Welcome to the website of Stoke by Nayland Church of England Primary School and Nursery, part of the St Edmundsbury and Ipswich Diocesan Multi-Academy Trust. We are a small yet thriving school in the heart of idyllic Constable Country.

At Stoke by Nayland, we combine a Christian ethos with ambitious academic expectations to provide an inclusive, nurturing and stimulating school environment for all of our children. Our core values of Courage, Creativity, Compassion and Curiosity exemplify what Stoke by Nayland Primary School stands for.

We take a holistic approach to develop each child academically, socially, emotionally and spiritually and each child is valued for their unique attributes. Children feel a sense of belonging as they become part of the Stoke by Nayland school family and are supported to become 'the best that they can be'.

Whether you are already a member of our school community, a prospective parent or an interested visitor, we hope that you find our website informative. Please do not hesitate to contact us should you need any further information, and if you have not done so already, we invite you to come and see for yourself why Stoke by Nayland Primary School is such a special place.

Mrs Sarah Smith

Headteacher

Performance Tables

Test and Teacher Assessment Results 2019

Tests

At the end of year 6, before leaving for secondary school, children take statutory tests in Reading, Maths and SPAG (grammar, punctuation and spelling). Children will receive a score based on these one-off, timed tests aiming to meet the National Standards. These figures are expressed as percentages of the year group (cohort)

Teacher Assessments

In addition, teachers monitor and assess progress and attainment throughout the year and collect evidence to show the level children are able to work at and whether they meet the National Standards.

Raw percentages can sometimes be a little misleading as in a small school the cohort may be as small as 6 children, meaning each child is a large percentage in statistical terms.

There were 10 children in the 2019 cohort. Each child therefore represents 10%.

20% of the cohort (2/10) had Special Educational Needs.

80% of the cohort (8/10) did not start with us

Performance Data 2019 - click here

Test and Teacher Assessment Results 2018

Tests

Teacher Assessments

In addition, teachers monitor and assess progress and attainment throughout the year and collect evidence to show the level children are able to work at and whether they meet the National Standards.

Raw percentages can sometimes be a little misleading as in a small school the cohort may be as small as 6 children, meaning each child is a large percentage in statistical terms.

There were 17 children in the 2018 cohort. Each child therefore represents 6%.

42% of the cohort (7/17) had Special Educational Needs.

36% of the cohort (6/17) did not start with us (most joined during year 2 and 6% half-way through year 6)

Performance Data 2018 click here

Test and Teacher Assessment Results 2017

Tests

At the end of year 6, before leaving for secondary school, children take statutory tests in Reading, Maths and SPAG (grammar, punctuation and spelling) Children will receive a score based on these one-off, timed tests aiming to meet the National Standards. These figures are expressed as percentages of the year group (cohort)

Teacher Assessments

In addition, teachers monitor and assess progress and attainment throughout the year and collect evidence to show the level children are able to work at and whether they meet the National Standards.

Raw percentages can sometimes be a little misleading as in a small school the cohort may be as small as 6 children, meaning each child is a large percentage in statistical terms.

There were 10 children in the 2017 cohort. Each child therefore represents 10%.

30% of the cohort (3/10) had Special Educational Needs.

Performance Data 2017 click here

Further information can be found on the DFE Link below