Due to the coronavirus pandemic, the government will not publish key stage 2 school level data for the 2021 to 2022 academic year. The last available public data is from the 2018 to 2019 academic year. It is important to note that the data from that year may no longer reflect current performance. Further information on what this means for the way school accountability will operate for 2020 to 2022 can be found on the government website.
Given the uneven impact of the pandemic on school performance data, the government has said you should not make direct comparisons between the performance data for one school and another, or to data from previous years.
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.
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
*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.