Key Performance Measures

END of KS2 Results (Y6) in 2026 ~ ( 21 children ~ so each child is ≈ 5%)

When looking at our percentages, please remember that in a small school like ours, in each year group, a child typically represents 5% to 8%, sometimes more.

The academic year 2025/26 was another successful year, despite the challenges of falling roles nationally, and significant pupil mobility, (e.g. in-year admissions).

KS2 results at ARE+ in 2026 were largely as expected, with almost all metrics being either broadly in line with national, or just one child below national; so nothing here is statistically significant. Our Reading, Writing and Maths combined figure of 62% ARE+ was pleasingly in line with national at 63%.

At GDS, writing and RWM combined were pleasingly also above or in line with national.

Another measure that the DfE ask schools to monitor is that of scaled scores. All our Scaled scores were also very closely in line with national with no concerns identified.

These results are especially pleasing as four children joined Y6 during spring or summer terms of Y6.

multiplication tables check (Y4) in 2026 ~ (18 children ~ so each child is ≈ 6%)

The MTC scores this year were a big improvement on 2024/25, but remained below national. However, excluding the two children who arrived in Y4 (in spr-26 and sum-26), we had 7/16 (44%) who scored 24 or more which is exactly in line with national. Even so, there will continue to be a focus on MTC fluency from Y2 onwards.

PHONICS (Y1) in 2026 ~ (13 children ~ so each child is ≈ 8%)

This result is about one child below national. However. our high quality phonics teaching ensured as many of our children as possible in this very small cohort reached the PSC threshold (this year it was reduced to 31 from 32).

All children who we expected to pass the PSC, did so.
Of the remaining four children, three will require significantly different approaches to support their unique challenges, including the two with significant SEND

EYFS (reception) in 2026 ~ (13 children ~ so each child is ≈ 8%)

This is actually a very strong cohort with a higher entry profile than normal. Our aut-25 assessment was 72%; until two children joined late in the year, resulting in our actual result of one child below national reaching a Good Level of Development (GLD).

WHOLE SCHOOL SUMMARY for 2025/26 FROM THIS DATA

Almost every KPM was either in line with national or just one child below, despite a significantly high pupil mobility this academic year
The Y4 MTC remains a significant outlier in our performance, despite a large improvement on last year; however, if all children scoring 24/25 had scored 25, we would be exactly in line with national
Our Phonics provision remains effective, however those repeating the PSC in Y2 will need a different provision to succeed
Despite their being no statutory assessments in KS1, it is this cohort that is our main focus for intervention. As such Pupil Progress Meetings in Sep-26 will identify strategies to support these groups of children

ARE means working at Age Related Expectations.
GDS means working at Greater Depth within the Standard.
GPS refers to an English test on Grammar, Punctuation and Spelling.
RWM Combined means those pupils achieving a pass or better in Reading and Writing and Mathematics
Scaled Scores convert pupils actual test scores into a ranking system, whereby 100 is considered the average pass mark.

A SUMMARY GRApHIC FOR THEN 2025-26 :

KEEPING PARENTS WELL INFORMED ...

We like to keep our parents as well informed as possible. As such, if we measure any learning, we will communicate it with you. Typically we do not like to assess very young children formally - we assess by watching they learn through play - but for older children, in Y3 and above, we will formally assess children and provide you with termly information at parents evenings. Here is an example of the sort of data we might share. Do not worry if it looks complicated, teachers will explain it all and you will soon get the hang of it.