Results
De Havilland Primary School Data Comparison 2022-2023
Compare School PerformaNce - De Havilland Primary School
Results 2022-2023
Early Years Foundation Stage
We are very proud of the percentage of children working at age related expectations in the core areas of learning. Our results from both this year and last exceed that of the most recent national standard.
|
2022 |
2023 | National (2023) | |
|
Percentage of children achieving a good level of development |
69% | 71% | 67% |
Year One Phonics check
Please find below the outcomes for children’s Phonics in Year One which have been above the national standard.
|
2022 |
2023 | National (2023) | |
|
Percentage of children achieving the standard |
80% | 78% | 79% |
Key Stage One School and National Data
Please find below our Key Stage One results from the last two years and how these compare with the national picture across England in 2023.
|
Subject |
Percentage of children achieving at least the Expected Standard |
||
| 2022 | 2023 |
National (2023) |
|
| English Reading | 78% | 61% | 68% |
| English Writing | 66% | 60% | 60% |
| Mathematics | 76% | 65% | 70% |
| Science | 81% | 74% | 79% |
|
Subject |
Percentage of children achieving Greater Depth |
||
| 2022 | 2023 | National (2023) | |
| English Reading | 12% | 24% | 19% |
| English Writing | 9% | 5% | 8% |
| Mathematics | 9% | 13% | 16% |
| Science | N/A | N/A | N/A |
Key Stage Two School and National Data
We are so incredibly proud of the continued upward trajectory our Key Stage Two results show. Please find below our Key Stage Two results from 2023 and how these compare with the results from previous years as well as the national picture across England in 2023.
|
Subject |
Percentage of children achieving at least the Expected Standard |
|||
| 2019 | 2022 |
2023 |
National (2023) |
|
| English Reading |
53% |
68% | 73% | 73% |
|
English grammar, punctuation and spelling |
63% | 68% | 76% | 72% |
|
Mathematics |
44% | 63% | 73% | 73% |
|
English writing (teacher Assessment) |
68% | 75% | 77% | 71% |
|
Science (teacher assessment) |
71% | 84% | 80% | 80% |
|
Reading, writing and mathematics combined |
39% | 51% | 62% | 60% |
We also have an increasing number of children achieving the greater depth standard across English reading, English grammar, punctuation and spelling, Mathematics and English writing. In 2023, our greater depth results exceeded the national standard in each subject area.
| Subject | Percentage of children achieving Greater Depth | |||
| 2019 | 2022 | 2023 | National (2023) | |
| English reading | 18% | 18% | 32% | 29% |
| English grammar, punctuation and spelling | 21% | 28% | 43% | 30% |
| Mathematics | 11% | 16% | 33% | 24% |
| English writing (teacher assessment) | 15% | 16% | 20% | 13% |
| Reading, writing and mathematics combined | 4% | 9% | 16% | 8% |
Progress at De Havilland
The table below shows the average progress score for reading, writing and maths.
Most schools will have progress scores between −5 and +5. If a school has a
progress score of 0 this means that on average their pupils achieved similar results
at the end of Key Stage Two to pupils in other schools with similar results at the end
of Key Stage One. If a school has a positive progress score this means that on
average their pupils made more progress than pupils in other schools with similar
results at the end of Key Stage One.
| 2019 | 2022 | 2023 | |
| Reading | -2.21 | 0.28 | 4.0 |
| Writing | -0.30 | 2.24 | 5.0 |
| Mathematics | -4.69 | -0.77 | 4.8 |
The progress measures aim to capture the progress that pupils make from the end of
Key Stage One to the end of primary school. They are a type of value-added
measure, which means that children’s results are compared to the actual
achievements of other pupils nationally with similar prior attainment.
A school’s progress scores in English reading, English writing and mathematics are
calculated as the average of its children’s subject progress scores. These scores
give an indication of whether, as a group, pupils in the school made above or below
average progress in a subject compared with pupils with similar starting points in other schools.
