Performance Data

The school continues to work hard to secure strong outcomes for all pupils, and staff remain deeply committed to ensuring every child makes the best possible progress. While there has been an upward trajectory over several years, 2024–2025 represents a lower‑performing year overall, and it is important to acknowledge the factors that contributed to this.

Despite the dip, the school remains confident in its long‑term direction of travel. Teaching is strong, interventions are well targeted and leaders have already taken decisive action that is expected to restore and build upon previous positive trends.

Subject Headlines

Reading, Writing and Maths Combined

Combined attainment in 2025 showed a slight decline. 51% of pupils achieved the expected standard, compared with 54% in 2024. Although attainment at the higher standard increased to 2%, up from 0% the previous year. Even with this variation, internal tracking continues to show clearer progress patterns for pupils with longer-term attendance.

Reading

The average reading scaled score in 2025 was 103, matching the school’s 2023 performance and slightly below the 2024 score of 104. This reflects a stable trend over time, despite ongoing mobility within the cohort.

Writing

In 2025, 65% of pupils achieved the expected standard in writing. Staff are working diligently with focused interventions to support continued progress, while leaders remain committed to embedding effective strategies and consistent whole‑school approaches to writing. This ongoing work ensures that all pupils are equipped with the skills they need to thrive.

Maths

The 2025 average maths scaled score was 104, consistent with both national performance in previous years and the school’s recent trend. Some pupils, especially late arrivals, continued to present gaps in number fluency and core methods, highlighting the need for early catch‑up provision and focussed interventions.

Grammar, Punctuation and Spelling (GPS)

GPS results for 2025 show that 67% of pupils achieved the expected standard. These outcomes are anticipated to be an anomaly, as provisional data for 2026 indicates a positive upward trend. In 2025, 28% of pupils reached the higher standard. These outcomes reflect strong curriculum sequencing and the consistent teaching of grammar and spelling.

Science

Science outcomes in 2025, showed 76% of pupils achieving the expected standard. Historic performance has typically aligned closely with national averages, supported by secure curriculum coverage and strong subject leadership.

Why 2024–2025 Was a Lower Year

Several significant contextual factors affected attainment for this cohort:

High Pupil Mobility

A notable proportion of pupils joined the year group during Years 5 and 6, several arriving in the final months before statutory assessment. Many late joiners were working below age‑related expectations on entry. While these pupils made progress, they did not have enough time to access the full KS2 curriculum in school, which inevitably impacted overall percentages.

Higher‑than‑Average SEND Needs

This cohort had a larger proportion of pupils with SEND than previous years. Many required substantial adjustments to their curriculum and assessment pathways. Although pupils made strong individual progress from their starting points, their outcomes are not always fully reflected in headline measures.

Increased Number of EAL Learners

There was also a rise in pupils learning English as an Additional Language, including several who joined with limited English. These pupils made impressive gains in communication, phonics and reading, but did not yet meet national benchmarks within the assessment timeframe.

Looking Ahead

Although 2024–2025 represents a low point in headline data, the school remains firmly on an upward trajectory. The underlying picture shows that pupils make strong progress when they receive sustained teaching over time, and leaders have taken proactive steps to strengthen early intervention, EAL support and SEND provision.

The school is confident that future cohorts, including those already in lower Key Stage 2, will reflect the rapid improvements already evident in books, assessments and classroom practice.

2024-2025 Year 1 phonics data shows a continued upward trend and reflects the strong impact of the school’s ongoing focus on early reading.

In 2024–2025, 80% of pupils passed the Year 1 Phonics Screening Check, which represents a significant improvement on previous years:

• 2021–2022: 25%
• 2022–2023: 75%
• 2023–2024: 67%
• 2024–2025: 80%

This means outcomes have not only recovered but now match the national average of 80%.

This positive trajectory demonstrates that the strategies put in place, including high‑quality phonics teaching, targeted interventions and consistent practice opportunities, are making a real difference. As a school, we are continuing to build on this success to ensure every pupil develops strong early reading skills.

For 2024–2025, 51% of pupils are currently on track to achieve a Good Level of Development (GLD), compared with the national figure of 68%. The same proportion, 51%, are meeting the expected standard across all Early Learning Goals. Pupils are achieving an average of 12.4 goals, against a national average of 14.1.

These outcomes should be viewed in the context of the cohort’s high level of additional need. The school has a significantly higher proportion of pupils with SEND, including complex communication and developmental needs. A large number of pupils also speak English as an Additional Language, many of whom are at the very early stages of language acquisition on entry. This, combined with high mobility and varied early childhood experiences, contributes to lower starting points overall.

Despite these challenges, pupils make strong progress from their individual baselines, supported by targeted early intervention, high‑quality teaching and a nurturing curriculum that prioritises communication, language and early literacy.