Our Results

Important to Know

At Eden, children perform very highly in national tests and benefit from a rich, creative curriculum. Our aim is for children to leave Eden having achieved as well as they possibly could – and our test scores, well above national levels, bear this out.

League tables can be quite confusing, which is why we like to present our results to you here. There are some important points to be aware of.

Eden is a one form entry school where there are only a maximum of thirty children in each year group.  One child represents between 3 and 4%, depending on the exact number of children in the class.

In a small school that becomes very significant. Our data will be very different year to year. Numbers of children in the class whose first language is not English, numbers of children with Special Educational Needs, children who haven’t been at the school for very long – all these factors will vary year to year and will make a big difference to results.

In the Summer Term 2018 our results were moderated in the EYFS Key Stage One and Key Stage Two. This confirmed that moderation is effective in our school. Haringey Local authority commended the accuracy of our judgements and the standards achieved.

This year our School Improvement Partner agrees that our results are, in OFSTED terms, outstanding.

Standards in the Early Years Foundation Stage

We are delighted with the achievements of our youngest children at work and at play. The percentage of children in our Reception class achieving a good level of development (GLD) i.e. expected levels or better in maths, literacy and all primary goals is well above national levels. In addition, although our children enter the reception year already able in many ways, our progress measures are also high and reflect strong teaching.

Explanatory note

A ‘good level of development score’ (GLD) is assigned to pupils achieving expected outcomes in all the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and Mathematics and Literacy.

Three year comparison table

Key Stage One

Standards in Phonics

The percentages of our children who pass the Phonics Screening Test in Year 1 are well above national levels. Children retaking in Year 2 all pass the test, with the exception of some children with significant Special Educational Needs whose curriculum does not include phonics at that stage.

Three year comparison table

Explanatory note

The apparent dip in attainment in Year 1 2016/Year 2 2017 compared to the previous and following year can be accounted for by the unusually high number of children with significant Special Educational Needs in this group, for whom the Phonics Screening Test is educationally inappropriate at present.

Standards at the end of Key Stage One (SATs Results)

We are very proud of the achievements of our Key Stage One pupils whose results are significantly above national figures in all areas.

Explanatory note

Teachers base their assessments on the work from across the curriculum that children have done in class during Key Stage 1. They also take into account their performance in national tests in reading and mathematics when making their judgements. There is no test for writing or science.

The final assessment describes children as:

• Working towards the expected standard (WTS), or
• Working at the expected standard (EXS), or
• Working at a greater depth within the expected standard (GDS). There is no GDS in science.

Key Stage Two

Standards at the end of Key Stage Two (SATs Results)

This year sees our first Key Stage Two results since the school opened in 2011. Not only did we do well but we were first and second in Haringey for reading and writing. Our scores on the tests are some of the highest nationally, locally and amongst Jewish schools.

This year our score in the maths tests was lower than predicted, because of marginal results in the tests, and a lower score in maths affects the combined score. Four children came within one or two marks of the expected standard in the test. However their class work showed higher achievement and the teacher assessment of 97% is robustly accurate. This clearly shows that as a school we have more work to do in securing higher test scores for our children. Experience in the tests is clearly part of this but we also have a rigorous focus on maths this year across the school, not just in year six, and progress is already clear.

Explanatory note

Pupils take tests in reading, maths and grammar, punctuation and spelling (GPS) and receive a teacher assessment (TA) in reading, writing, maths and science. In the tests, pupils are expected to reach a “pass mark” of 100 out of 120 (a scaled score calculated from the tests).  This is the national expectation.  Those achieving beyond 110 on this scale are deemed to be working at the higher standard or “greater depth”.

The combined score represents the percentage of children who attained the standard in all three subjects. It is not an average of the three subject scores.

In the test for Grammar, Punctuation and Spelling, some scores were lower – but the writing outcomes show that our children have strong skills in GPS and can apply them well.

Links to more information on attainment and progress

For more information on progress and attainment at Eden Primary and how it compares to other schools, please visit the DfE schools’ performance website at: https://www.compare-school-performance.service.gov.uk/school/136808