What do ks2 grades mean

It suggests some combination of the standards being generally higher and the new curriculum not yet being fully established — particularly as those taking the tests were only being taught the new curriculum for two of their four years at Key Stage 2.

The headline result is that 53 per cent of pupils in schools in England achieved the expected standard in all of reading, writing and mathematics in The proportion achieving Level 4b in for reaching, writing and mathematics was reported by the DfE as 69 per cent. Because writing is not broken down into sub-levels, the 69 per cent includes those who achieved a Level 4b in reading and maths, and who achieved a Level 4 in writing. Given the difficulty of comparing figures, and the fact that this is the first year of these assessments, it is difficult to say at this stage whether the new standards are consistent or not with the previous Level 4b, but the shift is of the expected magnitude.

Our Annual Report set a proposed goal for 85 per cent pupils to achieve what was a Level 4b by This would put us on track to ensure that the majority begin secondary school with the skills required to go on to succeed in their GCSEs, putting England among the highest performing developed countries by Now that we have new data on the implications of the changes to primary assessment, we will review and potentially adjust these goals.

Unsurprisingly, as the figure below shows, the reduction in the number of pupils achieving the overall respective benchmarks between and is reflected in changes in each of the subjects assessed. At the age of 11, when children left primary school, they were expected to have achieved at least a Level 4 in English, maths and science.

How are children awarded a grade in the no-levels primary grading system? In most schools teachers will use statements such as these to describe pupils' progress, as well as commenting on whether your child has made good progress over the year, giving details of curriculum areas where they have achieved well and areas that need more development and support.

Trial it for FREE today. Children now receive a scaled score instead of a level. Their raw score — the actual number of marks they accrue — will be translated into a scaled score; this helps to allow for differences in the difficulty of the tests from year to year so that pupils' results can be compared accurately. For KS1 SATs a score of means the child is working at the expected standard , a score below indicates that the child needs more support and a score of above suggests the child is working at a higher level than expected for their age.

The maximum score possible is , and the minimum is You will be told whether your child has reached the national standard in their KS1 SATs as part of their end-of-KS1 report, but won't be given their test scores unless you ask for them. Similarly, if the upper bound is below zero, then the school or group has made less than average progress. NB — The results of schools with small cohorts tend to have wider confidence intervals. Both the progress score and the confidence interval for a school should be taken into account when comparing with other schools or pupil groups.

Confidence intervals will be taken into account when determining whether a school is below the floor standard. Further information is available in annex A. Pupil level scaled and progress scores will also be made available to schools through RAISEonline in the autumn term. Schools will not be able to fully interpret their results until the autumn as the VA model will not be published before then and the following key pieces of information will also not be available until after the test results are released in summer For more details please see source document Primary School Accountability in Primary Floor Standard In our self-improving school system, most schools are committed to continually reviewing and evaluating their….

This content is blocked. Well, a simple example of progress would be our spelling test result again. They got one more right which is an obvious measure of progress from last week to this week. For progress this can then be trickier to work out. Achievement is a term used in school which takes into account both the attainment and progress of a pupil. For example, a child who has special educational needs could well have attainment far below that of their age-related peers. However when the school takes their progress into account they can see that they are catching up fast and therefore they are achieving better than expected when you compare their attainment with their progress.

Achievement is a way for schools, and individuals, to be recognised for their efforts and work towards a goal, even if the goal is not reached. So a school which has a lower than National Average attainment score for English Reading could have a very high progress measure.

Perhaps they have an intake of mostly pupils from disadvantaged backgrounds, for example, or a higher than average percentage of pupils joining the school late due to many children moving into and out of the area near a military base for example. So despite having low results overall in the SATs tests, this could represent faster progress than expected for those children. That is good attainment in Key Stage 1.

This is good attainment in Key Stage 2. This also shows average progress and expected achievement for this child. This represents good attainment for Key Stage 2. It also shows accelerated progress from Key Stage 1 to Key Stage 2 and therefore is an excellent achievement for this child.

Although their attainment is only average this is good progress for this child compared to their starting point so therefore still a very good achievement. They achieved below the expected standard in Key Stage 2 SATs but only missed the expected standard by 2 points. This is classed as below expected attainment.

However, due to them starting with no English at all and only being 2 points off the expected standard this is still a really good achievement for this child and does show good progress even though there is no official score. Although there are some changes which even teachers have to read up on from year to year with the national tests, the terminology of attainment, progress and achievement is always the same in schools.