Performance data

At the end of Key Stage 2 children are judged to be either working at the expected standard or not. Some children may be judged to be working above the expected standard.

The table below shows the percentage of children achieving the expected standard and the percentage achieving a ‘high’ level of attainment. A pupil awarded a scaled score of 100 or more has met the expected standard in each test.

EYFS:

Percentage of pupils achieving a good level of development: 61%

Phonics:

Percentage of pupils passing the year 1 phonics check: 82%
Percentage of pupils passing the year 2 phonics check: 50%

Key Stage 2 SATs Results 2023

Reading KS2 :

Expected standard – 65%
Greater depth – 23%

Writing KS2:

Expected standard – 72%
Greater depth – 21%

Maths KS2:

Expected standard – 77%
Greater depth – 21%

RWM Combined:

Expected standard – 58%
Greater depth – 2%

* For a pupil to achieve the expected standard in reading and maths they must achieve a scaled score of 100+ in the corresponding tests.

* For a pupil to be working at greater depth in reading and maths they must achieve a scaled score of 110+ in the corresponding tests.

The average scaled score at Dorchester Primary School for reading is 103

The average scaled score at Dorchester Primary School for maths is 103

* Average progress made in KS2

National average progress is always 0. Schools that make less progress receive a negative number rating, schools that make more progress receive a positive rating.

Average progress in reading: -1.2

Average progress in GPS: +0.7

Average progress in maths: -0.4

Further information:

“Leaders ensure that opportunities for pupils to apply their mathematical understanding are provided in the activities pupils
complete.”

Ofsted

“In the early years, mathematics is a high priority. Daily ‘carpet time’ is used to teach children
mathematical concepts”

Ofsted

“Pupils are clear about the school rules.”

Ofsted

“In other curriculum
areas, such as design technology (DT), the curriculum is improving rapidly.”

Ofsted

“In the short term, leaders have placed a greater focus on subjects such as
English and mathematics.”

Ofsted

“Leaders ensure there is a focus on developing pupils’ mathematical vocabulary.”

Ofsted

“Leaders have established ‘hive’ provision for pupils who need it. These well-resourced, intimate settings provide the intense support that a significant minority of pupils need.”

Ofsted

“The help that leaders provide for pupils with special educational needs and/or disabilities (SEND) is a strength of the school.”

Ofsted

“Knowledgeable and highly trained leaders ensure that pupils get the support they need to achieve.”

Ofsted

“Teachers provide lots of opportunities for pupils to rehearse and say the sounds they are learning aloud, which helps them to remember them.”

Ofsted

“Leaders have created an ambitious curriculum that sets out clearly what pupils should
learn and when.”

Ofsted

“In subjects such as history, teachers use assessment skilfully to find out what pupils know before they start to teach a new unit of work.”

Ofsted

“Leaders’ subject monitoring has led to a consistent and successful approach to the teaching of phonics across the early years and key stage 1.”

Ofsted

“Pupils now use mathematical vocabulary with accuracy.”

Ofsted

“Children are
taught to read as soon as they start in the early years.”

Ofsted

“Democratically elected roles, such as house captains and school councillors, enable pupils to contribute purposefully to school life.”

Ofsted

“Strong, cross-curricular links with subjects, such as science, give pupils the opportunity to apply their skills and
knowledge when making products.”

Ofsted

“Pupils feel that they are being listened to and that their views help leaders to improve the school.”

Ofsted

“As soon as children start school, leaders check their speech and language needs so that extra help can be provided, where it is required.”

Ofsted

“One pupil told inspectors that ‘teachers are really caring, we know if we ask for help, we will get it’.”

Ofsted

“Leaders have rightly reorganised their curriculum to make up for learning that has been
lost during the COVID-19”

Ofsted

“Pupils spoke with enthusiasm about the school garden they are developing and of their plans for the fruit and vegetables they will grow.”

Ofsted

“The mathematics curriculum is clearly sequenced. Teachers provide opportunities for pupils to continually revisit and review previous learning.”

Ofsted

“Leaders use assessment well to ensure that the books pupils read match the sounds they already know.”

Ofsted

“Leaders provide ‘chatterpacks’ to parents so that they have the age-appropriate resources they need to support their child’s
reading.”

Ofsted

“School council representatives attend School Stakeholder Group (SSG) meetings to share their views.”

Ofsted

“Leaders have continued to prioritise the teaching of phonics and reading.”

Ofsted

“Leaders have ensured that pupils have plenty of opportunities
to design, make and evaluate projects using different materials.”

Ofsted