The Olympus Academy Trust is committed to delivering an outstanding education for young people, ensuring that our students have access to the highest standards of teaching, resources and learning opportunities.

We work in close partnership with our schools, ensuring that we facilitate the sharing of best practice and provide access to a wide range of partners and resources for the benefit of our students and the wider community. Visit our website here or follow us on Twitter @olympustrust.

Filton Hill School

Assessment and Results

View the Department for Education results pages here

Early Years Foundation Stage

Children in reception should have a good achieve of development (GLD), against the Early Years Framework.  GLD is defined as children working at, or exceeding, the expected standard in the key areas of English, Maths, physical development, communication and language and personal, social and emotional development.

  Filton Hill 2018 Filton Hill 2019 National
GLD  70% 75% 71% (+4%)
Year one Phonics screening

In year one, there is a phonics screen test.  This confirms whether children have learnt phonic decoding to an appropriate standard.  It will identify the children who need extra help, so they are given support by our school to improve their reading skills.  If the children do not achieved the standard in year 1, they are retested in year 2.

  Filton Hill 2018 Filton Hill 2019 National
Year 1 phonics  90% 90% 81% (+9%)

Key Stage One Results 

At the end of Key Stage One (Y2) the teachers are required to assess each child in the areas of reading, writing, Maths and Science. National Curriculum tests are used to support teacher judgements. 

Expected standard-working at the expected standard for a child of year 2.

Greater depth-Working at greater depth, within the expected standard, with a strong understanding of the curriculum.

We are well above national for children who meet the expected standard in all subjects and have been for the last two years.

  Filton Hill 2018 Filton Hill 2019 National
Reading 79%
(Greater depth-21%)
(Greater depth-
75% (+11%)
Writing 76% (Greater depth 14%) 76% 
(Greater depth-
70% (+6%)
Maths 76%
(Greater depth-17%)
(Greater depth-
76% (+10%)
Combined 72% 76% 60% (+16%)

Key stage Two Results

Year 6 were assessed in Reading, Writing, Maths and Spelling and Grammar.  In reading and maths their test results were converted into a 'scaled score' where 100 or more was meeting the expected standard.  Writing was 'teacher assessed' by the class teacher, who decided if the child was working below the standard, at the standard or above the standard (greater depth).  We are well above national for children who achieve the expected standard in all tests and have been for the last two years.

  Filton Hill 2018 Filton Hill 2019 National
Reading  78%
(Greater depth 22%)


(Greater depth 13%)

75% (+4%)

Writing  87%
(Greater depth 13%)
(Greater depth-
78% (+5%)
SPaG  87%
(Greater depth 43%)
(Greater depth-
78% (+14%)
Maths 96%
(Greater depth 17%)
(Greater depth-
76% (+12%)

Combined (+9%) 74% 75% 64% (+11%)

Our progress scores 
All of our progress scores are well above the National average.

  Filton Hill  2018 Filton Hill
Reading progress score +2.0 +3.1 -5
Writing progress score +2.9 +5.3 -7
Maths progress score +3.5 +3.3 -5

Key Principles underpinning Assessment

These principles underpin our school’s Assessment policy on how we will assess all children throughout their school career. Staff training will be at the heart of this process.

  • It  provides clear evidence of children’s progress across year groups;
  • It  provides accurate information on children’s progress and determine whether our assessment system is fit for purpose

We believe that:

  1. Assessment is at the heart of teaching and learning: it provides evidence to guide teaching and learning; the opportunity for pupils to demonstrate and review their progress.
  1. Assessment is fair; inclusive of all abilities, purposeful and appropriate to the needs of the children, free from bias towards factors that are not relevant to what the assessment intends to address.
  1. Assessment is honest and the outcomes are used in ways that minimise undesirable effects; outcomes are conveyed in an open, honest and transparent way to assist pupils with their learning and the judgements. These judgements are moderated by experienced professionals across the local authority in a shared approach to teaching and learning to ensure their accuracy.
  1. Assessment is ambitious, it places achievement in context against nationally standardised criteria and expected standards criteria and expected standards for which schools and school leaders are accountable. It embodies, through objective criteria, a pathway of progress and development, which supports transition, for every child.  It sets high expectations for all learners.
  1. Assessment is appropriate; any assessment process should be clearly stated; conclusions regarding pupil achievement are valid (to age, task and to the desired feedback information); it should draw on a wide range of evidence to provide a complete picture of student achievement.; it should demand no more procedures or records than are practically required to allow pupils, their parents and teachers to plan future learning.
  1. Assessment is consistent; judgements formed according to common principles; results are readily understandable by third parties; results are capable of comparison with other schools, both locally and nationally.
  1. Assessment outcomes provide meaningful and understandable information for pupils in developing their learning; helps parents in supporting children with their learning; supports teachers in planning teaching and learning; enable school leaders and governors in planning and allocating resources; track pupil progress and government and agents of government.
  1. Assessment feedback should inspire greater effort and a belief that, through hard work and practice, more can be achieved.