Please find below our most recent Ofsted reports and relevant information from the Department for Education Performance Tables. 
 

Our school vision talks about ensuring pupils have a “love of life itself”, to us one element of this comes through academic achievement and perseverance. We embrace the challenges of life and through determination show pupils and adults the joy that can be achieved from lifelong learning.

It is through pupils achieving their full potential academically that they will be more able to live the message of Mathew-28, to travel widely and to have a wider positive social impact.
 

In order for us to fully enable  “EVERYONE (to) ENJOY THE FULL AND FREE LIBERTY OF THINKING FOR HIMSELF” (Wesley) we make sure that they have the academic skills needed for the next stage of their  education. 

Our assessments across the school in 2021-22 were well above national average in all areas, the document below demonstrates this:

The government will not publish KS2 school level data for the 2021 to 2022 academic year. They have archived data from the 2018 to 2019 academic year because they recognise that the data from that year may no longer reflect current performance.

In 2020 -21 pupils did not take official SATs papers or national tests due to the disruption to their education from Covid 19, however at school we still assessed our pupils using a previous paper and using SATs conditions in order to see the level of impact Covid had had on their learning. due to high quality remote teaching the pupils at The vine achieved above national average in 20-21, despite the pandemic. 

Follow the link below for the 2018 / 2019 results

Assessment

Teacher assessment is an essential part of the National Curriculum assessment arrangements. Results of teacher assessment are recorded alongside test results. Teacher assessment is a continuous process covering the full range of a pupil's learning. Assessments are made against the age-related performance descriptors in the National Curriculum. The National Curriculum is a mastery and coverage curriculum, so it is expected that the vast majority of pupils will achieve all of the descriptors for their particular year group by the end of the year.

Formative Assessment

We believe that the ongoing feedback pupils receive on a daily basis is the most constructive and instructive way of working together to improve performance. This is evident in the way staff offer feedback on pupils’ work to a specific focus offering ‘stars’ that indicate success and ‘signposts’ that show what to do next to improve.

Summative Assessment

There is a place in school for the more formal type of assessment; assessment that sums up knowledge and understanding at any given time in an individual’s education, such as the annual Mathematics or Reading tests that we use. The data from these tests is used by staff and governors to monitor the progress of pupils as they progress through the school. This data is used to support the decisions taken about the provision of additional support for those working both above and below age-related expectations.

The school uses NFER standardised tests each term to asses where our pupils sit against the average child. 

Standard Assessment Tasks (SATs)

Standard Assessment Tasks (SATs) are used to show what pupils have learnt and retained during the year. The tests help our teachers learn more about the strengths and weaknesses of what your child understands about a subject. It is important that children understand they are not going to 'pass' or 'fail' the tasks or tests - it will just show what they have learned and what they can do.
 

Phonics is screened in year 1 and levels of development (GLD) are assessed at the end of the reception year. 

What Progress Measures Mean

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 KS2 ( end of Year 6) to pupils in other schools with similar results at the end of KS1 ( end of Year 2).

If a school has a positive progress score it means that on average their pupils made more progress than pupils in other schools with similar results at the end of KS1. For example: a score of +3 in reading would mean that on average pupils at the school got 3 scaled score points more in the KS2 English reading test, compared to other pupils nationally with similar results at the end of KS1.

A negative score doesn’t mean a school has failed or pupils have made no progress. It means that on average their pupils have made less progress on the day of the test than pupils in other schools with similar results at the end of KS1, this may be due to pupils in the year group having very high results in KS1 or the school deciding not to focus all of its time on preparing pupils for narrow tests at the expense of other subjects or pupil wellbeing. For example, a score of -4 in maths would only mean that, on average, pupils at the school got 4 scaled points fewer in the KS2 maths test, compared to other pupils nationally with similar results at the end of KS1.