Guidance

Primary school accountability in 2025: technical guide

Updated 11 September 2025

Applies to England

Primary school accountability measures

There continues to be a range of forms of accountability in place for primary schools, including key stage 2 (KS2) performance data and school inspection.

2024 to 2025 KS2 performance measures 

This guidance explains how we have calculated KS2 performance measures for academic year 2024 to 2025.  

Schools received their provisional performance data for academic year 2024 to 2025 on 8 September 2025. Department for Education (DfE) will publish revised KS2 performance data at school level on Compare School and College Performance (CSCP) for academic year 2024 to 2025 in December 2025.  

It is not possible to calculate KS1 to KS2 progress measures for academic years 2023 to 2024 and 2024 to 2025. This is because there is no relevant KS1 data required to calculate KS1 to KS2 progress measures for these cohorts, as primary tests and assessments were cancelled in academic years 2019 to 2020 and 2020 to 2021 due to COVID-19 disruption. DfE will continue to publish the usual attainment measures as set out in KS2 headline measures. Information about the calculation of KS1 to KS2 progress measures is in Annex A.

In July 2023 the previous government announced that, given the lack of a statistically robust alternative baseline to calculate primary progress measures, DfE would not be producing or publishing primary progress measures for 2023 to 2024 and 2024 to 2025.

The following were considered as possible alternative baselines, but all were found to have statistical issues which made them unsuitable:

• The Early Years Foundation Stage Profile (EYFSP)
• Phonics Screening Check (PSC)
• the Multiplication Tables Check (MTC)

It will be possible to return to producing KS1 to KS2 progress measures in 2025 to 2026 and 2026 to 2027. For the cohort reaching the end of KS2 in 2027 to 2028, baseline data available to calculate progress will be from the Reception Baseline Assessment taken in 2021 to 2022.

When DfE publishes 2024 to 2025 KS2 performance measures on CSCP in December 2025 messaging will be included to: 

• explain why it is not possible to calculate KS1-KS2 progress measures for 2024 to 2025
• caution users about the limitations of using attainment only data to interpret school performance

We will also continue to show a school’s 2022 to 23 progress scores in:

• reading
• writing
• maths

How will the 2024 to 2025 KS2 performance data be used?

Users of education school performance data need to consider this data alongside a range of other information about a school and its individual circumstances, for example by speaking to the school directly. Conclusions should not be drawn on a single piece of data alone.

DfE officials may use 2024 to 2025 KS2 performance data when setting criteria to allocate additional funding.

As set out in the Managing Teachers and Leaders Pay guidance, school and trust leaders should not make pay progression for teachers dependent on the assessment data for a single group of pupils.

Performance management targets relating to pupil performance should not be used in isolation and other factors should also be taken into account. From the 2024 to 2025 academic year, the requirement for objectives and the appraisal process to lead to performance-related pay outcomes for teachers and leaders were removed. The statutory requirement to make a pay decision following the completion of the appraisal process remains.

Ofsted

As set out in Ofsted’s school inspection toolkit, inspectors will consider what nationally published school performance data (where it is available) indicates about pupils’ achievement in the school over time, and use this as a starting point for discussions with leaders about achievement. Inspectors will be aware of the data’s gaps or limitations (for example in relation to small cohorts) and will take into account that published outcomes do not reflect the achievement of pupils in every year group, or of some groups, such as some pupils with SEND. Inspectors will consider data alongside evidence gathered on site to provide a fuller picture of achievement over time, particularly for groups of pupils or phases for which published data is not available.

Regional directors

Regional Directors will have 2024 to 2025 assessment and test data to refer to. They will be aware:

• that there will be no KS1 to KS2 progress measures for 2024 to 2025
• of the limitations of attainment only data

Decisions will not be made on a single year’s data and will continue to be informed by a range of factors.

2024 to 2025 KS2 school performance data can:

• be used to make comparisons between schools, trusts and with local authority and national averages
• be considered alongside data from 2023 to 2024, as the Standards and Testing Agency (STA) standards setting and maintenance approach was consistent across years

KS2 headline measures

The KS2 headline measures for 2024 to 2025 are:

• the percentage of pupils achieving the ‘expected standard’ in English reading, English writing and maths (combined) at the end of KS2
• the pupils’ average scaled score in English reading at the end of KS2 and maths at the end of KS2
• the percentage of pupils who achieve at a higher standard in English reading, English writing and maths (combined) at the end of KS2.

The percentage of pupils achieving the expected standard is a combined measure across the 3 subjects. To be counted towards the measure, a pupil must have:

• a scaled score of 100 or more in reading
• a scaled score of 100 or more in maths
• been teacher assessed in writing as ‘working at the expected standard’ or ‘working at greater depth’

The percentage of pupils achieving at a higher standard is also a combined measure across the 3 subjects. To be counted towards the measure, a pupil must have:

• a ‘high scaled score’ of 110 or more in reading and maths
• been teacher assessed in writing as ‘working at greater depth’

Unlike the expected standard, which was determined by the STA’s standard-setting teacher panel, the high score was determined by the department solely with reference to the distribution of pupils’ test results, to identify the pupils who achieved the highest marks on the tests.

The average scaled score in English reading and maths is the mean scaled score of all pupils awarded a scaled score. It only includes pupils who took the test and achieved a scaled score. The average scaled score:

• provides a measure of the typical performance of pupils taking the tests
• is affected by the performance of pupils at all points in the range of scores

There is also a range of additional measures, which cover attainment in individual subjects and breakdowns of measures for various pupil groups. For example:

• the percentage of pupils meeting the expected standard in maths
• breakdowns showing performance of pupils with particular characteristics, such as disadvantaged pupils, or those for whom English is an additional language

It is not possible to produce breakdowns of attainment measures by prior attainment for 2023 to 2024 and 2024 to 2025 as there is no KS1 baseline available to calculate prior attainment.

For 2024 to 2025, for the first time since 2018 to 2019, we will return to publishing 3-year averages and 3-year time series. This is because there is published school level data available for 3 consecutive academic years (2022 to 2023, 2023 to 2024 and 2024 to 2025).

DfE shares detailed information on performance measures with:

• school leaders
• governors
• other relevant stakeholders, including local authorities, academy trusts, dioceses via Analyse School Performance (ASP) - a secure platform providing users with restricted access to performance data relevant to their role and function

Statistics on attainment in KS2 national curriculum assessments in England are also published at the following constituency levels by DfE on the Explore Education Statistics website:

• national
• regional
• local authority
• local authority district
• parliamentary

School level KS2 attainment data is published on Compare School and College Performance for all state-funded mainstream and special primary schools, as well as for state-funded junior, middle and all-through schools with a KS2 cohort. Where a mainstream school has a SEN unit or resourced provision, all pupils in the school at the end of KS2 are included in the school’s performance measures.

Pupils below the standard of the test or assessment in academic year 2023 to 2024

In 2024 to 2025 pre-key stage standards were used to report teacher assessment in English reading, English writing and maths for pupils working below the standard of national curriculum assessments engaged in subject-specific study. The pre-key stage standards include six standards at KS2.

In 2024 to 2025 pupils working below the standard of national curriculum assessments and not engaged in subject-specific study were assessed using the engagement model.

Pupils who are working below the standard of the national curriculum assessments are included in KS2 school attainment measures as “not meeting the expected standard”. Information on how pupils working below the standard of the national curriculum assessments are included in KS1 to KS2 progress measures can be found in Annex A.

Pupils in particular circumstances

There are some circumstances where a pupil’s results are included in the attainment measure as ‘not meeting’ the expected standard. These pupils will contribute to the cohort in the denominator but are not included in the numerator.

Table 1: KS2 codes for pupils in particular circumstances

KS2 code	Description
Q	Mark supressed
H	Paper annulled
U	Performing at the standard of the test but unable to access the test
J	Just arrived

In limited circumstances, schools may request that a pupil be omitted from performance measures, for example if:

• pupils have recently arrived from overseas
• English is not their first language

This can be done via the primary schools checking exercise.

Pupils are not included in school performance measures until they have reached the end of KS2. A pupil is assigned a code F if they have either:

• been held back a school year
• have taken one or more of the subjects early.

Where a pupil has a result missing, please see Annex B.

Absence

Pupils who do not take the reading test due to absence will be assigned code A and included in attainment measures as not meeting the expected standard.

Pupils who do not take all test papers in maths and grammar, punctuation and spelling due to absence will receive a mark for the papers they have completed but will not receive a scaled score.

Pupils who have achieved sufficient marks on completed papers to demonstrate that they are working at least at the expected standard will be:

• included in attainment measures as meeting the expected standard
• awarded an overall outcome of AS for the relevant subject

These pupils will also be included in national and regional statistics as meeting the expected standard. It is not possible to achieve sufficient marks to achieve the higher standard without completing all papers, so these pupils will be included in the higher standard measures for the relevant subject as not meeting the higher standard.

Pupils will receive an overall outcome of A for the subject and will be included in attainment measures as not meeting the expected standard if they:

• are absent for a test paper in these subjects
• do not achieve enough marks in the remaining test papers to meet the expected standard

Pupils with absence in one or more papers do not receive a scaled score as it would likely have been higher if they had completed all papers. They are therefore not included in either:

• average scaled score attainment measures
• KS1 to KS2 progress measures

KS2 multi-academy trust (MAT) measures

For 2024 to 2025, DfE will produce KS2 measures at MAT level showing the percentage meeting the expected standard in reading, writing and maths (combined). We will also produce a breakdown of this measure for disadvantaged pupils.

As at school level, it will not be possible to calculate MAT level KS1-KS2 progress measures for academic years 2023 to 2024 and 2024 to 2025. This is because there is no KS1 baseline available to calculate primary progress measures for these cohorts due to Covid-19 disruption.

Once it is possible to calculate KS1 to KS2 progress measures again for 2025 to 2026, it will be possible to return to publishing progress measures at MAT level.

Eligibility for inclusion in the MAT measures

We include data at MAT level for MATs that are sufficiently large and well established to have had time to have an impact on the performance of schools within the MAT.

Previously, we also reported at sponsor level, for the very small number of MATs this affected. Since 2021 to 2022, we no longer report at this level.

For 2024 to 2025, we will produce measures for MATs that as of 12 September 2024:

• have at least three schools with results at KS2, and
• where those schools have been with the MAT for at least three academic years (defined as having joined that MAT before 12 September 2022^{[footnote 1]}.

This means that we do not produce measures for all MATs. It also means that, where we do produce measures for a MAT, the measures may be based on the results from only some of their schools (if they have at least 3 schools, that have been part of the MAT for 3 or more years that have results at KS2, but also have schools with results at KS2 that have been with the MAT for less than 3 years).

The measures cover state-funded mainstream schools within MATs only. Special schools, pupil referral units, alternative provision academies and alternative provision free schools are not included.

Year on year the number of MATs with at least 3 academies, that have been part of the MAT for at least 3 years, tends to increase. This means that each year, we tend to publish measures for more MATs, MATs already published have more of their academies included in their MAT data, and some MATs have MAT measures published for the first time.

Calculating KS2 measures at MAT level

The MAT level measures are based on the weighted average of a MAT’s individual schools’ respective attainment scores. Weighting is employed when calculating the average to ensure a school’s contribution to the overall score is proportional to its size and length of time with that MAT.

Each of the measures are weighted for:

• the number of pupils at the end of the key stage
• the length of time the school has been with that MAT (those that have been with a MAT for 3 years are given a weight of 3, those with the MAT for 4 or more years are given a weight of 4)

Worked examples of KS2 MAT measures are included in Annex C.

Disadvantaged pupils and MAT measures

We calculate breakdowns of KS2 MAT level measures for disadvantaged pupils. Evidence shows that overall performance of disadvantaged pupils across all school types tends to be lower than that of other pupils. Disadvantaged pupils are those who were eligible for free school meals at any time during the last six years and children looked after (in the care of the local authority for a day or more or who have been adopted from care).

Annex A: KS1-KS2 progress measures methodology

It will not be possible to calculate KS1-KS2 progress measures for academic years 2023 to 2024 and 2024 to 2025. This is because there is no relevant KS1 data required to calculate KS1-KS2 progress measures for these cohorts, as primary tests and assessments were cancelled in academic years 2019 to 2020 and 2020 to 2021 due to COVID-19 disruption.

This annex explains how DfE calculated KS1-KS2 progress measures reading, writing and maths for 2022 to 2023.

Overview of the progress measures

The progress measures aim to capture the progress that pupils make from the end of KS1 to the end of primary school. They are a type of value-added measure, which means that pupils’ results are compared to the actual achievements of other pupils nationally with similar prior attainment.

This type of progress measure rewards schools for making progress with all their pupils, whether they are low-, middle- or high-attainers. Any increase in attainment achieved by each pupil is reflected in the school’s progress scores.

This measure is a school-level accountability measure. Progress is calculated for individual pupils solely to calculate the school’s overall progress scores. Schools should not share individual pupil progress scores with pupils or parents.

Schools should continue to focus on improving the attainment of all their pupils and report on their attainment and progress to parents, as specified in the Assessment and Reporting Arrangements for KS1^{[footnote 2]} and KS2^{[footnote 3]}. For more information, see the Standard and Testing Agency’s pages on GOV.UK^{[footnote 4]}.

A school’s progress scores in English reading, English writing and maths are calculated as the average of its pupils’ subject progress scores. These scores give an indication of whether, as a group, pupils in the school made above or below average progress in a subject compared with pupils with similar starting points in other schools.

Calculating an individual pupil’s progress scores

Progress scores are calculated for individual pupils for the sole purpose of constructing a school progress score. Pupil scores are calculated separately for English reading, English writing and maths. Pupils who do not have KS1 data for all of English reading, English writing and maths (for example, they have arrived at primary school from abroad or from the independent sector, or who were absent at the time of the KS1 assessments), cannot be included in the progress measures, but their KS2 scores will be included in their school’s attainment measures.

The first step is to assign pupils into groups with other pupils nationally, who had similar starting points (KS1 achievement).

The second step is to work out the average KS2 score for each prior attainment group. This is worked out as the mean average of the actual KS2 scores of all the pupils in the prior attainment group.

Finally, a pupil’s progress score is calculated. This is done by working out the difference between their actual KS2 outcome and the average KS2 outcome for the other pupils nationally, who are in the same prior attainment group.

For example:

Jamie has an average KS1 score of 8.5, which means Jamie is in prior attainment group 18 (for further explanation of prior attainment groups, please see 2022 to 2023 prior attainment groups).

Jamie’s result in the KS2 maths test is a scaled score of 108.

The national average scaled score in maths for pupils in prior attainment group 18 is 107.85.

Jamie, therefore, has a maths progress score of 0.15

Table A.1: Calculating an individual pupil’s progress score

Jamie’s KS1 point score and Prior Attainment Group (PAG)	Jamie’s estimated KS2 maths score based on his Prior Attainment Group	Jamie’s actual KS2 maths score	Jamie’s KS2 maths progress score (actual - estimate)
8.5 PAG = 18	107.85	108	108 –107.85 = 0.15

In this example, Jamie has met the ‘expected standard’ (a scaled score of 100 or more). Jamie has done better than other pupils with the same KS1 attainment and, therefore, has a positive progress score. This will not necessarily be the case for all pupils.

Some pupils will meet the ‘expected standard’ but will make less progress compared to other pupils in their prior attainment group.

Other pupils will not meet the ‘expected standard’ but will make more progress than the other pupils in their prior attainment group.

Calculating a school’s progress scores

A school’s progress score, for a subject, is the mean average of its pupils’ progress scores in that subject.

For example:

Jamie is one of 60 pupils in their school’s KS2 cohort. These pupils have maths progress scores as shown in the table.

Table A.2: Calculating a school’s progress score

Pupil #	Pupil name	Maths progress score
1	Jamie	+0.15
2	Chloe	+2.20
(Pupils 3-58)	(Pupil names 3-58)	(Progress scores 3-58)
59	Ebony	-1.90
60	Harry	-5.36
	Sum	+132.40

The school’s maths progress score will be 132.40 / 60 = +2.21

This process is then repeated for each subject.

Schools are then allocated three progress scores:

• one for English reading
• one for English writing
• one for maths

Key stage 1 (KS1) point scores

KS1 prior attainment groupings

To calculate progress scores, pupils are allocated into prior attainment groupings with all other pupils nationally with similar KS1 attainment.

Pupils who reached the end of KS2 in academic year 2022 to 2023 took their end of KS1 assessments in 2019. Changes were made to KS1 assessments in 2019 when interim pre-stage standards (foundations for the expected standard – PKF) and P scaled 5-8 were replaced with final pre-key stage standards (PK1-4).

Table A.3: Summary of changes to KS1 assessments from 2017-18 to 2021-22  

	2017 to 2018	2018 to 2019	2021 to 2022[footnote 5]
Subject specific study	Interim pre-key stage standards Foundations for the expected standard —————– P scales 5 to 8	Final pre-key stage standards Standard 4 Standard 3 Standard 2 Standard 1	Final pre-key stage standards Standard 4 Standard 3 Standard 2 Standard 1
Not subject specific study	P scales 1 to 4	P scales 1 to 4	Engagement model

Individual KS1 subject teacher assessments from 2019 are converted into points.

Table A.4: KS1 point scores for all subjects - individual KS1 subject teacher assessments from 2019 converted into points

National curriculum teacher assessment	Point score equivalent
Working at greater depth (GDS)	10
Working at the expected standard (EXS)	8
Working towards the expected standard (WTS)	6
Final pre-key stage standard - standard 4	4
Final pre-key stage standard - standard 3	3.5
Final pre-key stage standard - standard 2	3
Final pre-key stage standard - standard 1	2.5
Below the standard of the final pre-key stage standards (BLW)	See the next section
M – Missing	Disregard
D – Disapplied	Disregard
A – Absent	Disregard

A pupil’s KS1 point scores for English reading, English writing and maths are then combined to give them a KS1 average point score (APS).

The average point score is weighted 50:50 for English and maths, as this provides a strong correlation to KS2 results in all three subjects – English reading, English writing and maths.

This is calculated by working out an average score for English (reading and writing) and giving this equal weight alongside maths.

Worked example

Jamie was assessed at the end of KS1 to be working at the expected standard for English reading, towards the expected standard for English writing and working at greater depth within the expected standard for maths.

This diagram sets out how these are converted into an average point score for Jamie.

KS1 subjects

The teacher assessment outcome for KS1 reading is EXS, for writing is WTS, for maths is GDS.

The outcome converted to points for KS1 reading is 8, for writing is 6, for maths is 10.

For the English and maths components, the average for reading and writing is 7 ((8+6)/2=7), the average for maths is 10 (10/1=10).

This gives a KS1 average point score of 8.5 ((7+10)/2=8.5) for average English and maths.

Figure A.1: A worked example for working out a pupil’s KS1 average point score

Pupils stay in the same prior attainment group, which is based on their average point score at KS1, when we calculate their separate progress scores in English reading, English writing and maths.

Pupils working below the standard of the final pre-key stage standards (BLW)

As with all other pupils, we allocate point scores to pupils working below the standard of the final pre-key stage standards.

The table shows the point scores associated with each P scale for KS1 assessments that took place in 2019.

Table A.5: KS1 point scores for pupils working below the final pre-key stage standards

Teacher assessment	Point score equivalent
Below the standard of the final pre-key stage standards (BLW) and no P scale info	3.00
P4	1.75
P3ii	1.50
P3i	1.25
P2ii	1.00
P2i	0.75
P1ii	0.50
P1i	0.25

The following rules apply to the way we allocate these points to each subject.

1. English component: the teacher assessment outcomes for KS1 reading and writing are converted from the P scale to points to give an English components average point score.
2. Mathematics component: the teacher assessment outcome is converted from the P scale to points for each of:

• KS1 using mathematics - reportable score
• KS1 number - reportable score
• KS1 shapes, spaces and measures - reportable score

to give a maths components average point score. 3. The 2 average scores are combined to give a KS1 average point score.

Figure A.2: A worked example showing how we allocate points to each subject for pupils working below the standard of the final pre-key stage standards (BLW)

2022 to 2023 Prior attainment groups

The process described above created 20 prior attainment groups to which pupils have been allocated depending on their KS1 results. Schools can use the table to see which prior attainment group a pupil will have been allocated to depending on their KS1 average point score and the revised national KS2 averages for each of these groups in 2022 to 2023 by subject. As described earlier in this guide, a pupil’s progress score is the difference between their own KS2 result and the national average KS2 result for their prior attainment group.

Table A.6: 2023 prior attainment groups

Prior attainment group (PAG)	KS1 average points score	Average KS2 reading score for PAG	Average KS2 writing score for PAG	Average KS2 maths score for PAG
1	0 to < 1.5	62.84	62.56	63.05
2	>= 1.5 to < 1.75	67.75	67.11	67.84
3	>= 1.75 to < 2.0	70.60	69.33	70.80
4	>= 2.0 to < 3.0	73.65	72.27	74.13
5	>= 3 to < 3.25	80.32	77.85	80.49
6	>= 3.25 to < 3.5	82.08	79.41	82.23
7	>= 3.5 to < 3.75	85.74	82.46	85.37
8	>= 3.75 to < 4.0	88.53	84.51	88.05
9	= 4.0	90.51	86.66	89.38
10	> 4 to < 5	92.24	87.86	92.18
11	= 5.0	94.22	89.77	93.38
12	> 5.0 to < 6.0	95.58	90.33	95.10
13	= 6.0	96.78	93.01	95.81
14	> 6.0 to < 7.0	100.85	96.35	97.86
15	= 7.0	101.04	97.37	100.93
16	> 7.0 to < 8 .0	103.29	98.23	102.84
17	= 8.0	105.38	102.02	104.61
18	> 8.0 to < 9.50	109.50	104.72	107.85
19	>= 9.50 to < 10.0	111.29	105.50	110.84
20	= 10	113.29	108.88	112.15

Progress and attainment at KS2 by prior attainment

Where we report breakdowns of KS2 attainment and progress measures by prior attainment, we define low, middle, and high prior attainment at KS2 using KS1 average point scores as follows:

Low prior attainers achieved an average point score of below 7. Middle prior attainers achieved an average point score of 7 or higher and less than or equal to 8. High prior attainers achieved an average point score of higher than 8. Pupils without KS1 results are not included in these figures.

KS2 point scores

English reading and maths tests

For English reading and maths, KS2 test results have been reported as scaled scores, with 100 as the ‘expected standard’. The scaled score for each subject is used as the pupil’s KS2 outcome in the progress score calculation.

English writing teacher assessment

In 2022 to 2023, as in previous years, KS2 English writing results were reported as teacher assessments. Pupils working at the standard of the national curriculum were assessed against the revised statutory framework for the teacher assessment of writing, first used in 2017/18. The framework includes three categories: working towards the expected standard, working at the expected standard, and working at greater depth.

For the purpose of calculating writing progress scores only, pupils were allocated points for each of the teacher assessment outcomes. Pupils still receive their teacher assessment as their KS2 outcome and no pupil will receive our point score as their KS2 outcome. The points that were allocated to each teacher assessment category are detailed in the table.

Table A.7: Points for each teacher assessed writing category

Teacher assessed writing categories	Points (within the scaled score range)
Working towards the standard	91
Working at the expected standard	103
Working at greater depth	113

The same point score is attached to all pupils in the same category. This is because there are only three categories of teacher assessment for those working at the standard of the KS2 framework and it was therefore not possible to differentiate between pupils within each category. This means, for example, that all pupils working at the expected standard were allocated 103 points.

The points for English writing have been guided by outcomes on the KS2 English reading and maths tests, and performance in English writing. The points were determined by considering the percentage of pupils achieving each category of English writing teacher assessment, identifying the corresponding percentages of pupils on the English reading and maths tests, and finding the mean scaled score for each group. The points allocated to each writing teacher assessment reflect the most appropriate points for a typical pupil’s performance in English writing.

This method means that the writing points are based on available information that aligns with a pupil’s performance in English reading and maths.

Pupils below the standard of the test or assessment in academic year 2022 to 2023

In 2022 to 2023 pre-key stage standards were used to report teacher assessment in English reading, English writing and maths for pupils working below the standard of national curriculum assessments engaged in subject-specific study. The pre-key stage standards include six standards at KS2.

From the 2020 to 2021 academic year, DfE replaced P scales 1 to 4 with a new assessment approach, based on the engagement model. The engagement model is the assessment for pupils working below the standard of national curriculum assessments and not engaged in subject-specific study.

As in previous years, we allocated a nominal point for pupils without a pre-key stage teacher assessment who were entered for the test but gained too few marks to achieve a scaled score. In 2022 to 2023, the points assigned were 79. ^{[footnote 6]}

The points allocated to each teacher assessment category are detailed in the table.

Table A.8: KS2 points for pupils below the standard of the test in 2022 to 2023

Pre-key stage teacher assessment for pupils below the level of the test at KS2	Points (below the scaled score range)
Standard 6 (working at the KS1 expected standard)	79
Standard 5 (working towards the KS1 expected standard)	76
Standard 4	73
Standard 3	70
Standard 2	67
Standard 1	64
Pupils working on the engagement model	60

Pupils in particular circumstances

Pupils who are working below the standard of the national curriculum assessments are included in school progress and attainment measures. They are included in attainment measures as “not meeting the expected standard”. We allocate nominal point scores to their teacher assessment outcomes in order to calculate KS1-KS2 progress measures as set out in KS2 point scores above.

There are some circumstances where a pupil’s results are not included in the progress measures but are included in the attainment measure as ‘not meeting’ the expected standard. These pupils will contribute to the cohort in the denominator but are not included in the numerator.

Table A.9: KS2 codes for pupils in particular circumstances

KS2 code	Description
A	Absent [footnote 7]
Q	Mark supressed
H	Paper annulled
U	Performing at the standard of the test but unable to access the test
J	Just arrived

In cases where pupils have no KS1 data, for example they have arrived at primary school from abroad or from the independent sector, their results are treated in a similar way and are not included in the school’s progress measures but are included in the attainment measures.

If pupils have moved schools between KS1 and KS2, we will retrieve their KS1 data and include them in the progress calculation for their current school.

In limited circumstances, schools may request that a pupil be omitted from performance measures (for example, if pupils have recently arrived from overseas and English is not their first language) this can be done via the Primary Schools Checking Exercise.
Pupils are not included in school performance measures until they have reached the end of KS2. A pupil is assigned a code F if they have been held back a school year or have taken one or more of the subjects early. Where a pupil has a result missing, please see Annex B.

Interpreting a school’s progress scores

Individual pupil-level progress scores are calculated in comparison to other pupils nationally. For all state-funded pupils nationally, the average progress score will be zero.

A school’s progress scores for English reading, English writing and maths are calculated as its pupils’ average progress scores. This means that school-level progress scores are presented as positive and negative numbers either side of zero.

• A score of zero means pupils in this school, on average, did about as well at KS2 as those with similar prior attainment nationally.
• A positive score means pupils in this school, on average, did better at KS2 than those with similar prior attainment nationally.
• A negative score means pupils in this school, on average, did not make as much progress by the end of KS2 as those with similar prior attainment nationally. A negative progress score does not mean pupils made no progress, or the school has failed, rather it means pupils in the school made less progress than other pupils across England with similar results at the end of KS1.

For example, a school with a maths progress score of -4 would mean that, on average, pupils in this school achieved 4 scaled score points lower in the KS2 maths test than other pupils with similar prior attainment nationally.

English writing progress scores differ from English reading and maths progress scores and do not directly relate to scaled scores. As there is no test in writing, KS2 teacher assessments are used to create the progress scores. To do this we assign points to teacher assessment before creating the progress scores in our model (see page 19). A progress score of -5 in English writing, therefore, could be seen as meaning pupils in this school on average achieve 5 points lower in our progress model than other pupils with similar prior attainment nationally.

Using performance data to predict individual pupils’ scores and sharing pupils’ progress data

The previous government’s response to the Workload Advisory Group report ‘Making Data Work’^{[footnote 8]} provides advice to schools about proportionate use of setting predictions or targets for individual pupils to aid teaching. It makes clear that predicting pupils’ attainment can sometimes be appropriate, but that pupils or their parents need not be routinely told the outcomes they are likely to achieve at the end of Key Stages 1 or 2. The Group also stated that ‘flight paths’, where pupils are told the outcomes they will achieve based on the performance data of pupils with similar starting points in previous years are not valid as a prediction, as they understate the variation in pupil trajectories of development. Schools are not held to account by the Department for pupil targets and predictions, and local authorities or academy trusts should not routinely request such information.

Similarly, schools should not share individual pupil progress scores with pupils or parents. Schools should not try to predict pupil or school level progress scores in advance of official provisional data being available each September. The primary progress scores are an in-year relative measure.

Pupil with extremely negative progress scores

DfE limits how negative^{[footnote 9]} a pupil’s progress score can be when calculating the school average. These pupils still have large negative scores (to reflect that they have made much less progress than other pupils in the same prior attainment group as them), but the disproportionate effect they have on a school’s score has been reduced.

Data published on the Compare School and College Performance service and releases of data in Analyse School Performance (ASP) will show schools their own progress figures calculated using the methodology outlined below. We will also make available in ASP, scores that do not place limits on pupil progress, for each subject (reading, writing and maths).

Methodology

We set a minimum progress score that can be assigned to pupils within the prior attainment groups  where extremely negative scores exist. These are given in Table A.13: Minimum thresholds by prior attainment group.

Some of the prior attainment groups will not have a minimum progress score threshold set. These are prior attainment groups 1 to 7, where the average scaled scores at KS2 are not high enough to allow for extreme negative progress scores. For example:

• If the average scale score at KS2 for prior attainment group 7 was 85.74 in English reading, then the minimum possible progress score for that group would be -25.74 (60-85.74). This minimum progress score would be above the threshold for this prior attainment group as -25.74 is not an extremely negative score; but
• If the average scaled score at KS2 for prior attainment group 16 was 103.29 in English reading, then the minimum possible score for that group would be -43.29 (60-103.29). This minimum progress score is extremely negative compared to other pupils nationally in group 16 and would be below the limit for prior attainment group 16. Therefore, the pupil’s score would be adjusted to -16.29

Where a minimum score is set for a prior attainment group, this is determined based on the variation in pupil progress scores within that prior attainment group (as measured by the standard deviation).^{[footnote 10]}) The minimum scores are fixed at a set number of standard deviations below the mean so that approximately 1% of pupils are identified nationally^{[footnote 11]}) (in most cases, this is no more than 1 or 2 pupils per school). By design, these minimum scores will change each year. As such, predicting which pupils will, and will not, have their score affected by this methodology change, in advance of progress scores being made available, is not possible. Further information on the calculation, the number of standard deviation(s) and minimum thresholds per prior attainment group is below.

Worked example

The threshold score applied to the pupil’s progress score will be dependent on the prior attainment group that the pupil is in.

The first step is to ascertain the standard deviation of the bottom 1% of pupils for each of the subjects, English reading, English writing and maths.

The second step is to calculate the standard deviation of all pupils within each prior attainment group for each of the subjects.

The third step is to multiply the result from the first step with the results from the second step to give the threshold for each prior attainment group – the minimum score for that prior attainment group.

For example:

The standard deviation that corresponds to 1% of pupils nationally is -2.54 in English reading.

The standard deviations for each prior attainment group and the corresponding threshold for English reading are shown below.

Table A.10: Adjusting progress scores for pupils with extremely negative progress scores

KS1 PAG	SD	Threshold score
(-2.54)
1	6.4915	-16.4658
2	10.6619	-27.0440
3	11.7912	-29.9084
4	10.5621	-26.7909
5	11.2640	-28.5712
6	10.8402	-27.4963
7	10.6299	-26.9629
8	9.9298	-25.1869
9	9.5590	-24.2464
10	9.6139	-24.3857
11	8.4895	-21.5336
12	8.6386	-21.9118
13	7.7350	-19.6199
14	6.7744	-17.1834
15	6.5904	-16.7165
16	6.4222	-16.2900
17	5.8530	-14.8461
18	5.4799	-13.8998
19	5.0717	-12.8644
20	4.8172	-12.2188

The lowest prior attainment groups (1-7) have minimum scores that are above the threshold for that prior attainment group, due to the average for those prior attainment groups being close to the lowest possible scaled score (no pupils have scores extreme enough to be below the threshold). The middle to higher prior attainment groups (8-20) contain pupils with extreme progress scores below the threshold as defined by the standard deviation. These are the only prior attainment groups (groups 8-20 in the table above) where pupils’ scores have been changed by this methodology.

The fourth step: a pupil’s progress score will be replaced by the minimum, only if their original score falls below this minimum.

For example:

School B has nine pupils with the following progress scores for English reading.

The pupils’ progress scores are reviewed against the threshold at each prior attainment group.

Table A.11: Example showing pupils progress scores reviewed against the threshold at each prior attainment group

Pupil	KS1 PAG	Progress Score	Threshold Score	Adjusted Progress Score
1	4	-4.02	-26.79	-4.02
2	7	13.34	-26.96	13.34
3	11	4.86	-21.53	4.86
4	3	-3.64	-29.91	-3.64
5	8	-27.15	-25.19	-25.19
6	15	3.28	-16.72	3.28
7	19	-15.18	-12.86	-12.86
8	8	1.85	-25.19	1.85
9	15	0.28	-16.72	0.28

If the pupil’s progress score is lower than the threshold, the score will be replaced with the threshold score (as for pupils 5 and 7 in the table above).

Finally, the school’s progress score is calculated by averaging the adjusted progress score.

Standard deviations

The set number of standard deviations below the mean so that approximately 1% of pupils are identified nationally when adjusting extremely negative progress scores.

Table A.12: Standard deviations below the mean when adjusting extremely negative progress scores

Subject	Reading	Writing	Maths
Standard deviation	-2.5365	-2.6298	-2.5553

The minimum thresholds derived from the above constants are as follows.

Table A.13: Minimum thresholds by prior attainment group

Prior Attainment Group (PAG)	KS1 average points score	Reading	Writing	Maths
1	0 to < 1.5	N/A	N/A	N/A
2	>= 1.5 to < 1.75	N/A	N/A	N/A
3	>= 1.75 to < 2.0	N/A	N/A	N/A
4	>= 2.0 to < 3.0	N/A	N/A	N/A
5	>= 3 to < 3.25	N/A	N/A	N/A
6	>= 3.25 to < 3.5	N/A	N/A	N/A
7	>= 3.5 to < 3.75	N/A	N/A	N/A
8	>= 3.75 to < 4.0	-25.1869	-24.4180	-23.9019
9	= 4.0	-24.2464	-23.9989	-23.0257
10	> 4 to < 5	-24.3857	-24.2444	-23.4430
11	= 5.0	-21.5336	-22.3091	-20.7752
12	> 5.0 to < 6.0	-21.9118	-22.7367	-21.0996
13	= 6	-19.6199	-20.4721	-19.1468
14	> 6.0 to < 7.0	-17.1834	-19.2392	-16.6029
15	= 7	-16.7165	-18.6707	-15.7688
16	> 7.0 to < 8.0	-16.2900	-17.8705	-14.6834
17	= 8	-14.8461	-13.4272	-13.7425
18	> 8.0 to < 9.50	-13.8998	-13.7001	-13.3305
19	>= 9.50 to < 10.0	-12.8644	-13.4124	-11.9745
20	= 10	-12.2188	-13.3150	-12.1406

Confidence intervals

Progress results are calculated for a school based on a specific cohort of pupils. A school may have been just as effective but have performed differently with a different set of pupils. Similarly, some pupils may be more likely to achieve high or low results independently of which school they attend. To account for the natural uncertainty, 95% confidence intervals around progress scores are provided as a proxy for the range of scores within which each school’s underlying performance can be confidently said to lie.

The results of schools with small cohorts tend to have wider confidence intervals. This reflects the fact that performance of a small number of pupils taking KS2 tests can have a disproportionate effect on the school’s overall results. Both the progress score and the confidence interval for a school should be taken into account when comparing with other schools or pupil groups.

If the lower bound of the school’s confidence interval is greater than zero, it can be interpreted as meaning that the school has achieved greater than average progress compared to pupils with similar starting points nationally. Similarly, if the upper bound is below zero, then the school has made less than average progress. Where a confidence interval overlaps zero, this means that the school’s progress score is not significantly different from the national average.

The confidence interval, denoted [Low CI _s, Upp CI _s] is given by the formula: [Low CI _s, Upp CI ]_s = [P _s – CI _s, P _s + CI _s] where:

Variable	Description
LowCIs	is the lower confidence limit for the school’s progress score
UppCIs	is the upper confidence limit for the school’s progress score
Ps	is the school’s progress score
CIs	is the size of the confidence interval for the school’s progress score

Table A.14: Confidence intervals

CI_s =
1.96 x σ _N
sq root η _S

where:

Variable	Description
1.96	is the critical value for a 95% confidence interval;
σ N	is the standard deviation of the progress scores for all eligible pupils nationally;
η S	is the number of eligible pupils that belong to the school

Table A.15: Confidence intervals

The national average progress score of all pupils at state-funded maintained mainstream school scores will be 0.

• when a school has their lower confidence interval limit higher than zero
  (  > 0), the school’s progress score is above average and the result is statistically significant
• when a school has their upper confidence interval limit lower than zero
  ( < 0), the school’s progress score is below average and the result is statistically significant
• in the other case when the confidence interval straddles zero
  ( < 0 < ), we cannot say with confidence whether the school’s progress score is above or below average, and say the result is not statistically significantly different from average.

Figure A.3: Relation of school confidence intervals to their progress score

The table below provides the standard deviation of pupil progress scores in each of the three subjects. The standard deviation is a measure to quantify the amount of variation in a set of values. A low standard deviation indicates that the data points tend to be close to the mean, while a high standard deviation indicates the data are spread out over a wider range of values.

The values in the table have been used in the calculation of confidence intervals as outlined in this section.

Table A.16: Standard deviation of pupil progress scores in reading, writing and maths

Subject	Reading	Writing	Maths
Standard deviation	6.2893	6.0488	5.9145

Distribution of progress scores for 2022 to 2023

The chart below and table shows the distribution of schools’ progress scores by subject.

Figure A.4: Distribution of schools’ progress scores for reading, writing and maths

This chart shows the distribution of schools’ progress scores by subject.

Amount	Reading	Writing	Maths
<-10	3	12	7
<-8	6	28	23
<-6	62	147	163
<-5	93	149	246
<-4	274	287	449
<-3	646	578	821
<-2	1179	1049	1314
<-1	1980	1817	1885
<0	2503	2537	2310
<1	2698	2810	2348
<2	2253	2471	2092
<3	1505	1629	1449
<4	902	852	936
<5	454	358	484
<6	205	114	225
<8	108	53	129
<10	22	6	15
10+	5	2	3

The table provides the percentile distribution across the three subjects.

Table A.17: Percentile distribution across reading, writing and maths

Percentiles	Reading	Writing	Maths
Top 5%	4 and above	3.6 and above	4.1 and above
Top 25%	1.7 and above	1.6 and above	1.7 and above
Top 40%	0.8 and above	0.8 and above	0.7 and above
Median	0.2	0.3	0.0
Bottom 40%	-0.3 and below	-0.3 and below	-0.6 and below
Bottom 25%	-1.3 and below	-1.2 and below	-1.6 and below
Bottom 5%	-3.5 and below	-3.8 and below	-4.3 and below

Progress scores in reading, writing and maths bandings

How DfE calculated the bandings for 2023

Reading

Progress bandings	A school is given this banding if…
Well above average	The progress score is greater than or equal to 3.1, and the entire confidence interval is above 0.
-	10% of state-funded mainstream schools in England.
Above average	The progress score is greater than 0 but lower than 3.1, and the entire confidence interval is above 0.
-	9% of state-funded mainstream schools in England.
Average	The confidence interval for the progress score includes 0.
-	67% of state-funded mainstream schools in England.
Below average	The progress score is score is lower than 0 but greater than or equal to -2.7, and the entire confidence interval is below 0.
-	6% of state-funded mainstream schools in England.
Well below average	The progress score is score is lower than -2.7 and the entire confidence interval is below 0.
-	8% of state-funded mainstream schools in England.

Writing

Progress bandings	A school is given this banding if…
Well above average	The progress score is greater than or equal to 2.9, and the entire confidence interval is above 0.
-	9% of state-funded mainstream schools in England.
Above average	The progress score is greater than 0 but lower than 2.9, and the entire confidence interval is above 0.
-	9% of state-funded mainstream schools in England.
Average	The confidence interval for the progress score includes 0.
-	67% of state-funded mainstream schools in England.
Below average	The progress score is score is lower than 0 but greater than or equal to -2.7, and the entire confidence interval is below 0.
-	6% of state-funded mainstream schools in England.
Well below average	The progress score is score is lower than -2.7 and the entire confidence interval is below 0.
-	9% of state-funded mainstream schools in England.

Maths

Progress bandings	A school is given this banding if…
Well above average	The progress score is greater than or equal to 3.2, and the entire confidence interval is above 0.
-	10% of state-funded mainstream schools in England.
Above average	The progress score is greater than 0 but lower than 3.2, and the entire confidence interval is above 0.
-	11% of state-funded mainstream schools in England.
Average	The confidence interval for the progress score includes 0.
-	59% of state-funded mainstream schools in England.
Below average	The progress score is score is lower than 0 but greater than or equal to -3.3, and the entire confidence interval is below 0.
-	11% of state-funded mainstream schools in England.
Well below average	The progress score is score is lower than -3.3 and the entire confidence interval is below 0.
-	9% of state-funded mainstream schools in England.

Annex B: Rules for including missing data in accountability measures

In the event that there are unexpected difficulties during the collection of KS2 data and returning pupils’ end of KS2 results to schools, the scenario shows how DfE treats the result when calculating a school’s accountability measures.

Scenario: missing whole test subject – reading, GPS or maths – due to lost script

What STA reports

If the reading script is missing (lost prior to marking/data capture) then STA records the test outcome on the Primary Assessment Gateway (PAG) as missing (M). STA does not award a scaled score.

If one or more GPS/maths scripts are missing (lost after collection from the school but prior to marking/data capture) then:

• STA records the test outcome as missing (M),
• UNLESS the pupil achieved enough marks in any non-missing scripts to achieve the expected standard, in which case they are given a test outcome of achieved the expected standard (AS). STA does not award a scaled score (even if the pupil is still recorded as meeting the expected standard).

What codes schools will see in Analyse School Performance

When viewing KS2 results in Analyse School Performance (ASP), the codes assigned when a script is missing are recoded as part of internal data processing and are different to those used by STA.

• ASP assigns ‘X’ for a missing test script – in all subjects, it is excluded from the numerator/denominator. For school level data in ASP, this is shown as N/A. In files produced and shared with local authorities in ASP, this is shown as X.

How it is treated in a school’s accountability measures

• % Meeting expected/higher standard in RWM

If the pupil has missing (‘M’ as assigned by STA) in reading and/or maths as their test outcome (and is marked as not meeting the expected standard) they are not included in the % meeting the expected or higher standard in RWM measures (either numerator or denominator).

If the pupil is missing one or more scripts but is awarded a test outcome of achieving the expected standard (‘AS’) in maths, then they are included in the numerators/denominators for % meeting the expected and higher standard RWM measures.

(Note that it is not possible for pupils missing one or more scripts in maths to meet the higher standard, so such pupils would be recorded as meeting the expected standard but not meeting the higher standard.)

• % Meeting the expected/higher standard in individual subjects (Reading, maths and GPS)

If the pupil has missing (‘M’ as assigned by STA) as their test outcome they are not included in the % meeting the expected or higher standard in that subject (either numerator or denominator).

If the pupil is missing one or more scripts but is still awarded a test outcome of achieving the expected standard (‘AS’) in maths or GPS, then they are included in the denominators for the % meeting the expected or higher standard measures in that subject.

Note that it is not possible for pupils missing one or more scripts in maths to meet the higher standard, so such pupils would be recorded as meeting the expected standard but not meeting the higher standard. This is done on a subject-by-subject basis, so they would be included in measures for other subject(s) if they were not missing any scripts.

• Average scaled scores (reading, maths and GPS)

If the pupil has one or more scripts missing in a subject (whether this results in a test outcome of ‘M’ as assigned by STA, or ‘AS’) they would not be included in average scaled scores for this subject. This is done on a subject-by-subject basis, so they would be included in average scaled scores for the other subjects if they were not missing any papers.

• Reading and maths progress measures

If the pupil has one or more scripts missing in a subject (whether this results in a test outcome of ‘M’ as assigned by STA, or ‘AS’) and they do not have a scaled score, they would not be included in the progress measure for this subject. This is done on a subject-by-subject basis, so they would be included in progress measures for the other subject if they were not missing any papers.

• School-level suppression

If 50% or more pupils’ scripts are missing, school level results are suppressed. This is done on a subject-by-subject basis, so the measures would only be suppressed for subjects affected by missing scripts.

Scenario: missing TA outcomes – for writing, science – where a school/LA has not submitted an outcome or an outcome has not been received by STA

What STA reports

There is no missing code for TA, therefore pupils without a TA outcome are assigned a blank code.

What codes schools will see in analyse school performance

When viewing KS2 results in Analyse School Performance (ASP), the code assigned when there is no teacher assessment, is recoded as part of internal data processing.

• ASP assigns ‘M’ for a missing teacher assessment. In all subjects, it is included in the denominator. Users will see this as NULL in ASP.

How it is treated in a school’s accountability measures

We use the teacher assessment data provided by STA.

If a pupil is assigned a blank code by STA for writing and they have valid reading and maths outcomes, they are included in the % meeting the expected or higher standard in reading, writing and maths as not meeting the expected or higher standard. They are also included in the % working at the expected standard or working at greater depth in writing as not meeting the expected or higher standard.

These pupils are not included in the writing progress measure.

Use of mock results or teacher assessment for pupils working at the level of the test

Since 2019, STA has not required schools to submit teacher assessment outcomes for reading or maths.

DfE does not use pupils mock test results or teacher assessments in reading or maths to calculate KS2 school performance measures for reading and mathematics in place of test results, as these would not be subject to moderation and would not necessarily be comparable with test results achieved under controlled conditions.

Clerical errors: e.g. wrong date of birth, wrong scores assigned to pupil

A detailed pupil level data file is shared with schools via the checking exercise in September. In accordance with the normal process, no reported clerical errors are included in this file. Further updates including late results, outcomes of reviews or maladministration investigations are included in KS2 revised school level data due to be released to schools and published on 12 December 2024.

Annex C: Worked examples of KS2 MAT measures

The example demonstrates the calculation for the percentage meeting the expected standard in reading, writing and maths (RWM) at KS2 for a MAT.

Table C.1: Worked example for calculating the percentage meeting the expected standard in reading, writing and maths (RWM) at KS2 for a MAT

	(i) Number of pupils at the end of KS2	(ii) Number of pupils meeting expected standard in RWM	(iii) Years with MAT	(iv) Total weighted pupils at the end of KS2 (i)*(iii)	(v) Total weighted pupils meeting expected standard in RWM (ii)*(iii)
Academy 1	25	17	5	100	68
Academy 2	59	31	3	177	93
Academy 3	50	39	4	200	156
Academy 4	22	7	3	66	21
Academy 5	90	79	3	270	237
Total	246	173	-	813	575
	Unweighted MAT % meeting expected standard in RWM	70.3%		Weighted MAT % meeting expected standard in RWM	70.7%

Although Academy 1 has been in the MAT for 5 years, the academy is given a weight of 4 for the number of years with the MAT because this is the maximum weight permissible due to the usual duration of KS2 being 4 years.

Table C.2: Worked example showing the calculation for the percentage of disadvantaged pupils meeting the expected standard in reading, writing and maths at KS2 for a MAT

	(i) Number of disadvantaged pupils at the end of KS2	(ii) Number of disadvantaged pupils meeting expected standard in RWM	(iii) Years with MAT	(iv) Total weighted disadvantaged pupils at the end of KS2 (i)*(iii)	(v) Total weighted disadvantaged pupils meeting expected standard in RWM (ii)*(iii)
Academy 1	17	8	3	51	24
Academy 2	21	7	3	63	21
Academy 3	26	13	4	104	52
Academy 4	19	12	3	57	36
Academy 5	15	6	5	60	24
Total	98	46		335	157
	Unweighted MAT % meeting expected standard in RWM	46.9%		Weighted MAT % meeting expected standard in RWM	46.9%

The example demonstrates the calculation for the percentage of disadvantaged pupils meeting the expected standard in reading, writing and maths (RWM) at KS2 for a MAT:

Although Academy 5 has been in the MAT for 5 years, the academy is given a weight of 4 for the number of years with the MAT because this is the maximum weight permissible due to the usual duration of KS2 being 4 years.

Table C.3: Worked example for calculating KS2 MAT measures

	(i) Progress score in reading	(ii) Number of pupils at end of key stage	(iii) Number of years with MAT	(iv) Total weight (ii)*(iii)	(v) Weighted score (i)*(iv)
Academy 1	2.5	52	3	156	390.0
Academy 2	-2.5	34	4	136	-340.0
Academy 3	3.3	28	4	112	369.6
Academy 4	-1.5	48	3	144	-216.0
Academy 5	-1.5	60	5	240	-360.0
Total		222		788	-156.4
				MAT score</br>(sum of v / sum of iv)	-0.2

The example illustrates how we calculated MAT progress measures for 2022 to 2023:

Although Academy 5 has been in the MAT for 5 years, the academy is given a weight of 4 for the number of years with the MAT because this is the maximum weight permissible due to the usual duration of KS2 being 4 years.

Annex D: Primary performance measures

Table D.1 shows the performance measures and breakdowns that will be available on a school’s page in CSCP for 2023 to 2024. Further performance data and information about a school are available in the download data.

Table D.1: Primary performance measures
Headline measures	Pupils meeting expected standard in reading, writing and maths: percentage of pupils achieving a scaled score of 100 or more in their reading and maths tests, and their teacher assesses them as ‘working at the expected standard’ or better in writing Pupils achieving at a higher standard in reading, writing and maths: percentage of pupils achieving a scaled score of 110 or more in their reading and maths tests, and their teacher assesses them as ‘working at a greater depth within the expected standard’ in writing Average score in reading: average reading ‘scale score’ for all pupils in the school Average score in maths: average maths ‘scale score’ for all pupils in the school
Performance over time	Three-year averages and three-year time series for headline measures
Additional measures	Grammar, punctuation, spelling at the expected standard: percentage of pupils that met the expected standard scaled score of 100 or more on the test Grammar, punctuation, spelling at the higher standard: percentage of pupils that met the higher standard scaled score of 110 or more on the test
Results by pupil characteristics	Breakdowns of headline measures are presented for: Disadvantaged pupils English as an additional language (EAL) Gender Non mobile pupils
MATs	Pupils meeting expected standard in reading, writing and maths: percentage of pupils achieving a scaled score of 100 or more in their reading and maths tests, and their teacher assesses them as ‘working at the expected standard’ or better in writing

We will also present a breakdown of this measure for disadvantaged pupils.

1. Where an academy has joined a trust since 12 September 2021 but immediately prior to that date the academy was part of a trust that was sponsored by their current trust since at least 12 September 2021, we will include the academy in the measures for their trust. ↩

2. Phonics screening check: assessment and reporting arrangements (ARA) ↩

3. KS2: assessment and reporting arrangements (ARA) - GOV.UK ↩

4. Standards and Testing Agency ↩

5. 7 Pupils who took their KS1 assessments in 2021 to 2022 will reach the end of KS2 in 2025 to 2026 ↩

6. Where a pupil has been entered for the test and also has a teacher assessment outcome, only the test outcome data is used in school performance measures. ↩

7. Pupils who do not take all test papers for a subject will receive a mark for the papers they have completed but will not receive a scaled score. The overall outcome for a pupil who does not complete all test papers for a subject will be ‘A’ (absent). ↩

8. Teacher workload advisory group report and government response ↩

9. We do not set a maximum limit on how positive a pupil’s progress score can be as there are much smaller numbers of extremely positive progress scores that have a disproportionate impact than extremely negative ones. ↩

10. Minimum thresholds are set using provisional data ↩

11. Due to natural fluctuation of performance year-on-year, it may not be possible to use the same standard deviation value each year to calculate the minimum scores. ↩