This section shows the end of Key Stage 2, Y4 Multiplication Check Results, Key Stage 1 and Early Years performance.
Progress and Attainment 2025-2026
(National and Local Authority Data is to be confirmed and updated when further releases are made.)
Early Years Foundation Stage Profile
‘The EYFS Profile is a statutory assessment of children’s development at the end of the academic year in which children turn 5, usually reception year. The Profile is intended to provide a reliable and accurate summative assessment of each child’s development at the end of the EYFS to support children’s successful transitions to year 1. The EYFS Profile is not an accountability measure for schools. The DfE does not publish school level results for the EYFS Profile. Ofsted will not use the EYFS Profile as an accountability tool during inspection.’
https://www.gov.uk/government/publications/early-years-foundation-stage-profile-handbook
EYFSP | 2024 (14 chn) | 2025 (12 chn) | 2026 (16 chn) | 3 Yr Av | Local Authority | National
|
% achieving GLD | 71.4% | 75% | 75% | 73.8% | 71.9% | 72.3%
|
GLD – Good Level of Development
Phonics Screening
At the end of Year 1 children take a phonics screening test to assess their knowledge of phonics. Children are asked to sound out 40 words, some of which are real and some of which are made up. In 2026, the threshold for meeting the expected standard remained at 32.
Y1 | 2024 (10 chn) | 2025 (13 chn) | 2026 (11 chn) | 3 Yr Av | Local Authority | National |
% working at | 90% | 69.2% | 91.7% | 83.6% | 80.7% | 81.8%
|
End of Y2 | 2024 (3 chn) | 2025 (2 chn) | 2026 (4 chn) | 3 Yr Av | Local Authority | National |
% working at | 33.3% | 0% | 50% | 27.8% | 50.2% | 52.7% |
Key stage 1 comparative report
Prior to 2024, at the end of Year 2 children were assessed in reading, writing, maths and science against expected standards of attainment. They were assessed as attaining below the expected standard, working towards the expected standard, working at the expected standard or working in greater depth than the expected standard.
The information below allows you to compare Clough and Risegate’s performance at the end of key stage 1 with the attainment of other year 2 pupils across England in 2022 and 2023. PLEASE NOTE, 2024 testing was non-statutory and was undertaken in school purely as an additional assessment opportunity. Therefore, there is no Local Authority or National Data to compare this to. The reception baseline assessment (RBA) will replace the end of KS1 assessments as the baseline for cohort level primary progress measures. It became statutory in the academic year 2021 to 2022, and the reception cohort from that year reach the end of KS1 in the academic year 2023 to 2024. 2025 testing also remained non-statutory.
KS1 |
| 2022 (12 chn) | 2023 (16 chn) |
EXS – working at expected standard and above | Reading | 91.7% | 68.8% |
Writing | 83.3% | 68.8% | |
Maths | 91.7% | 75% | |
RWM | 83.3% | 68.8% | |
Science | 100% | 93.8% | |
GDS – working at a greater depth above the expected standard | Reading | 25% | 50% |
Writing | 16.7% | 25% | |
Maths | 16.7% | 37.5% | |
RWM | 8.3% | 12.5% |
Y4 Multiplication Checks
The MTC is statutory for all year 4 pupils registered at state-funded maintained schools, special schools or academies, including free schools, in England. There is no expected standard threshold for the MTC, but higher scores indicate greater proficiency in fluently recalling multiplication tables. https://www.gov.uk/government/publications/multiplication-tables-check-administration-guidance/multiplication-tables-check-administration-guidance
| 2024 (15 chn) | National 2024 | 2025 (13 chn) | National 2025 | 2026 (11 chn) | National 2026 |
Full Marks (25/25) | 73% | 34% | 62% | 37% | 36% | NOV 2026 |
Average Score | 23.3 | 20.6 | 23.5 | 21 | 21.1 | NOV 2026 |
Key stage 2 comparative report
At the end of Year 6 children are assessed in reading, writing, maths, science and spelling and grammar (GPS) against expected standards of attainment. For reading, maths and spelling and grammar they take tests to ascertain their level of attainment. They are assessed as attaining below the expected standard, working towards the expected standard, working at the expected standard or working in greater depth than the expected standard (except for science and SPaG).
This information allows you to compare Clough and Risegate’s performance at the end of key stage 2 with the attainment of other year 6 pupils across England in 2025.
KS2 | 2024 (11 chn) | 2025 (14 chn) | 2026 (13 chn) | 3 Yr Av | Local Authority | National
| |
% achieving expected standard or better (EXS) | Reading | 82% | 50% | 69% | 67% | 70.4% | 75.3% |
Writing | 91% | 43% | 62% | 65% | 70.6% | 73.2% | |
Maths | 91% | 57% | 54% | 67% | 71.5% | 75.2% | |
RWM | 82% | 43% | 31% | 52% | 57.7% | 63.4% | |
GPS | 100% | 64% | 69% | 78% | 69.4% | 73.8% | |
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% achieving Higher Standard | Reading | 18.2% | 21.4 | 23% | 21% | 26% | 31.4% |
Writing | 18.2% | 0% | 8% | 9% | 12% | 13.3% | |
Maths | 18.2% | 14.3% | 15.4% | 16% | 21.7% | 27.4% | |
RWM | 9.1% | 0% | 0% | 9.1% | 6.7% | 8.7% | |
GPS | 27.2% | 21.4% | 15% | 21.2% | 25.1% | 30.4% | |
KS1 – 2 Progress
| Progress Score 2022 | Progress Score 2023 | Progress Score 2024 & 2025 | Progress Score 2026 |
Reading | +3.8 Well Above Average | +3.28 | This data will not be available for 2023/24 or 2024/25 due to the impact of COVID-19 on KS1 prior attainment (Taken from KS2 Trend Document on Perspective Lite) | -6.29 |
Writing | -1.5 Average | +2.27 | -5.67 | |
Maths | +3.0 Above Average | -1.16 | -6.73 |
Average Scaled Scores in KS2 Tests
| Our School 2024 | Our School 2025 | Our School 2026 | Local Authority | National |
Reading | 105.9 | 101.3 | 103.4 | 104.5 | 105.8 |
Grammar, Punctuation and Spelling | 106.8 | 103.9 | 103.6 | 104.1 | 105.5 |
Mathematics | 104.5 | 103.4 | 101.6 | 103.8 | 105 |
Pupils need to score 100 to reach the expected standard of attainment and 110 to achieve at the higher standard (Greater Depth)
Performance Data from GOV.UK for Clough and Risegate Community Primary School
The DfE provides information about all schools on including data on their performance, absence, pupil population, workforce and finance.
Click the link below to access information about our school.
School performance data should be considered alongside a range of other information about the school, which could include looking at school websites, reading Ofsted reports, and speaking to the school directly. Conclusions should not be drawn on a single piece of data alone.
Pupils included in this performance data will have experienced some disruption due to Covid-19 earlier in their schooling, which will have affected individual pupils and schools differently.
Unfortunately not the ones with chocolate chips.
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