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At Brontë House School we regularly assess children’s progress and carefully track their results to inform our teaching and to help us identify any issues such as specific learning difficulties. In addition to many informal tests, we use formal standardised tests to assess progress in maths, reading and writing.
These tests have been nationally standardised using thousands of children so that they give accurate results. The tests take place in the Autumn Term (using the New Group Reading Test) and in May using the GL Assessment’s Progress Tests in English and Maths. The average school results for these tests are shown below. The results are expressed as National Percentile Ranks (NPR) which show achievement relative to the national average. A NPR of 50 equates to the national average. Scores above 50 are above the national average. A score of 74, for example, indicates that, on average, the children in our school are scoring in the top 26% nationally.
|Year||Average NPR English|
|Average NPR Reading|
|Average NPR Maths
The progress made by individual children is shown below. This compares the National Percentile Ranks in the above tests of children who were in our school during both academic years 2015-2016 and 2016-2017. If, on average, children have made nationally expected progress, then the average National Percentile Rank would be expected to remain the same and so the change would be shown as “0”. If the children have made less than expected progress, then the change would be negative. Conversely, a positive score shows that children in our school are progressing faster than the nationally expected rate of progress.
|Years||Change in school average|
NPR in English
|Change in school average|
NPR in Reading
|Change in school average
NPR in Maths
(above expected progress)
(well above expected progress)
(above expected progress)
Results of Early Years Foundation Stage (EYFS)
Children in the Early Years are assessed using the Early Years Foundation Stage Profile. There are 17 Early Learning Goals and at the end of the Reception Year the children’s achievement in relation to each of these goals is reported to parents and to the Local Authority. Children are said to have reached a “Good Level of Development (GLD)” if they have achieved at least the expected level within the following areas of learning: communication and language; physical development; personal, social and emotional development; literacy; and mathematics. The following table shows the percentage of children in our school who have achieved a “Good Level of Development”:
|Years||Bronte House School||National Average||Leeds Local Authority|