The government has not published Key Stage 2 data for the 2021-22 academic year. They have archived data from the 2018 to 2019 academic year because they recognise that the data from that year may no longer reflect current performance due to the disruptions in education caused by Covid.

Attainment: expected standard

62% of our pupils achieved the expected standard in Reading, Writing and Maths, combined – higher than the national figure of 59%.

Attainment: higher level

We continue to offer challenge to all children, including higher attaining pupils. Proportions reaching higher levels continue to be consistently higher than national figures. When we look at Reading, Writing and Maths combined, proportions are also significantly higher: 12%  (national: 7%).

Progress

The Department for Education measures progress from Key Stage 1 (KS1) to Key Stage 2 (KS2). Expected progress is zero, with anything above that being better than expected and negative numbers showing less than expected progress. Progress for the 2022 cohort is likely to be affected by Covid but appears at least in line with national.

End of key stage 2 assessments (known as SATs) were cancelled in 2020 and 2021 due to the coronavirus pandemic. The data below represents what we assessed.

For Reading, Maths, and Grammar, Punctuation and Spelling, our assessments are closely based on previous SAT tests and were done under test conditions. They were marked and graded based on the thresholds for that particular test. As a result, the assessments below provide an accurate indication of outcomes.

For Writing, the assessment stems from teacher assessment, as it would do for the outcomes in May. Year 6 teachers across Sphere Federation and beyond met at various times throughout the year to review their assessments for children’s writing. As a result, the teacher assessment for Writing also provides an accurate indication of end of year outcomes.

Attainment: expected standard

Expected standard is where a pupil’s scaled score is 100 or more. Based on previous SAT papers, 87% of our pupils achieved the expected standard in Reading, Writing and Maths, combined (2019 national: 65%).

The proportions reaching national expectations for each subject, and for Grammar, Punctuation and Spelling, are:

• Reading: 89% meeting expected standards (2019 national: 73%)
• Writing: 93% meeting expected standards (2019 national: 78%)
• Grammar, Punctuation and Spelling: 96% meeting expected standards (2019 national: 78%)
• Maths: 93% meeting expected standards (2019 national: 79%)

Attainment: higher level

Greater depth standard is where a pupil’s scaled score is 110 or more. Based on previous SAT papers, 18% reached greater depth in Reading, Writing and Maths combined (2019 national: 11%).

• Reading: 40% meeting the higher level (2019 national: 27%)
• Writing: 27% meeting the higher level (2019 national: 20%)
• Grammar, Punctuation and Spelling: 40% meeting the higher level (2019 national: 36%)
• Maths: 33% meeting the higher level (2019 national: 27%)

Analysis by RS Assessment and SchoolDash found that had national tests been held for Year 6 pupils this year, it is ‘likely’ that attainment seen in 2019 would only have been replicated in reading, but not in maths or grammar, spelling and punctuation. This makes our internal data, presented here, even more impressive.

End of key stage 2 assessments (known as SATs) were cancelled in 2020 and 2021 due to the coronavirus pandemic. The data below represents what we predicted in those assessments.

For Reading, Maths, and Grammar, Punctuation and Spelling, our assessments stem from some trial tests that children did. These tests were all previous SAT tests and were done under test conditions. They were marked and graded based on the thresholds for that particular test. As a result, the assessments below are likely to provide an accurate indication of outcomes in the national assessments in May.

For Writing, the assessment stems from teacher assessment, as it would do for the outcomes in May. Year 6 teachers across Sphere Federation and beyond met at various times in the Autumn and Spring term to review their assessments for children’s writing. As a result, the teacher assessment for Writing is also likely to provide an accurate indication of end of year outcomes.

Attainment: expected standard

Expected standard is where a pupil’s scaled score is 100 or more. 83% of our pupils were on-track to achieve the expected standard in Reading, Writing and Maths, combined (2019 national: 65%).

The proportions reaching national expectations for each subject, and for Grammar, Punctuation and Spelling, are:

• Reading: 90% meeting expected standards (2019 national: 73%)
• Writing: 90% meeting expected standards (2019 national: 78%)
• Grammar, Punctuation and Spelling: 90% meeting expected standards (2019 national: 78%)
• Maths: 88% meeting expected standards (2019 national: 79%)

Attainment: higher level

Greater depth standard is where a pupil’s scaled score is 110 or more. 15% were on-track to reach greater depth in Reading, Writing and Maths combined (2019 national: 11%).

• Reading: 49% meeting the higher level (2019 national: 27%)
• Writing: 34% meeting the higher level (2019 national: 20%)
• Grammar, Punctuation and Spelling: 34% meeting the higher level (2019 national: 36%)
• Maths: 29% meeting the higher level (2019 national: 27%)

Due to the disruptions in education caused by Covid, performance measures for the 2018-19 academic year are not current. The government has archived data from the 2018-19 academic year because it recognises that the data from that year may no longer reflect current performance.

Attainment: expected standard

In 2019, 75% of our pupils achieved the expected standard in Reading, Writing and Maths, combined. This is the third year to see an increase and we’re now securely above the national figure of 65%.

The proportions reaching national expectations for each subject, and for Grammar, Punctuation and Spelling, are:

• Reading: 80% meeting expected standards (national: 73%)
• Writing: 93% meeting expected standards (national: 78%)
• Grammar, Punctuation and Spelling: 89% meeting expected standards (national: 78%)
• Maths: 89% meeting expected standards (national: 79%)

Another measure used to analyse the assessment data is average scaled scores. ‘Scaled scores’ are the scores given to each pupil based on the test score, where 100 is the expected national standard (80 is the lowest possible, 120 is the highest).

• Reading: 106 is the average scaled score (national: 104)
• Grammar, Punctuation and Spelling: 107 is the average scaled score (national: 106)
• Maths: 106 is the average scaled score (national: 105)

Attainment: higher level

Proportions reaching higher levels (scaled scores of over 110) are typically above national levels. In 2019, this is very much the case with Reading and Writing. When we look at Reading, Writing and Maths combined, proportions are also significantly higher: 16%  (national: 11%).

• Reading: 41% meeting the higher level (national: 27%)
• Writing: 25% meeting the higher level (national: 20%)
• Grammar, Punctuation and Spelling: 36% meeting the higher level (national: 36%)
• Maths: 27% meeting the higher level (national: 27%)

Progress

The Department for Education measures progress from Key Stage 1 (KS1) to Key Stage 2 (KS2). Expected progress is zero, with anything above that being better than expected and negative numbers showing less than expected progress.

• average progress in Reading: -0.5
• average progress in Writing: +0.3
• average progress in Maths: -0.5

Due to the disruptions in education caused by Covid, performance measures for the 2017-18 academic year are not current. The government has archived data from the 2018-19 academic year because it recognises that the data from that year may no longer reflect current performance.

Attainment: expected standard

In 2018, 71% of our pupils achieved the expected standard in Reading, Writing and Maths, combined. This is a significant increase from previous years and is above the national figure of 64%.

The proportions reaching national expectations for each subject, and for Grammar, Punctuation and Spelling, are:

• Reading: 80% meeting expected standards (national: 75%)
• Writing: 88% meeting expected standards (national: 78%)
• Grammar, Punctuation and Spelling: 85% meeting expected standards (national: 78%)
• Maths: 78% meeting expected standards (national: 76%)

Another measure used to analyse the assessment data is average scaled scores. ‘Scaled scores’ are the scores given to each pupil based on the test score, where 100 is the expected national standard (80 is the lowest possible, 120 is the highest).

• Reading: 106 is the average scaled score (national: 105)
• Grammar, Punctuation and Spelling: 107 is the average scaled score (national: 106)
• Maths: 105 is the average scaled score (national: 104)

Attainment: higher level

Proportions reaching higher levels (scaled scores of over 110) have risen in each of the four subjects each year since 2016. In 2018, they are higher than national figures in all four. When we look at Reading, Writing and Maths combined, proportions have risen significantly since 2016 in school: from 3% to 10% to now 20% (national: 10%).

• Reading: 29% meeting the higher level (national: 28%)
• Writing: 32% meeting the higher level (national: 20%)
• Grammar, Punctuation and Spelling: 46% meeting the higher level (national: 34%)
• Maths: 34% meeting the higher level (national: 24%)

Progress

The Department for Education measures progress from Key Stage 1 (KS1) to Key Stage 2 (KS2). Expected progress is zero, with anything above that being better than expected and negative numbers showing less than expected progress.

• -0.5 average progress in Reading
• +1.4 average progress in Writing
• -0.1 average progress in Maths

We’re really pleased to have securely improved progress in Maths each year since 2016 so that it is now close to the national average (-0.1), and we’ll continue to work hard to continue this upward shift. We’re also really pleased that progress in Writing continues to be greater than the national average at +1.4. Progress in Reading (-0.5) has also increased since 2016; to improve further, we’re promoting specific reading skills (retrieval, inference, consideration of the writer’s technique) and a love of reading (by developing the library and developing reading sessions in class).

Due to the disruptions in education caused by Covid, performance measures for the 2016-17 academic year are not current. The government has archived data because it recognises that the data from that year may no longer reflect current performance.

Attainment: expected standard

In 2016, the government changed the way that children are assessed. When looking at the data for 2016 and 2017, it’s important to bear in mind the advice from the Department for Education: don’t compare results with previous years.

In 2017, 49% of our pupils achieved the expected standard in Reading, Writing and Maths, combined. This doesn’t compare well with the national figure of 61%. However, 49% is a 12 percentage points increase to the 2016 figure for our school. Furthermore, FFT Aspire, a DfE-accredited supplier and the UK’s leading education data analysis tool, regards the figure of 49% as ‘in-line with the national average’.

The proportions reaching national expectations for each subject, and for Grammar, Punctuation and Spelling, are:

• Reading: 64% meeting expected standards (national: 71%)
• Writing: 87% meeting expected standards (national: 76%)
• Grammar, Punctuation and Spelling: 85% meeting expected standards (national: 77%)
• Maths: 64% meeting expected standards (national: 75%)

Another measure used to analyse the assessment data is average scaled scores. ‘Scaled scores’ are the scores given to each pupil based on the test score, where 100 is the expected national standard (80 is the lowest possible, 120 is the highest).

• Reading: 104 is the average scaled score (national: 104)
• Writing: 103 is the average scaled score (national: 101)
• Grammar, Punctuation and Spelling: 107 is the average scaled score (national: 106)
• Maths: 103 is the average scaled score (national: 104)

Attainment: higher level

We continue to offer challenge to all children, including higher attaining pupils. Scaled scores of over 110 are considered ‘high scores’. Proportions reaching higher levels are slightly higher than national figures in Reading and Grammar, Punctuation and Spelling. They are lower in Maths. When we look at Reading, Writing and Maths combined, proportions have risen significantly compared to 2016: from 3% to 10% (national: 9%).

• Reading: 26% meeting the higher level (national: 25%)
• Writing: 18% meeting the higher level (national: 18%)
• Grammar, Punctuation and Spelling: 33% meeting the higher level (national: 31%)
• Maths: 18% meeting the higher level (national: 23%)

Progress

The Department for Education measures progress from Key Stage 1 (KS1) to Key Stage 2 (KS2). Expected progress is zero, with anything above that being better than expected and negative numbers showing less than expected progress.

• -0.5 average progress in Reading
• +2.3 average progress in Writing
• +0.5 average progress in Grammar, Punctuation and Spelling
• -0.1 average progress in Maths

We’re really pleased to have secured positive progress in Writing and Grammar, Punctuation and Spelling – there has been a lot of professional development in these areas. We’re also happy to have improved Reading progress from the 2016 progress figure. We’re working hard to improve progress in Maths. One of the ways we’re doing this is to employ an additional teacher so that Maths can be taught in single-age groups – this may prove significant as the Maths curriculum is the only one which varies considerably for each year group.