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DN16 2HY


At Brumby Junior School our ethos is to strive to do our best at all times so when success is achieved it is important for it to be recognised and celebrated. We want everyone to realise that hard work and a positive attitude are vital if they are to achieve as much as they possibly can. We have worked hard to create an ethos in which children can progress far beyond the levels that are expected of them, whilst still providing targeted support those children who need extra support to learn key skills.

Every year, from 2011 to 2014 we had improved our SATs results. This was because of all the hard work that our teachers, teaching assistants, parents and pupils have been putting in each and every day. 

However, in 2015, we dipped a little in a few key areas. Although 2015's results were our 2nd best ever, we were nevertheless disappointed by the areas in which we dipped and we are now working even harder to improve matters. Our SPaG teaching has improved hugely, and reading comprehension is a renewed focus too. 

In 2016, our results were lower than we would have liked them to be. Whilst it is hard to compare this year's results to those of previous years, it is nevertheless important for the school to look at areas in which we can improve. For us, we were pleased to see how the gap between our school and others schools in Spelling, Punctuation and Grammar has closed significantly as that was our target. However, whilst the vast majority our pupils performed well at raw arithmetic in maths, many found it difficult to apply their knowledge in a range of contexts in the new "reasoning" tests. The same can be said for pupils' reading scores: whilst our pupils read well, not all read fluently despite our hard work on phonics and encouraging them with engaging texts. The result of this is that we feel our results in reading should give us the onus to drastically improve the way we teach pupils to engage with, love and enjoy reading. Please see the school development plan overview elsewhere on the website to see how we are already helping pupils to achieve this. 

Our results in 2016 were:









Brumby average progress score




National average progress score








Brumby average scaled score




National average scaled score








Percentage of Brumby pupils meeting national standards




Percentage of pupils nationally meeting national standards








Brumby percentage of pupils reaching highest levels of attainment




National percentage of pupils reaching highest levels of achievement






In order to achieve the Expected Standard for Year 6, a pupil must have a scaled score of 100 or more in reading and mathematics; and have been teacher assessed in writing as ‘working at the expected standard’ or ‘working at greater depth within the expected standard’.


In order to achieve the Higher Standard at the end of Key Stage 2, a pupil must have a high scaled score in reading and high scaled score in mathematics; and have been teacher assessed in writing as ‘working at a greater depth’. A high scaled score refers to scores of 110 and over.





New progress measures (released by the Department for Education) compare pupils’ Key Stage 2 results to the actual achievements of other pupils nationally with similar prior attainment.


First, all pupils nationally were put into groups based on their Key Stage 1 results. This allowed pupils with similar starting points to be grouped together. The groups were decided by working out a pupil’s average performance at Key Stage 1 across reading, writing and mathematics.


Next, pupils’ Key Stage 2 achievements were identified.


For reading and mathematics, Key Stage 2 test results are reported as scaled scores (see above) between 80 and 120, with 100 as the national standard. For writing progress scores, pupils were allocated points depending on their teacher assessment category.


The third step is to calculate individual pupil’s progress scores. In order to this, a pupil’s Key Stage 2 result was compared to the national average Key Stage 2 attainment for pupils with similar Key Stage 1 average points to them. A pupil’s progress score is the difference between their actual Key Stage 2 result and the average result of those in their prior attainment group. For example, if a child scored 102 in reading at Key Stage 2, and the average Key Stage 2 reading score for his/her prior attainment group was 101, his/her progress score would be +1.


Once all pupil progress scores have been calculated, a school level progress score is created. This is done by adding together all progress scores of Year 6 pupils and finding the average score. This process is carried out for reading, writing and mathematics.


Progress scores will be centred around 0, with most schools within the range of -5 to +5.


*A score of 0 means pupils in this school on average do about as well at Key Stage 2 as those with similar prior attainment nationally.

*A positive score means pupils in this school on average make more progress in Key Stage 2 than those with similar prior attainment nationally.

*A negative score means pupils in this school on average make less progress during Key Stage 2 than those with similar prior attainment nationally.


A negative score does not mean that pupils did not make any progress, rather it means that they made less progress than other pupils nationally with similar starting points. For example, if a school has a maths score of -4, this would mean that on average, pupils in that school achieved 4 scaled scores less than other pupils nationally with similar starting points. It is worth noting that Junior schools in particular have no control over the grades coming from Infant schools. Junior schools are encouraged to create a “baseline” in Y3 to assess pupils’ abilities: ours show that, on average, our reading baseline suggests that pupils work at a level between 25-40% lower than they were assessed at during KS1. In maths we find that pupils work at a level between 40 and 70% lower. Our progress measures reflect this.  


Below are our results for previous years:



PP = Pupil Premium children

SPaG is Spelling, Punctuation and Grammar

Scores with an * had a marking review request 


The data below shows how we have improved over time. We have improved at an accelerated rate compared to schools in our local authority (LA) and also school nationally too. 


Percentage achieving Level 4 or above in reading, writing and maths





Brumby Juniors





Local Authority schools average





National average






Progress Measures:

Below are the percentages of our pupils who made 2 levels progress from the grades that they were given at the Infant Schools.

Reading: 87% of pupils made 2 levels progress

Writing: 93% of pupils made 2 levels progress

Maths: 90% of pupils made 2 levels progress

Compare us to other schools in detail: click here for a link to the school league tables website