	104	105
Average scaled score in grammar, punctuation and spelling	106	106	108
Average scaled score in mathematics	102	104	106

Key Stage 1 and 2: Progress Measures

Primary Accountability Measures

The Government introduced progress measures, which are a type of value added score, to enable pupils’ results to be compared to the achievements of other pupils nationally, who had similar prior attainment. (In this context, the prior attainment refers to their Key Stage 1 results.)

So this new accountability relates to the progress from Key Stage 1 to Key Stage 2. The following steps build up the process:

Calculate a pupil’s average performance at Key Stage 1 across reading, writing and maths
Identify the pupil’s Key Stage 2 achievements, reading and maths it is the scaled scores. Writing gets allocated points based on the outcome of the teacher assessment.
Find the national average Key Stage 2 attainment (one for reading, writing and maths) for children with the same average performance at Key Stage 1 (step 1) in the DfE look up tables.
Calculate the pupil’s progress in each subject from the difference between their pupil’s Key Stage 2 achievements (step 2) and the average result of those in their prior attainment (step 3).

As an example: Simon received 102 in reading at Key Stage 2 and the average Key Stage 2 reading score for his prior attainment group was 101 – his progress score would be +1.

To create a school level progress score. We do this by adding together the progress scores of all the pupils who were in Year 6 and then dividing that by the number of pupils in that year group.
Repeat for each subject

To interpret these, progress scores will be centred or normalised at 0, with most schools within the range of -5 to +5.

A score of 0 means pupils in this school on average do about as well at Key Stage 2 as those with similar prior attainment nationally.
A positive score means pupils in this school on average do better at Key Stage 2 as those with similar prior attainment nationally.
A negative score means pupils in this school on average do worse at Key Stage 2 as those with similar prior attainment nationally.

A negative score does not mean that pupils did not make any progress, rather it means s/he made less progress than other pupils nationally with similar starting points.

For example, if a school has a maths score of -4 this would mean that on average pupils in this school achieved 4 scaled scores less than other pupils nationally with similar starting points. Further information is available in a parents’ leaflet, produced by the Government, following this link.

Primary floor standards in 2017

These nationally set floor standards were published on Thursday, 31 August 2017. The floor standard is the minimum standard for pupil attainment and / or progress that the government expects schools to meet. No school will be confirmed as being above or below the floor until December 2017 when schools’ performance tables are published.

To be above them, a school must meet either the attainment element or the progress element in all three subjects. The standards are:

At least 65% of pupils meet the expected standard in reading, writing and maths
A progress score of at least -5 in reading, -7 in writing and -5 in maths

To be above the floor, the school needs to meet either the attainment or all of the progress element.

Progress measures at West Wimbledon Primary School

The attainment and progress scores for West Wimbledon Primary School at Key Stage 2 in 2017 have been analysed and included within the tables which follow, in the light the publication of the floor standards.