Schools in England are not required to publish their exam and assessment results from the 2019/20 academic year as these have not been released as performance measures by the Secretary of State. Therefore, the performance measures below are not current.
|Good level ofdevelopment||69%||69%||66.7%|
A ‘good level of development’ is defined as children working at the expected standard or exceeding the expected standard in the key areas of literacy, maths, physical development, communication and language, and personal, social and emotional development.
Year 1 phonics
|Percentage achieving a pass||73%||73%||87%|
Year 2 SATs
All key stage 1 percentages are based on teacher assessment. National curriculum assessment tests (commonly referred to as SATs) in reading, writing and maths are used to support teachers’ judgements. Pupils are awarded one of the following teacher assessment judgements:
Expected standard – working at the expected standard for a child at the end of year 2
Greater depth – working at greater depth within the expected standard, with a strong understanding of the curriculum
Year 6 SATs
|Expected standard or above in:||%||Average score||Progress||%||Average score||Progress||%||Average score||Progress|
|Combined - expected standard or above*||45%||–||–||64%||–||–||57%||–||–|
|Combined - high level of attainment**||3%||–||–||13%||–||–||7%||–||–|
*Percentage of pupils who achieved the expected standard or above in reading, writing and maths
**Percentage of pupils who achieved a high level of attainment in reading, writing and maths
The results of the reading, maths and English grammar, punctuation and spelling SATs at key stage 2 are reported using a scaled score. The highest possible scaled score is 120 and the lowest is 80. A scaled score of 100 represents the expected standard and a scaled score of 110+ represents the greater depth standard. Teacher assessment is used for writing only. Year 6 pupils are assessed in reading, writing, grammar, punctuation and spelling, maths and science.