Key Stage Results

School Performance Data

School results for 2016-2017 - unvalidated data

We are delighted to share with parents some of the headline performance information from the 2016-17 school year, which has become available during the summer. These results are unvalidated and await final confirmation:


Early Years

At the end of the 2016-17 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


We are delighted that 78% of our pupils showed a ‘good level of development’ compared to 69% nationally in 2016, which demonstrates both an able cohort and the 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 2016, with large numbers of pupils attaining exceeding judgements both in individual aspects and across the whole range of assessments.

Across Reception, 86% of pupils made expected (or better than expected) progress for reading, 84% for writing and 82% for maths. Many pupils actually made even more progress – above expectations (48% rapid progress for reading, 40% for writing and 36% for maths – all improved on 2016 figures).

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 2017, showed the following outcomes:

Key Stage 1

Year 2


School % at expected standard

National % at expected standard

School % working at greater depth

National % working at greater depth
















RWM combined





This was the second year of the new test framework for Year 2 with challenging standards in place for each of the core areas.

Overall, we are pleased that our attainment results have improved since 2016 and given the year 2 cohort attainment at the end of Reception year, we are confident that progress, especially in reading and writing has been good between the end of Reception and the end of year 2.

Maths has shown considerable improvement in attainment from 2016, but close scrutiny shows that we should still manage to ‘convert’ a few more pupils to the expected standard at year 2 and therefore this will be a continued focus into this academic year.


Our Year 1 and 2 phonics test results have steadily improved for three years now and are in line with national figures in all aspects: year 1 pass rate, year 2 pass rate and overall pass rate by the end of year 2.

We will continue to work hard on this aspect in 2017-18; 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 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 2018.

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


As with Year 2, this year saw our Year 6 students sit SATs tests and assessed using Test Frameworks which have been in place for just two years of the four these pupils have been within key stage 2. We have been working hard to adjust our internal tracking systems to take these new tests into account.

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 slightly improved our position with regard expected attainment, but significantly improved the percentage of pupils attaining the higher standard in their core writing to exceed national. This will be a point of continued endeavour this year as overall writing still has a negative progress score.

Spelling, punctuation and grammar results were slightly below where we would have ideally liked them. This will be a point of action in 2017-18: pupils can demonstrate these features to good effect in their writing, but must be able to answer test questions too.

The reading test is nationally known for being tricky and what is more this year saw an increased mark boundary to reach the expected standard. Unfortunately, with regard reading, a small but significant group of pupils failed to demonstrate their best ability in the test and missed out on the expected standard by very few marks. Higher ability readers performed well however and were more secure in their test readiness. A point of action for 2017-18 is therefore to ensure that pupils can readily demonstrate their ability in test scenarios and are clear of notional test boundaries. With this regard we will conduct some additional formal tests and track against these. The negative progress score of -2.0 indicates that compared to the national average our pupils scored 2 scaled points below their peers with similar starting points in the tests (where a scaled score of 100 was a ‘pass’)

Similarly in maths, many pupils failed to demonstrate their best ability in tests and results were down for most pupil groups and at most levels. The negative progress score of -4.3 indicates that compared to the national average our pupils scored 4.3 scaled points below their peers with similar starting points in the tests (where a scaled score of 100 was a ‘pass’).

That said, internal tracking showed good gain during year 6 (in reading, writing and maths), but still too many pupils were just a few marks away from grade boundaries especially with regard specific elements of maths such as fractions, decimals and percentages, algebra and ratio and proportion.

Of course, this will be a major point of focus this academic year, to ensure that pupils are effectively ‘test ready’ and able to show their teacher assessed ‘level’ in more formal environments.

What next?

There are several points of reflection and action in the 2017 performance data. In the 2017/18 academic year, school will:

  • Continue to ensure our pupils attain well in phonics, building on the improvements made over the last 3 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 2016-17 which have impacted favourably on performance outcomes and have been positively received by our pupils – Talk for Writing, Kung Fu Punctuation, etc. Ensure that pupils in key stage 2 and especially y6 can demonstrate their knowledge of Spelling, Punctuation and Grammar both within their own work and within test situations
  • 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 solve embedded problems involving fractions, decimals and percentages, ratio and algebra
  • Continue to enhance all areas of provision for the more able – 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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Wetherby Road, Tadcaster
North Yorkshire LS24 9JN


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