Primary school league tables 2016: Shropshire schools 'among best in the Midlands'

Shropshire primary schools are among the “best in the region” council bosses have said as league tables were released today.

primary school children

Primary school league tables were revealed today for the whole country, after an academic year that has seen seismic shift in how younger children are tested.

Shropshire Council has hailed the figures, based on the results of the summer’s national curriculum tests for 11-year-olds, as showing Shropshire’s schools are in the top five of the 13 West Midlands local authority areas for reading and mathematics. They are also achieving well nationally.

A new assessment system without levels was introduced this year with pupils taking new, more rigorous SATs tests in the summer.

The key stage two tables confirm the percentage of children achieving the nationally expected standard or above in reading, writing and mathematics combined, and the average progress scores achieved in reading, writing and mathematics separately, a calculation based on national prior attainment groups at the age of seven.

See the results for Telford & Wrekin here

Karen Bradshaw, director of children’s services with Shropshire Council, said the new tests were more demanding than previous years, with more expected of pupils and praised the efforts of children, teachers, schools and Shropshire’s wider school communities for their hard work.

She said: “This was a particularly challenging year for both pupils and staff due to the considerable changes in assessment.

“We have highly committed school staff who ensure that children get the best possible start to their education and, whilst the standards they achieve in reading, writing and mathematics are only part of the picture, it is good to see Shropshire again riding high in the West Midlands.

“The proportion of pupils attaining the new, more demanding expected standard exceeded national expectation in the key skill of reading and was similar to expectation in writing and maths.

“This provides pupils with a firm foundation on which to build their future educational success.”

She said many primary schools in the Shropshire Council area have achieved above the national average on all measures.

Reading was again very strong, with 68 percent of pupils achieving at least the expected standard, compared to 66 percent nationally.

Writing was just below the national average, with 65 per cent of pupils achieving or exceeding the expected standard.

Sixty nine per cent of pupils reached or surpassed the standard in mathematics, which was very close to pupils nationally.

She said when compared to 10 other similar local authorities Shropshire was ranked third in reading and second in mathematics.

A spokesman for Moreton Say C.E. Primary School in Market Drayton said: "We are really proud of the achievements of all the children who worked really hard during their time at Moreton Say to achieve such wonderful results. It is testament of how hard all the staff worked with the children, especially when faced with the challenges of the new curriculum."

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Comments for: "Primary school league tables 2016: Shropshire schools 'among best in the Midlands'"

Roger

They messed about with the system so it means nothing statistically. There are no historic comparisons and because it's new all schools are on a learning curve of how to pass the test. Knowledge is not important but results are.

I note that my granddaughter's old school which was in the upper quartile and has been acadamised has sunk to the lower quartile. First it was good then it was bad and then it was acadamised and now it floats along the lower averages.

The most surprising stats are on "Number of pupils eligible for assessment in National Curriculum Stage 2 tests". The numbers of qualifiers does not align with the Geography. Greenacres which takes most of the Harlescott Grange children, (Not the Grange School and not Harlescott School). ) had only 11 taking the test whereas Clunbury had 5. Clunbury is not half the size of Harlescott Grange.

From the spread of results across the geographic dispersal the only thing that stands out is no consistency what so ever. As I said previously this is the first year of a different test so there are no comparitors and the learning cure of converting knowledge into results has not been climbed.

From the broadest of interpretations it seems only half our children have achieved the level of education required to advance to secondary schools so the whole primary education system is a complete failure. I am sure that is not true so the test (Eleven Plus) does not measure satisfaction but it is a means of filtering the high achievers, or possibly the good teachers, or the best environments. At Eleven we don't know which. No purpose today but what might it be used for in future.

If there was a plan this exercise did not deliver it. A result range from 0 to 90% must mean the test was not understood by Teachers or Students or they simply did not care less. That's just Shropshire. In Telford however the trend is to better results so they must have taken it more seriously.

If what we are trying to measure is, if the children are fit to start Secondary Education half of them are not and that is not a specific school but a general trend. Eleven, it appears, is not a good age for big changes. Maybe what it is telling us is that the system needs changing. Lower, Middle and High Schools could fit the bill much better. This centre point of educational progress at age eleven is telling us nothing, only that education is very inconsistent. Why is it so inconsistent and how do we correct it?

Roger

Stacey does seem to have got one thing wrong;

"Under the new system, 11 year olds have seen a raising of the bar in the level of work in English and maths they have to master before they start secondary school. Changes have also been made to assessments."

They do not have to achieve anythig! They are going to secondary schools regardless of how they performed. It is the Secondary schools who will have to iron out the inconsistencies, as it always has been. Nothing has changed except the new curriculum as produced inconsistency, possibly even more inconsistency. For the children nothing has changed at all. They will leave the Primary Schools and go to Secondary Schools for two years of levelling before the import changes happen at thirteen when they pick their GCSEs. Or is it the teachers or the parents. The important choice is not guided by consistent testing, it's a negotiation.