Key Stage Results

School Performance Data

School results for 2017-2018 - unvalidated data

We are delighted to share with parents some of the headline performance information from the 2017-18 school year, which has become available during the summer. These results are unvalidated and await final confirmation:


Early Years

At the end of the 2017-18 school year, children in Reception were assessed as follows:



% expected or exceeding grade

Areas of learning

Communication and language


Physical development


Personal, social and emotional development






Understanding the world


Expressive arts and design



Prime learning goals


Specific learning goals


All learning goals


81% of our pupils showed a ‘good level of development’ compared to 72% nationally, which demonstrates both an able cohort and the effective and challenging provision on offer in our Early Years.

In most areas, the Reception outcomes (% attaining each of the above and % attaining overall ‘good level of development’) showed a good improvement on 2017, with large numbers of pupils attaining exceeding judgements both in individual aspects and across the whole range of assessments.

Across Reception, 83% of pupils made expected (or better than expected) progress for reading, 75% for writing and 75% for maths. Many pupils actually made even more progress – above expectations (15% rapid progress for reading, 15% for writing and 17% for maths).

Where individual children have not met Early Years expectations in certain areas, they will of course be tracked carefully and given tailored support in Year 1 to ensure they catch up. Where pupils met or exceeded expectations in Early Years, they are ready to make a flying start in Year 1 and will be tracked (and ‘pushed’) to continue to excel as they move through school!

Key Stages 1 and 2

The annual tests and teacher assessments for Key Stages 1 and 2, for 2018, showed the following outcomes:

Key Stage 1


School % at expected and greater depth standard

National % at expected standard

School % at greater depth

National % at greater depth
















RWM combined





The test frameworks continue to challenge in each of the core areas.

Following a more challenging year in Year 2 in 2017/18 including some necessary staff changes, although the overall attainment may be lower than the National standard, we are pleased that the number of children working at greater depth is likely to be above the National Standard. With further analysis, the cohort’s progress has been accelerated over the course of the year. All children, including those children not attaining at the expected standard at the end of Key Stage 1 will be carefully tracked into year 3 and beyond to make sure the provision is meeting their needs, with writing as a focus.


Our Year 1 phonics test results have steadily improved for four years now with 86% of the children achieving the expected standard for phonics. The overall end Year 2 pass rate is positive and with 90% of children achieving the expected standard by the end of Key Stage 1, is in line and above national figures in all aspects.

We will continue to work hard on this aspect in 2018-19; so many of our pupils are already sound readers and need to specifically be taught ‘how to pass’ the phonics test!

Any pupils not passing the phonics test in year 1 or 2 will be carefully tracked into years 2 and 3 and have additional provision in place to ensure they reach (and can demonstrate in a test) the required standard as soon as possible.

We are delighted that so many of our EYFS pupils left Reception and enter Year 1 already tracking well into year 1 phonics – this can only stand us in good stead for results in 2019.


 Key Stage 2

Year 6


% at expected standard - school

National – expected standard

% working greater depth; higher standard

National – greater depth; higher standard

Reading test





Reading teacher assessment










Maths test





Maths teacher assessment





SPaG test





SPaG teacher assessment



RWM combined








Average scaled score in reading



Average scaled score in SPaG



Average scaled score in maths



Reading progress score


Writing progress score


Maths progress score


We have continued to work hard to develop our internal tracking systems to take the challenging demands of the End of KS2 tests into account and we are delighted with the positive results this year.

As ever with our wonderful Riverside students, Year 6 applied themselves well throughout the year and showed a superb, responsible attitude during the assessment period.

Writing had been a focus following last year’s tests, especially with regard pupils attaining the higher level. We are therefore delighted to have improved our position with regard expected attainment, but also to have significantly improved the percentage of pupils attaining the higher standard in their core writing to exceed national. The writing progress score is positive and is statistically in the top 25% of schools nationally.

Spelling, punctuation and grammar results were improved this year and are in line with National standards. This will be a point of action in 2018-19 as we have a new spelling strategy which will support continued improvement.

We are also delighted with our reading results this year including the increased number of children working at greater depth. This was an area of focus for us following 2017 results, especially developing pupils’ inference skills. Our progress score is +0.1 this year is a good improvement from last year’s negative score.

Maths however, will remain an area of focus as, although an increase on last year’s attainment, this remains below the national expected standards and we are not adding sufficient progress to our pupils as represented by the negative progress score (though again, this has improved since 2017).

Our combined Reading/Writing/Maths attainment showed good gain this year and is above National standards at both expected and greater depth and Riverside School continues to perform above both floor and coasting school standards.

What next?

There are several points of reflection and action in the 2018 performance data. In the 2018/19 academic year, school will:

  • Continue to ensure our pupils attain well in phonics, building on the improvements made over the last 4 years
  • Continue to challenge and develop our pupils in Early Years, ensuring every possible pupil makes accelerated progress towards challenging targets
  • Continue to build on successful writing initiatives implemented in 2017-18 which have impacted favourably on performance outcomes and embed our new spelling strategy into this area to further support the Grammar, Punctuation and Spelling progress throughout the whole school .
  • Set challenging targets for all year groups to make sure pupils make good progress across a year and across a key stage
  • Challenge ALL individual pupils to make the best possible progress in their learning including through a highly targeted approach
  • Ensure all pupils can demonstrate their teacher assessed grades within test situations and especially within maths that pupils can work independently to demonstrate their reasoning skills to solve embedded problems involving fractions, decimals and percentages, ratio and algebra
  • Continue to develop independent learners using metacognitive and positive mindset strategies such that the children are motivated to learn and are challenged appropriately– continue to deliver real stretch and challenge and with it see more and more pupils make ABOVE expected progress

As you will see from this list of actions, we are keen to pro-actively challenge ourselves to help our pupils achieve the very best that they are able!

Access the DFE School Performance Tables Website here



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Contact Us

General queries to:
Mrs J Coates/Mrs J Kavanagh/Mrs V Scoot - School Administrators
Mrs S Borradaile - School Business Manager

sampleTel:  01937 832 899
Fax: 01937 531 707

sampleEmail us here

Wetherby Road, Tadcaster
North Yorkshire LS24 9JN


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