An update on Academic Progress
Following our most recent set of baseline data, the Prep School are pleased to be able to share areas of significant progress with you. Initially, we will highlight precisely what standardised scores are, as these are used as one of the key benchmarks on a termly basis to track the progress that our pupils are making.
What is a standardised score?
To track our pupils’ progress with precision, we use standardised scores in Key Stage 2. In contract to a simple percentage, a standardised score compares a child’s performance against a large, nationally representative group of children in the same age group. Standardised scores typically fall within a specific range. Here is how we categorise those results:
- 70 to 84 Below average.
- 85 to 94 Low average.
- 95 to 105 Average. This is the expected standard range for children across England.
- 106 to 115 High average.
- 116+ Above average.
- 125+ and beyond: At Farringtons Prep School, pupils reaching this threshold are now pushing into the bracket that we define as Greater Depth.
Co-curricular opportunities
We understand that greater depth pupils require specific tools and opportunities to remain engaged and challenged. To support this, we now offer a larger, more vibrant range of co-curricular clubs designed to stretch the limits of their imagination and logic, including:
- Greater Depth Creative Writing club
- Greater Depth Maths club
- Greater Depth English & Maths club
Furthermore, beyond these weekly sessions, our intention is that pupils regularly participate in local and wider competitions, providing them with a platform to test their skills against the very best. This will be a particular focus in the Summer Term, as it will be when their skillset for this current academic year will be most likely to be best embedded.
Targeted interventions
We have made key adjustments this year to ensure that the philosophy of here, everybody can be somebody is being achieved.
Subsequently, we have been doing an even better job of identifying specific needs early and applying focused support (and stretch). Following this, we have seen a fantastic impact on pupil progress.
As a result of these efforts, we have seen a fantastic impact on pupil progress. For instance, the standout achievement this term is the extraordinary +17.17 point increase in Year 3 reading scores. This leap is a direct result of our targeted interventions. Similarly, this momentum has carried into Year 3 Maths, which saw a significant +6.27 point increase. More broadly across Years 3–5, the weighted mean change in Maths and English was an impressive +6.09 points.
Achievement mobility
This term 33 pupils from Year 1-6 are working at 125+ level in Maths and 17 of those moved up to that level this term. In reading, 23 pupils have reached the 125+ threshold and 15 of those moved up to that level this term. These are term on term gains, which represents an exceptional amount of progress in a short space of time. It demonstrates the value of our bespoke knowledge of the children and the subsequent adaptations we make to ensure that they are being specifically seen and catered to on their learning journeys.
Concluding thoughts
While these data points are a fantastic validation of our pupils’ hard work and our teachers’ expertise, they are of course grounded in the key work that we do elsewhere. An example of this is the pastoral structures that we put in place to help ensure they can access their highest academic potential, because of consistently positive wellbeing. Further, our broad curriculum means that children have a significant number of opportunities on a regular basis to feel seen, to be excited and to cultivate a love of learning. It is ultimately this which will be a persistently positive force for them through their learning journeys.
Find out more about our Prep School.
