Statutory Assessment

Children are defined as having reached a Good Level of Development (GLD) at the end of EYFS if they have achieved at least the expected level for the ELGs in the prime areas of learning and the specific areas of mathematics and literacy. This helps teachers and parents to understand broadly what a child can do in relation to national expectations.

The phonics screening check is a quick and easy check of your child's phonics knowledge. It helps the school confirm whether your child has made the expected progress and helps us to identify whether your child needs additional support at this stage in developing their early reading skills. The phonics screening check contains 40 words divided into two sections of 20 words. Both sections contain a mixture of real words and pseudo-words. Pseudo-words are words that are phonically decodable but are not actual words with an associated meaning. Pseudo-words are included in the check specifically to assess whether your child can decode a word using their phonics skills. 

The multiplication tables check (MTC) is statutory for all year 4 pupils registered at state-funded maintained schools, special schools or academies, including free schools, in England.

The purpose of the MTC is to determine whether pupils can recall their times tables fluently, which is essential for future success in mathematics. It will help schools to identify pupils who have not yet mastered their times tables, so that additional support can be provided. The Department for Education also publishes statistics on MTC attainment.

If you have a child in year 6, at the end of key stage 2 (KS2), they will take national curriculum assessments in English grammar, punctuation and spelling, English reading and mathematics. The tests help measure the progress pupils have made, and identify if they need additional support in a certain area. The tests are also used to assess schools’ performance and to produce national performance data. As there is no test for English writing, this will be reported as a teacher assessment judgement. This is a judgement teachers will make, based on your child’s work at the end of KS2. You will also receive a teacher assessment judgement for science.

These percentages show how many of our pupils achieved the expected standard or above. 

Another way of showing Key Stage 2 results is a scaled score. The raw score (the actual number of marks a child scores) will be translated into a scaled score. The questions in the test paper are different every year, so the level of difficulty may slightly vary from year to year. For this reason, raw scores are converted into scaled scores to ensure accurate comparisons of pupil performance over time. 

A scaled score of 100 or more means a child is working at the expected standard, while a score below 100 indicates that a child hasn’t reached the government expected standard. The maximum score possible is 120 and the minimum is 80. To meet government expectations, pupils must achieve 100 in their scaled scores. However, this equates to different marks for each paper and can change each year. 

Progress measures provide parents with information to help them understand how their school is performing and to inform school choices. In order to calculate the school level progress measures, pupils’ results (at KS2) are compared to the achievements of other pupils across the country who had a similar starting point (prior attainment). Prior attainment is based on teacher assessment judgements at key stage 1 (KS1). Schools have progress measures published for 3 subjects: reading, writing and maths. 

Most schools will have progress scores between −5 and +5. If a school has a progress score of 0 this means that on average their pupils achieved similar results at the end of KS2 (end of year 6) to pupils in other schools with similar results at the end of KS1 (end of year 2). If a school has a positive progress score this means that on average their pupils made more progress than pupils in other schools with similar results at the end of KS1.

• Please note, due to COVID pandemic, there is no progress measure for 2024-25. The next progress measure will take place in the academic year 2026.