Assessment & Pupil Outcomes

We are extremely proud of the fantastic pupil outcomes at Thomas’s Academy.

In 2017 our KS2 results were significantly above National levels in all subjects:

  • 100% of our KS2  pupils reached Age Related Expectations (ARE) Maths (Compared with 75% nationally)
  • 97% reached ARE in Reading (National = 71%) 
  • 97% reached ARE in Spelling and Grammar (National = 77%) 
  • 90% reached ARE in writing (National = 76%)

The percentages of children attaining higher standards were also above national averages in every subject.

In addition to this we are particularly proud that 100% of the disadvantaged pupils at Thomas’s Academy reached ARE in Writing, Maths, Spelling and Grammar.

The 2017 results place Thomas’s Academy in the top 8% of schools in the country for attainment, and in the top 4% of the country for progress.  

Please click here for a summary of our 2017 results.

At Thomas's Academy, it is understood that effective assessment enables staff to be better placed to teach children and therefore enable rapid progress. We currently measure children’s attainment and progress using Early Years scores, P-Scales, skills descriptors, levels and scaled scores. We engage in Assessment for Learning techniques to empower pupils, where appropriate, to be part of this process. Such techniques include providing pupils with opportunities to peer and self-assess their learning in relation to learning objectives set. Another method used to enable children to share responsibility for their learning is through the use of marking. Agreed marking conventions are used when providing written feedback to children in key stages 1 and 2 to ensure marking is useful. The conventions are shared with children at the start of the academic year then kept in class for further reference.  Children are also encouraged to use these conventions when providing written feedback.  

In Early Years, observations of children is the main assessment approach used to gain information on what children can do. This enables staff to effectively intervene and set up follow up tasks to move the children on in their learning. All children's progress and attainment in Early Years is moderated, monitored and analysed termly by the Early Years and Assessment Leaders. At the end of reception, children are assessed as to whether they have met good levels of development (GLD). 

In key stages 1 and 2, a range of on-going approaches are used within class are used to inform assessments which are moderated termly. All children’s progress and attainment in spoken language, reading, writing and maths is monitored and analysed termly to inform teaching further. Some key approaches used are observations, daily work tasks, conversations with pupils and tests such as the half termly phonics test and end of unit maths tests. 

In addition, pupils in Year 1 participate in a phonics screening where they are required to read words using their phonics. In Year 2 and Year 6, pupils take the statutory end of key stage tests and tasks.