Schools are not required to publish their exam and assessment results from either 2019 to 2020 academic year, 2020 to 2021 academic year or 2021 to 2022 academic year as these have not been published as performance measures by the Secretary of State. We must, however, continue to display our 2018 to 2019 performance measures until new performance measures are published. These performance measures are not current.

Progress scores in reading, writing and maths

These scores show how much progress pupils at this school made in reading, writing and maths between the end of key stage 1 and the end of key stage 2, compared to pupils across England who got similar results at the end of key stage 1.

The scores are calculated by comparing the key stage 2 test and assessment results of pupils at this school with the results of pupils in schools across England who started with similar assessment results at the end of the previous key stage - key stage 1.

In a small number of cases, pupils can have extremely negative progress scores that disproportionately affect a school's progress score. To reduce the impact of these extreme scores, the DfE set a limit on how negative a pupil's progress score can be when calculating the school average. This will normally apply to 1 or 2 pupils if any.

Where a pupil's score is more negative than this minimum value, an adjusted score will replace the pupil's original progress score for the purpose of calculating a school's overall progress average.

In 2018/19, the new pre-key stage standards were used for the first time to report teacher assessment in reading, writing and maths for pupils working below the standard of national curriculum assessments engaged in subject-specific study. The progress methodology reflects this in the nominal points allocated for these pupils, only for the purpose of creating school level progress scores.

This score is considered close to average because its lower confidence interval is 0 or lower, and its upper confidence interval is 0 or higher.

The local authority (Hertfordshire) average is -0.05. The data used for the local authority comparator is all state-funded schools in Hertfordshire.

The national average for state-funded mainstream schools is 0.1. The national average for all state-funded schools is 0.0.

This score is considered well above average because its score is 2.6 or higher, and its lower confidence interval is higher than 0.

The local authority (Hertfordshire) average is -0.40. The data used for the local authority comparator is all state-funded schools in Hertfordshire.

The national average for state-funded mainstream schools is 0.1. The national average for all state-funded schools is 0.0.

This score is considered close to average because its lower confidence interval is 0 or lower, and its upper confidence interval is 0 or higher.

The local authority (Hertfordshire) average is -0.43. The data used for the local authority comparator is all state-funded schools in Hertfordshire.

The national average for state-funded mainstream schools is 0.1. The national average for all state-funded schools is 0.0.

Confidence interval

It is difficult to say with certainty how much of the progress scores are down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (for example some may have performed well at any school). The confidence intervals reflect this uncertainty. If the confidence intervals for 2 schools overlap, then we can't say for certain that the 2 progress scores for these schools are significantly different.

Generally speaking, the greater the number of pupils, the smaller the range of the confidence interval. For smaller schools, the confidence interval tends to be larger, since fewer pupils are included, and therefore the score will be more greatly impacted by performance of individual pupils.

A school is above average if their progress score is above 0 and the whole confidence interval is above 0. Similarly, a school is below average if their progress score is below 0 and the whole confidence interval is below 0.

Percentage of pupils who achieved at least the expected standard in reading, writing and maths

Pupils are 'meeting the expected standard' if they achieve a 'scaled score' of 100 or more in their reading and maths tests, and their teacher assesses them as 'working at the expected standard' or better in writing.

Percentage of pupils who achieved at a higher standard in reading, writing and maths

Pupils are 'achieving at a higher standard' if they achieve a 'scaled score' of 110 or more in their reading and maths tests, and their teacher assesses them as 'working at a greater depth within the expected standard' in writing. This standard was set for the first time in 2016 by the Department for Education to provide information about pupils across England achieving in the top 5%.

Average ‘scaled scores’ in reading and maths

The average scaled score for each pupil group. The expected standard is a score of 100 or more. The higher standard is 110 or more. Scaled scores allow us to compare pupil group performance year on year.