There are three national assessment points for every child during their time at primary school. They happen at the following times:

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1. Early Years: Reception

Children are first assessed nationally at the end of their Reception year. Children's Reception year is the year they turn 5 years old and children's education is statutory from when they turn 5 years old.

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The measure at the end of the Reception year, is 'A Good Level of Development'.

Children are defined as having reached a Good Level of Development (GLD), at the end of the Early Years Foundation Stage/Reception year, if they achieve at least the expected level for their age in:

• the Early Learning Goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and;

• the Early Learning Goals in the specific areas of mathematics and literacy.

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At St. Luke's in the 2024/25 academic year, 73% children achieved a Good level of Development (GLD) as compared to 69% children nationally. 

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2. Key Stage 1: Year 1

Children are next assessed towards the end of Year 1. For this assessment point, their Phonics knowledge is assessed. All children sit a 'Phonics check' and the measure is whether they have achieved the check or not.

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At St. Luke's in the 2024/25 academic year, 85% children achieved the Phonics check as compared to 80% children nationally. 

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3. Key Stage 2: Year 6

The final assessment point is in the last year of primary schooling, Year 6. These are called Key Stage 2 SATs. Again, attainment outcomes in each of Reading, Writing and Mathematics are measured both for the proportion of children achieving the expected standard for their age and for the proportion of children reaching 'Greater Depth'. 

Of particular interest is the proportion of children who achieve the expected standard in all three subjects, again referred to as the 'combined'.

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Additional measures for Year 6 include:

• Scaled scores - each child gets a 'scaled score' and then the whole cohort get an average 'Scaled Score'. This is useful because it demonstrates whether, on average, cohorts comfortably achieved the expected outcomes or not.

• Progress scores - these measure progress from the end of Key Stage 1 to the end of Key Stage 2. This is useful because it demonstrates the impact on children's outcomes had by a school. For example, you could have a cohort of children with lots of vulnerabilities in terms of learning. This might mean that on the surface, their attainment seems low, but in actual fact - the school has added considerable impact, and so the progress scores are high.

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Please see our end of KS2 results from the 2024/25 academic year. Please note that this year, there are no progress scores nationally.

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