Athersley North Primary School
Key Stage 2 Assessment
Progress Scores Explained
To interpret a school’s progress score, individual pupil level progress scores are calculated in comparison to other pupils nationally. For all mainstream pupils nationally, the average progress score will be zero.
A school’s progress scores for English reading, English writing and mathematics are calculated as its pupils’ average progress scores. This means that school level progress scores will be presented as positive and negative numbers either side of zero.
• A score of 0 means pupils in this school, on average, do about as well at key stage 2 as those with similar prior attainment nationally.
• A positive score means pupils in this school on average do better at key stage 2 than those with similar prior attainment nationally.
• A negative score means pupils in this school on average do worse at key stage 2 than those with similar prior attainment nationally. A negative score does not necessarily mean a school is below the floor. For example, a school with a mathematics progress score of -4 would mean that, on average, pupils in this school achieved 4 scaled score points lower in the key stage 2 mathematics test than other pupils with similar prior attainment nationally.
English writing progress scores differ from English reading and mathematics progress scores and do not directly relate to scaled scores. As there is no test in writing, key stage 2 teacher assessments are used to create the progress scores. To do this the points are assigned to teacher assessment before creating the progress scores.
A progress score of -5 in English writing, therefore, could be seen as meaning pupils in this school on average achieve 5 points lower in our progress model than other pupils with similar prior attainment nationally. A negative English reading score does not mean that pupils did not make any progress between key stages 1 and 2. A negative score means that they made less progress than other pupils nationally with similar prior attainment.
| KEY STAGE 1 PHONICS | SCORES |
| Year 1 2023 – 2024 | 88% |
| Year 1 2022 – 2023 | 92% |
| Year 1 2021 – 2022 | 89.7% |
| Year 1 2020 – 2021 (Check administered Dec 2021) | 85% |
| Year 1 2019 – 2020 (Check administered Dec 2020) | 80% |
| Year 1 2018 – 2019 | 82.5% |
| Year 1 2017 – 2018 | 72% |
| Year 1 2016 – 2017 | 57.9% |
| KEY STAGE 2 ATTAINMENT | SCALE SCORE | % OF CHILDREN AT OR ABOVE EXPECTED STANDARD | % OF CHILDREN AT A HIGHER STANDARD THAN EXPECTED |
|---|---|---|---|
| Reading | 99 | 40% | 28% |
| Writing | – | 55% | 10% |
| Mathematics | 99 | 50% | 8% |
| Grammar, Punctuation & Spelling | 99 | 48% | 33% |
| Reading, Writing & Mathematics Combined | – | 25% | 5% |
| Science | – | 65% | – |
| Swimming Data | Number | Percentage |
| Pupils who achieved 25 metres | 16 | 40% |
| Pupils are able to swim front crawl, backstroke and breast stroke | 12 | 30% |
| Pupils who can swim self-safe rescue in different water based situations | 24 | 60% |
Performance Tables
Performance tables continue to sit at the heart of the accountability framework. They focus the debate on standards and strengthen the accountability of schools.
The tables also provide a reliable and accessible source of comparative information on pupil attainment and progress, absence, workforce and finance, and are a key element of our transparency agenda.