DfE league tables show improvement across ODST
Academic performance across ODST rose once again in 2019, figures released by the Department for Education have shown – and overall, the longer that schools are part of the trust, the better their performance.
- Children in ODST schools are more likely to achieve the ‘higher standard’ in key stage 2 tests. Combined scores for reading, writing and maths show 13.1% compared to 10.5% nationally. This is an increase of 4% across ODST in 3 years.
- 64.4% of children in ODST schools also met the expected standard – an increase of 3% over 3 years, and in line with the 64.8% national average.
- Overall, schools that joined ODST two or more years ago achieved better results than those newer to the trust – 65% compared to 63%. High performance across Early years and Key Stage 1 also suggests future successes at Key Stage 2, as children move up through ODST schools.
Individual school performance
At the highest-performing school within ODST, Dr Radcliffe’s CE Primary, 87% of pupils achieved the expected standard for reading, writing and mathematics, compared to 64.8% nationally.
Brize Norton, Leafield, North Leigh, St Christopher’s Langford and Wroxton schools also reported over 80% of pupils achieving the expected standard. At Leafield, 54% achieved the higher standard.
Where individual schools see a low performance, often these are one-year dips due to factors such as pupil mobility or changes in staff, or small cohorts of pupils. For example, pupils at St Christopher’s CE Primary in Langford and Bampton CE Primary have achieved well above the expected standard in 2019, following dips in 2018.
ODST schools benefit from a high level of targeted school improvement support, and we will be working closely with schools that have seen lower performance in 2019 to ensure pupils get what they need to achieve well in future years. Key stage 2 results are only one measure, and schools excel in different ways - for example many ODST schools are praised by Ofsted for their strong curriculum, pupil welfare and behaviour.
For all media enquiries please contact
Jennifer Payne, Communications officer, ODST
01865 202737 / 07825059040
Notes to editors
ODST 2019 performance statistics – Early years, KS1 and KS2:
(ODST’s figures do not include Benson CE Primary, which joined ODST in October 2019, after the 2019 KS2 tests were taken.)
· Early Years Foundation Stage (EYFS) — Outcomes in 2019 show that approximately three quarters of ODST pupils reached a Good Level of Development (GLD) by the end of their foundation stage, in line with national averages.
· Y1 Phonics Check: In 2019, the percentage of children meeting the expected standard, rose again this year to over 83%. This compares to 81% nationally.
· KS1 SATS: the percentage of 7-year-old children meeting the expected standard at the end of KS1 also remained above the national average this year, with reading at 79%, writing at 71% and mathematics at 77%.
· KS2 SATs: The percentage of 11-year-old children achieving the expected standard in reading, writing and mathematics (combined) rose for the third year in a row to 64.4%, bringing ODST schools broadly in line with the national average of 64.8%, with a comparable improvement in progress scores. 13% of ODST pupils achieved the higher standard in 2019, compared to the national average of 10.5%, and a 4% increase for ODST schools over three years.
About Oxford Diocesan Schools Trust (ODST)
- ODST is a successful multi-academy trust of 34 mostly primary-phase schools within Oxfordshire and Berkshire. It is a charitable, limited company that operates independently of its sponsor, the Diocese of Oxford.
- We have a strong track record of school improvement and 97% of our schools are now rated good or outstanding by Ofsted. Our ethos as a MAT is one of empowerment – our schools serve their unique communities in the way they know best, with support from ODST to ensure they have what they need to deliver this for pupils.
- We are an inclusive trust with a range of school types. Our schools include very small rural schools, large city schools, infant, junior primary and middle schools, church schools and schools without a religious character.