Ofsted & school performance data
Results 2023-2024
Early Years Foundation Stage
A Good Level of Development (GLD) is defined as children working at the expected standard - or exceeding the expected standard - in the specific areas of literacy and maths and the three prime areas of physical development, communication and language, and personal, social and emotional development.
73.3% of pupils in Reception attained a 'good level of development' in 2024 against the Early Years Framework. This is above the 2023 local authority average of 69.8%, and the national average of 67%.
Year 1 Phonic Screening
71.7% of pupils in Year 1 attained the expected standard in the Phonic Screening test. The local authority average is 83.3% and the national average is 79%.
Year 4 Multiplication Tables Check
The multiplication tables check is an online test for pupils in Year 4.
| MTC | 2022 | 2023 | 2024 | ||||
| Number of pupils in year group | 60 | 58 | 56 | ||||
| Number of pupils sitting the test | 52 | 56 | 55 | ||||
| Average score out of 25 | Dollis | 17.8 | 19.3 | 20.6 | |||
| Nat. | 19.6 | 20.2 | tbc | ||||
| Percentage of pupils scoring full marks | Dollis | 28.3% | 26.8% | 41.1% | |||
| Nat. | 27% | 29% | tbc | ||||
| Number of pupils scoring 20 or more | 34 | 31 | 38 | ||||
Key Stage 2, end of Year 6: SATs
Pupils in Year 6, end of Key Stage 2 (KS2), are also assessed on their knowledge and understanding of the curriculum via national tests called SATs. SATs results are reported using a scaled score, where a score of 100 represents the expected standard. The highest possible score is 120 and the lowest is 80.
Children are assessed on:
- Expected Standard, working at the expected standard for their age
- Greater Depth, working at greater depth (within the expected standard) and has a strong understanding of the curriculum.
Subjects assessed:
- Reading
- Writing
- Grammar, punctuation and spelling
- Maths
- Reading, Writing and Maths combined (RWM).
Read more on assessment data here (Standards and Testing Agency).
|
% EXS+ |
% Higher Standard |
||||||
|
|
2023 |
2024 |
Change |
2023 |
2024 |
Change |
|
|
RWM |
Dollis |
55% |
65% |
+10% |
5% |
13% |
+8% |
|
Barnet |
66.2% |
68.6% |
+2.4% |
12.7% |
11.8% |
-0.9% |
|
|
National |
59% |
61% |
+2.0% |
8.0% |
8.0% |
+0% |
|
|
Reading |
Dollis |
64% |
75% |
+11% |
21% |
27% |
+6% |
|
Barnet |
78% |
79.3% |
+1.3% |
35.4% |
35.2% |
-0.2% |
|
|
National |
73.0% |
74% |
-1.0% |
29% |
28% |
-1.0% |
|
|
Writing |
Dollis |
75% |
75% |
+0% |
7% |
20% |
+13% |
|
Barnet |
75.2% |
76.7% |
+1.5% |
18.0% |
17.1% |
-0.9% |
|
|
National |
71% |
72% |
+1.0% |
13% |
13% |
+0% |
|
|
Maths |
Dollis |
70% |
80% |
+10% |
24% |
38% |
+14% |
|
Barnet |
80.7% |
81.4% |
+0.7% |
34.2% |
34.0% |
-0.2% |
|
|
National |
73.0% |
73% |
+0% |
24% |
24% |
+0% |
|
|
EGPS |
Dollis |
67% |
84% |
+17% |
12% |
47% |
+35% |
|
Barnet |
80.3% |
tbc |
tbc |
39% |
tbc |
tbc |
|
|
National |
72% |
72% |
+0% |
30% |
32% |
+3.0% |
|
|
Average Scaled Score |
||||
|
|
2023 |
2024 |
Change |
|
|
Reading |
Dollis |
102.9 |
tbc |
tbc |
|
Barnet |
106.6 |
tbc |
tbc |
|
|
National |
105.0 |
104.0 |
-1.0 |
|
|
Maths |
Dollis |
103.3 |
tbc |
tbc |
|
Barnet |
106.5 |
tbc |
tbc |
|
|
National |
104.0 |
105.0 |
+1.0 |
|
|
GPS |
Dollis |
103.0 |
tbc |
tbc |
|
Barnet |
107.2 |
tbc |
tbc |
|
|
National |
105.0 |
105.0 |
+0 |
|
Progress score and description
|
Progress Measures KS1-KS2 |
National Progress Measure Limits |
||
|
Dollis 2023 |
Dollis 2024 |
||
|
Reading Progress Score |
-1.62 |
tbc |
-5 |
|
Writing Progress Score |
+0.62 |
tbc |
-7 |
|
Maths Progress Score |
-0.40 |
tbc |
-5 |
These scores show how much progress pupils at this school made in Reading, Writing and Maths between the end of KS1 (Year 2) and the end of Key Stage 2 (Year 6), compared to pupils across England who got similar results at the end of KS1.
The scores are calculated by comparing the KS2 test and assessment results of pupils at our school with the national average.
A score above zero means pupils made more progress, on average, than pupils across England who got similar results at the end of key stage 1.
A score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 1.
A negative progress score does not mean pupils have made no progress, or the school has failed, rather it means pupils in the school made less progress than other pupils across England with similar results at the end of key stage 1.
The majority of schools have progress scores between -5 and +5