Academic Results
Early Years - Good Level of Development
| Year Group | Measure | % (All Pupils) | Explanation |
|---|---|---|---|
| EYFS | Good Level of Development (GLD) | 63% | Children are assessed across key areas of learning including communication, literacy, and maths. Those achieving a Good Level of Development are well prepared for Year 1. |
| Year Group | Measure | % (All Pupils) | Explanation |
|---|---|---|---|
| Year 1 | Phonics Screening Check (PSC) | 90% | The phonics check assesses how well pupils can use their knowledge of letter sounds to read words. Children who meet the expected standard are well prepared for the next stage of reading. |
Year 2 end of year assessments
| Subject | % (All Pupils) | Pupils Working at Greater Depth | Explanation |
|---|---|---|---|
| Reading | 79% | 27% | Children read a range of texts and show understanding of what they’ve read. |
| Writing | 81% | 23% | Judged by teachers using national frameworks across a range of writing tasks. |
| Maths | 85% | 33% | Pupils apply mathematical skills and reasoning across different types of problems. |
| Combined (Reading/Writing/Maths) | 77% | 21% | Children achieving the expected standard in all three areas. |
Year 6 Key Stage 2 SATs
| Subject | % (Excl. Disapplied Pupils *) | % (All Pupils) | Pupils Working at Greater Depth - excluding disapplied children/including all children | Explanation |
|---|---|---|---|---|
| Reading | 71% | 61% | 31% / 27% | National test assessing reading comprehension and inference. |
| Writing | 69% | 61% | 27% / 25% | Teacher assessment based on writing across a range of work. |
| Maths | 69% | 59% | 29% / 27% | Arithmetic and reasoning papers testing fluency and problem solving. |
| Grammar, Punctuation & Spelling (GPS) | 75% | 64% | 31% / 25% | Tests pupils’ understanding of grammar and spelling conventions. |
| Combined (Reading/Writing/Maths) | 53% | 46% | 20% / 17% | Pupils meeting the expected standard in all three subjects. |
* A pupil may be disapplied from Key Stage 2 (KS2) national tests in exceptional circumstances, where taking the tests would not be appropriate or fair. This decision is always made carefully and in line with national guidance.
Common reasons include:
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Significant special educational needs or disabilities (SEND): where a pupil is working well below the level of the test and taking part would cause unnecessary stress or provide no meaningful information about their learning.
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Recent arrival from overseas: if a pupil has limited English and has not been in a UK school long enough to access the curriculum being tested.
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Medical or emotional reasons: where illness, trauma, or other exceptional circumstances mean the pupil is unable to take part.
Even if a child is disapplied from the tests, their progress and attainment are still closely tracked by the school using teacher assessment and other evidence, ensuring that every child’s achievements are recognised and supported.