Academic Achievements

Two years ago the BOS adopted a slightly more challenging approach to student learning throughout KS1 and KS2. Our aim was to raise expectations and standards. It was rooted in our belief that it is our duty to do our utmost to ensure that children are properly prepared for the next step in their education-be it KS2 or secondary school.

In Key Stage 2, the changes that we made were especially radical, as we switched from class teachers to subject teachers.

Two years is a reasonable time period over which to make a comparison. We have used the 'age-difference' data the Durham University CEM InCAS assessments provide.

Below you can see the percentage of children in each class working beyond their ages in Numeracy (anything from 1 month to 4 years). We are especially pleased with the progress we have made in Numeracy-especially in Key Stage 2.

  % Beyond Numeracy Age % Beyond Numeracy Age % Beyond Numeracy Age Two-Year Variance
  2013-14 2014-15 2015-16  
Year 1 82% 92% 96% +14
Year 2 80% 88% 83% +3
Year 3 69% 90% 87% +18
Year 4 83% 91% 86% +3
Year 5 77% 88% 92% +15

As any teacher will tell you, no class is the same. So, we cannot, and would not want to, attribute these improvements entirely to changes in structure or approach. In part, they will be due to the differing abilities of children each year. However, it is good to see such a high proportion of our children now working at such advanced levels.

Below you can see the percentage of children in each class reading beyond their ages (anything from 1 month to 4 years). The BOS primary school has always excelled at encouraging children to read, so high percentages reading beyond their years is no surprise. Nevertheless, there have been considerable improvements, especially in Key Stage 2 and we can be very pleased with the progress that our children are making.

  % Beyond Reading Age % Beyond Reading Age % Beyond Reading Age Two-Year Variance
  2013-14 2014-15 2015-16  
Year 1 51% 83% 80% +29
Year 2 88% 88% 88% 0
Year 3 86% 95% 95% +9
Year 4 83% 91% 95% +12
Year 5 86% 88% 88% +2

As with Numeracy, the same health warning accompanies this table-improvements are not entirely attributable to a change in approach; some year groups are simply stronger than, or develop quicker than, others.